IS DACA ON THE BRINK? OF COURSE NOT----US CITIES ARE FILLING WITH GLOBAL LABOR POOL WITH THE GOAL OF EXPLODING THESE NUMBERS----AS WE SAID---A FEW BILLION GLOBAL LABOR POOL WILL BE COMING TO US NEXT DECADE AND TWO.
THE LEGISLATIVE FIX is of course piecemeal Congressional installation of TRANS PACIFIC TRADE PACT as Trump KNOWS.
DACA on the brink
By Jim Acosta, Mary Kay Mallonee and Tal Kopan, CNN
Updated 8:51 AM ET, Mon September 4, 2017
(CNN)President Donald Trump is expected to end a program that protected undocumented immigrants who came to the United States as children -- so-called "Dreamers" -- from deportation, four sources familiar with the decision told CNN.
Two of the sources said the plan is to have a six-month delay in any action regarding the Deferred Action for Childhood Arrivals (DACA) program to allow Congress time to pass a fix through legislation that would allow the undocumented immigrants to stay in the country.
The expected move -- which comes after weeks of White House deliberations about what to do in response to an ultimatum from 10 state attorneys general led by Texas -- would satisfy Trump's base but upend the lives of nearly 800,000 people who were working and studying in the US. The DACA program, which gave qualified applicants protections from deportation, is popular among Democrats and moderate Republicans, many of whom have introduced legislation in Congress to try to protect the population permanently.The sources said the expected decision to end the program with a six-month delay reflects the President's thinking as of Sunday night.
Officials have sent conflicting signals at times in the past as to what the final decision on the program's fate would be.
Several of the sources cautioned the decision would not be final until it is announced, which the White House has said will be Tuesday.
Two of the sources familiar with the matter said there was a meeting at the White House on Sunday to talk about the decision, which was first reported by Politico.Controversial decision
As soon as the expected move was reported, there was a flood of reactions from the left and the right, with immigration advocates calling the move cruel and Trump's core supporters hailing the move as restoring the rule of law.
"If Trump decides to end DACA, it will be one of the ugliest and cruelest decisions ever made by a president in our modern history," Vermont Independent Sen. Bernie Sanders tweeted.
But Rep. Steve King, R-Iowa, said on Twitter that ending DACA would give "chance 2 restore Rule of Law."
Some Republicans have implored Trump in recent days to keep the program going as Congress works on a solution for the sympathetic population -- who in most cases know no other home than America.
House Speaker Paul Ryan said in a radio interview Friday that he hoped Trump wouldn't end the program but that he believed Congress needed to come up with a fix. His view was echoed by several Senate Republicans, including Utah Sen. Orrin Hatch and Arizona Sen. Jeff Flake.
Trump, himself, has gone back and forth on the program. During the campaign, he pledged to immediately rescind the Obama administration policy, which just marked its fifth anniversary. But upon taking office, he spoke of the sympathy he had for the "Dreamers" covered under DACA and said it was a "very, very hard" decision that he faced.
Trump said on Friday, "We love the Dreamers." He has also said in the past he would treat the issue "with heart."
Discussions in Washington in recent days have centered on an expectation that the administration would stop processing renewals and new permit applications as a way of ending the program, though details like when the effective date would be and what would happen to applications in the pipeline still needed to be decided.
Permits under DACA are granted for two years before needing to be renewed. A recent study by groups that support DACA estimated that 1,400 people a day could lose their protections if renewals were ended.AGs forced Trump's hand
The President is expected to make the move even as his administration deals with the aftermath of Hurricane Harvey's devastation in Texas, where authorities have been trying to reassure undocumented immigrants they will not have their status checked at shelters amid increased fear of deportation in the population.
But a move by 10 state attorneys general over the summer forced Trump's hand. The states sent Trump a letter earlier in the year setting a deadline of September 5 for the administration to announce a winding-down of the program. The ultimatum issued by Texas Attorney General Ken Paxton and nine other state attorneys general threatened that if the administration did not rescind DACA by then, they would challenge it in an unfriendly court. The Tennessee attorney general backed off his threat on Friday, citing a "human element" in his calculation and urging Congress to act instead.
The attorneys general had already succeeded in stopping a similar program to protect the parents of childhood arrivals to the US, and that litigation is still pending before a Texas federal judge. If Trump had not acted to end the program, they would have filed a petition to add DACA to that lawsuit.
When the Obama administration instituted the deferred action program in 2012, critics, including now-Attorney General Jeff Sessions, blasted the move as an executive overreach. The Trump administration, largely through chief of staff John Kelly when he was serving as homeland security secretary, has prodded Congress to come up with a permanent solution for the program, which would answer the complaints of it being done through presidential authority.
Four different proposals have been introduced in Congress to offer some permanent protections to the so-called "Dreamers" under the program -- two bipartisan, one Republican and one Democratic.
Trump's move will place pressure on congressional leadership to determine what both sides of the aisle can swallow in terms of a compromise, but will also lend urgency as the fate of the hundreds of thousands of people hang in the balance.
But Congress already faces a busy September, in which it has to raise the debt ceiling, ensure government funding beyond the end of the month, renew key federal programs and come up with an aid package to deal with the devastation of Hurricane Harvey.
As we said------just because national media has a Trump pulling out of TPP negotiations does not mean TPP is not MOVING FORWARD. All these nations having signed on to TPP KNOW the US is still the MAN BEHIND THE CURTAIN.
This is what is important for 99% of US citizens and global 99% of citizens-----while ONE WORLD ONE GOVERNANCE GLOBAL 1% tout these ONE WORLD goals are growing to completion---there really is very few nations tied to these ONE WORLD POLICIES.
ABE and Japan have been a tool of global banking these several decades after WW2 ----an ABE moving forward ONE WORLD TPP is as good as a CLINTON/BUSH/OBAMA------it is critical WE THE PEOPLE stop MOVING FORWARD US CITIES DEEMED FOREIGN ECONOMIC ZONES===that is TRANS PACIFIC TRADE PACT.
TPP itself assures DACA-LIKE protections for global labor pool including pre-K - career vocational training----United Nations single payer preventative health care ----
How is DACA different from TRANS PACIFIC TRADE PACT?
TPP, the Trade Deal Trump Killed, Is Back in Talks Without U.S.
By MOTOKO RICHJULY 14, 2017
Prime Minister Shinzo Abe of Japan and President Trump at the Group of 20 summit meeting in Hamburg, Germany, last week. Mr. Trump pulled the United States out of the Trans-Pacific Partnership, a proposed free-trade agreement with Japan and 10 other countries, on his first full weekday in office. Credit Stephen Crowley/The New York Times
TOKYO — When President Trump pulled out of his predecessor’s signature trade deal on his first full weekday in office, the 11 other countries that had negotiated the pact were left wondering if years of work had just gone down the drain.
This week, those countries indicated that they wanted to press ahead with the so-called Trans-Pacific Partnership, or TPP, a sweeping multinational trade agreement that had originally been sold as a way to tether the United States more closely to East Asia and to create an economic bloc capable of standing against an increasingly muscular China.
At a meeting in Hakone, a resort town south of Tokyo, Japan led trade negotiators from the 11 countries — including Australia, Canada, Malaysia and Vietnam — in discussions about reviving rules that would improve labor conditions and increase protections for intellectual property in some countries, while opening more markets to free trade in agricultural products and digital services around the region.
Japan’s effort to salvage the deal reflects a growing recognition that countries that have previously counted on American leadership will have to forge ahead on their own.
In Japan, officials are particularly eager to pre-empt China’s attempt to forge a rival trade pact, the Regional Comprehensive Economic Partnership. That deal would bring together 16 countries, including the ones in the TPP, albeit under considerably less stringent rules.
Kazuyoshi Umemoto, Japan’s chief negotiator, told reporters that the group of 11 “achieved mutual understanding on a path forward” without the United States.
“We need a new international agreement,” Mr. Umemoto said. “I think we have reached a rough picture of what it will be like.”
Momentum for such deals has built in recent weeks, as big American allies have pledged their commitment to globalization.
On the eve of the Group of 20 summit meeting in Hamburg, Germany, last week, Japan and the European Union announced the outlines of a broad agreement that would create a trading bloc encompassing $20 trillion in combined economic output. The deal was announced as the United States appeared increasingly isolated on issues like free trade and the environment.
President Trump has repeatedly made clear his antipathy toward free trade, vowing to protect American workers and rebalance trade deficits with other countries. On Wednesday, the United States trade representative, Robert E. Lighthizer, sent a letter to the South Korean government saying that the administration was eager to revise a trade agreement between the two countries that has been in force for five years.
If Japan and the 10 other signatories are to keep the TPP alive, they would need, at the very least, to revise a clause that says the deal will come into effect only when ratified by six countries representing 85 percent of the combined economic value of the 12 original members. Without the United States, that threshold cannot be reached.
Japan, which has the largest economy among the remaining trade partners, is pushing to preserve most of the ambitious rules that negotiators originally hammered out, as are Australia and New Zealand.
“The hope, of course, of Japan is to maintain the status quo of the already agreed framework, including the details,” said Tomohiko Taniguchi, a foreign policy adviser to Prime Minister Shinzo Abe.
While optimistic that Japan could lead the group toward consensus, Mr. Taniguchi, who referred to the remaining TPP countries as the “Ocean’s 11,” acknowledged that the discussions would be challenging.
“Negotiations, once started, could turn in all sorts of different directions,” he said. “It’s a gathering of 11, after all, self-centered, even selfish countries. All sorts of negotiations are likely happening.”
Developing countries such as Malaysia and Vietnam may want to renegotiate some of the tougher requirements that they accepted in exchange for the promise of access to American markets.
The agreement, for example, requires developing nations to reform child-labor laws as well as to improve the transparency of state-owned companies, and it permits drug makers in the large economies to extend patent protection on many pharmaceuticals that the smaller countries want to manufacture. Some of the developing countries may protest that such requirements are too onerous without the incentive of being able to export to American consumers.
“The problem is, when you take the United States out, the United States is two-thirds of the TPP,” said Jeffrey Wilson, a research fellow at the Perth U.S.-Asia Center at the University of Western Australia. For developing countries being asked to make expensive overhauls, Mr. Wilson said, “What is the point of the deal anymore?”
Japan’s goal is to preserve as much of the original deal as possible in the hope that the United States will eventually rejoin.
“We should welcome the United States when the United States decides to come back at some time in the future,” said Ichiro Fujisaki, a former Japanese ambassador to Washington.
Some observers see those hopes as naïve. “I think it’s simply wishful thinking that the Trump administration will change its mind about the TPP,” said Takuji Okubo, managing director and chief economist at Japan Macro Advisors. “So long as he remains the president, I don’t think he will actually make that turnaround.”
Others suggested that advisers to Mr. Trump might try to change his mind once he sees how difficult it can be to negotiate bilateral trade agreements. But in that case, they say, the 11 remaining countries should not alter the TPP.
“If they try to renegotiate the rules or lower the standards, it will make it harder for the U.S. to rejoin the agreement down the road,” said Bruce H. Andrews, deputy secretary of the Commerce Department in the Obama administration and now a managing director at Rock Creek Global Advisors, a consulting firm.
And there is another reason the TPP countries should maintain the tough trade rules, Mr. Andrews said: to push China toward reform.
“If TPP had gone into force, the Chinese, by necessity, would eventually have wanted to be part of it to enjoy its benefits,” Mr. Andrews said. “In order to get into TPP, China would have had to do some serious economic reform and open their market from their current closed state. If TPP does not go forward as the model, China will likely get better terms from other countries without having to open its market.”
In Japan, Mr. Abe has his own political reasons for wanting to push ahead with the TPP. Mr. Abe expended considerable political capital for the deal, going up against farmers who have traditionally supported his Liberal Democratic Party. The agreement would require Japan’s closed agricultural sector to accept imports of rice, pork and other products.
Mr. Abe has also recently been dogged by influence-peddling scandals, and his party suffered a resounding defeat in a recent local election in Tokyo. By agreeing to the trade deal with the European Union last week, he was able to score a quick victory.
“I think it’s important to keep that momentum,” said Jun Saito, a senior research fellow at the Japan Center for Economic Research.
Japan has indicated that it wants to secure an agreement between the remaining 11 countries in the Trans-Pacific Partnership by November, when many of them will gather at a summit meeting in Vietnam.
Most analysts say any agreement is unlikely to be completed that quickly. Still, said Shumpei Takemori, a professor of economics at Keio University, the reopening of negotiations allows Japan and its allies to “show the U.S. administration that we have alternatives.”
If we KNOW CLINTON/OBAMA built these few decades the global human capital distribution system overseas in Foreign Economic Zones then we KNOW Obama and Clinton neo-liberals were NOT building anything LEFT SOCIAL PROGRESSIVE with DACA-------the reason far-right global 1% Wall Street pols pushed DACA was to use Federal funding to build pre-K - career school structures for our immigrant 99% of global labor pool to be school enough for COMPUTER STEM coding and programming jobs.
So, these several years of OBAMA sent those same tens of billions of dollars to build immigrant schooling and job training structures in our US cities deemed Foreign Economic Zones and as usual those ROBBER BARON 5% POLS AND PLAYERS skimmed millions of dollars for themselves. We have all kinds of English as Second Language online lessons=====after-school programs====job training often passing through small businesses created with those millions. As usual those small businesses are going away as global education corporations already in existence simply move in with TRANS PACIFIC TRADE PACT.
DACA WAS ONLY USED TO GET FEDERAL EDUCATION FUNDING TO BUILD GLOBAL LABOR POOL IMMIGRANT SCHOOLING/JOB TRAINING STRUCTURES SO GLOBAL EDUCATION CORPORATIONS DID NOT HAVE TO PAY.
REAL left social progressives were shouting this several years ago while UNITED NATIONS FAKE ALT LEFT groups pretended all this had anything to do with helping our 99% of immigrant citizens.
They are getting the same school and job training as is being built in China, Malaysia, Myanmar because STEM COMPUTER TECHNOLOGY NEEDS SKILLED LABOR.
There was never any intention of our 99% of global labor pool receiving anything more than what will be needed in technology jobs. What those 5% to the 1% pols and players did yet again is pocket through fraud and corruption those millions thrown the way of our GREEKS/FREEMASON players.
A reference guide for DACA recipients
I HAVE DACA AND I CAN USE THE
FAFSA? SAY WHAT?!
Table of Contents
Frequently Asked Questions
undocumented and eligible for state financial aid?
Steps to completing the FAFSA form as a DACA recipient
Section 1: The Student Demographic section:
Section 2: School Selection
Section 3: Dependency Status
Sign and Submit
I HAVE DACA AND I CAN USE THE FAFSA? SAY WHAT?!
A REFERENCE GUIDE FOR DACA RECIPIENTS
United We Dream has been working with advocates and government agencies to ensure that
students who have been granted
Deferred Action for Childhood Arrivals (DACA recipients)
able to access all forms of financial aid for which they are eligible. As par
t of that process, we
have received clarification from the Department of Education regarding DACA recipients’
ability to use the FAFSA application form in order to receive an assessment of recipients’
It is important to note that DACA rec
ipients are still
for federal financial aid at this
time. Students’ ability to receive a needs assessment from FAFSA does not in any way impact
their eligibility for different kinds of student aid. It merely allows students to access aid for
ch they are
General information, such as that provided below, does not constitute individual legal advice nor
is it meant to take the place of individualized legal advice. The information provided below is
merely general information about the steps that must be taken
to fill out the FAFSA application
I HAVE DACA AND I CAN USE THE FAFSA? SAY WHAT?!
A REFERENCE GUIDE FOR DACA RECIPIENTS
FREQUENTLY ASKED QUESTIONS
QUESTION: How can I use my DACA to fill out the FAFSA application?
who have been granted DACA can now use their Social Security Number
(SSN) to complete the Free Application for Federal Student Aid (FAFSA) form. DACA
eligible for federal financial aid, but completing the FAFSA form allows
dents to receive a Student Aid Report (SAR). The SAR is an important tool that can be
used to demonstrate need and can be used to apply for institutional aid and other scholarships.
QUESTION: What is the Student Aid Report (SAR)?
: The SAR is a report that analyzes your family’s financial need. This report is often
required by scholarships and institutions in order to grant money to students based on need. It is
important to note that getting the SAR does NOT automatically grant yo
u institutional aid or
scholarships. You must still apply to scholarships. Receiving a SAR only opens the doors to
Does this mean DACA recipients can access federal financial aid?
No, DACA recipients cannot access federa
l financial aid, grants, or loans by
completing the FAFSA form
However, getting a Student Aid Report (SAR) can open many
doors to access private and other institutional funding!
QUESTION: I am undocumented but I do not have DACA, does this mean that I st
cannot fill out the FAFSA?
Yes, unfortunately all undocumented students who have not been granted DACA
cannot use the FAFSA form to get a SAR because they do not have a valid SSN. This also means
that all undocumented students still cannot access federal financial aid.
Should I use the FAFSA form if I live in a state that grants state aid to
undocumented students, regardless of whether they have DACA?
: If you are undocumented or are a DACA recipient and live in one of the 4 states that
grant financial aid to undo
cumented students (California (CA), Washington (WA), New Mexico
(NM) and Texas (TX), you must apply for state aid using your state’s financial aid form. Your
state aid form will be the best tool to use to determine your need and will also allow you to appl
for state aid.
QUESTION: My parents are concerned about providing their information because of
their citizenship status. What should I do?
doesn’t ask about your
status. If your parent does not have a
social security number, you may enter all zeroes for him or her on the FAFSA where it asks for
that information (see below for more details).
If a student that is a ci
tizen or eligible non
citizen is applying to FAFSA, their parents’
citizenship status does
affect their eligibility for federal student aid.
STEPS TO COMPLETING THE FAFSA:
TAKING A CLOSE LOOK WHEN FILLING OUT THE FAFSA
DACA recipients should pay c
lose attention to the following aspects of the FAFSA application
process when filling out the FAFSA form in order to get their student Aid Report (SAR).
Like all applicants, DACA recipients’ first step in filling out the FAFSA form should be
to create a
A pin number functions
like your electronic signature.
There are 6 sections on the FAFSA form:
Student Demographics (which includes student
igibility), School Selection, Dependency Status, Parent Demographics, Financial
Information and Sign & Submit Section.
The two sections that are most confusing for DACA recipients are the Student
Demographic section (particularly, the student eligibility
questions) and the
Parent Information section (if parents are undocumented).
Below is an overview of the FAFSA form application process. We will point out
some sections of the process that you as a DACA recipient need to pay special
attention to. For further detail on how to fill out the FAFSA, we encourage you to
Student Aid Websites
Section 1: The Student Demographic section:
Here you will fill out your personal information, including your SSN.
How do I answer the Citizenship / legal status question?
For DACA recipients, it is important that you DO NOT misrepresent your
the question that asks “Are you a U.S. citizen?” DACA
students should select "
No, I am not a citizen or eligible non
Students will be able to complete the FAFSA despite selecting this
See picture below.
For DACA recipients who are
filling out the FAFSA online it is important to pay
close attention to the question that asks for the student’s city and state (and
country, if not U.S.)
Once a student has filled out the state and city that they live in, he or she
will be asked the foll
owing questions if he or she responds that he or she
not lived in that state for more than 5 years :
What is your state of legal residence?
Did you become a legal resident of _______ before January 1,
When did you become a legal resident? Enter the
month and year.
For the above questions the term “legal residence” causes the confusion
for the residency questions, but that is not the intent. Families should
understand that these questions are not intended to identify whether a
person is legally or i
llegally present in the state, but are instead intended to
get at the question of where a person currently resides. Those questions
may be used by states to determine eligibility for state aid programs based
on residency requirements of state aid programs.
However, a student must
not accept such aid if he or she is ineligible due to his or her status.
Answer the questions based on where the student currently resides.
If the student is filling out the FAFSA via paper the questions on where
lives will look like the following:
What is your state of legal residence?
Did you become a legal resident of this state before
January 1, 2009?
If the answer to question 19 is “No,” give month and
year you became a le
Again, for the above questions the term “legal residence”
causes the confusion for the residency questions, but that is
not the intent. Families should view those questions not
from any sort of “legal vs illegal” perspective, but simply
the “where do you currently reside” perspective. That
is the intent. Those questions are used by states to
determine eligibility for state aid programs based on
residency requirements of state aid programs.
Please answer the questions based on where the
Section 2: School Selection
Choose all the universities / colleges that you have applied or will apply to. This
will be schools that will receive your SAR.
Section 3: Dependency Status
The FAFSA asks a series of questions that
determine whether you are a dependent or
independent student for purposes of applying for federal student aid.
If you are a dependent student, you must report parent information, as well as your own
information, on your FAFSA form.
If you’re an indepe
ndent student, you will report only your own information (and,
if you’re married, your spouse’s).
For more information on finding out your dependency status visit:
Section 4: Parent Demographics:
What info do I need to provide on my parents?
Your parents’ citizenship status does not affect your ability to complete the
FAFSA form. In fact, the FAFSA form doesn’t even ask about your parents’
status, but it does ask your parent's social security number.
If you have DACA and your parents are undo
cumented and do not have a Social
Security Number, they must not misrepresent themselves on the FAFSA
An undocumented parent can complete the FAFSA form using “000
If your parents have and use an Individual Taxpayer identif
ication Number (ITIN)
to file taxes, DO NOT place the ITIN in place of a social security number.
Section 5: Financial Information
Parents Financial Information
You are required to provide your parents financial info regardless if they
file taxes or not.
If your parents file taxes, use the information on your
documents and w
2s and follow the instructions on the page.
If your parents do not file taxes, that is fine, your parents do not
need to file taxes for you to be able to fill out the FAFSA
Choose “Not going to file” and follow the instructions on
the income estimator.
If your parents do not have a social security number, parent’s income info
must entered manually.
try to use the IRS Data Retrieval tool.
Student Financial In
Students can enter their income information manually or through the IRS
retrieval tool if they filed taxes.
on providing financial info visit:
NOTE: Upon completing the financial information section, you may encounter an
error message, see the graphic below
This error automatically comes up for people who put in their parents social as al
0’s and put in tax information. You don't have to change anything, simply keep
selecting continue and it should work. If still doesn't work, try changing tax filing
option to "not yet completed" and then manually input the info found on a parents
o not select that your parents have filed a foreign tax return if they have
Section 6: Sign and Submit:
Student Signature: On the signature/submission pages, students can sign with
Parent Signature: If parents don’t have a SSN, they cannot create a PIN number
and cannot electronically sign. Therefore, parents must print, sign by hand, and
mail in signature page.
There is a bar code on the signature page that will match
signature to your specific application once the signature page is
mailed into the FAFSA office listed on the signature page. There is no need to
print the entire application. Just send in the signature page.
July 1st 2014
June 30th 2015
it is as follows:
Federal Student Aid Programs
P.O. Box 7006
Mt. Vernon, IL 62864
Students will be able to check the status of your FAFSA online via fafsa.ed.gov with the
same password and PIN number created when they filed the FAFSA. Once the par
signature page is processed, they will be able to view their EFC (expected family
contribution) which is the number that demonstrates your need. This information is
important for need based scholarships.
Please keep in mind that you will receive a rejection letter for federal and state financial
aid based on error Code C (citizenship status). This error code does not affect your ability
to receive need based scholarships like those offered by the Hispanic
The Dream.US and perhaps your own college/university.
You should not have to pay to fill out the FAFSA (either online or via someone helping
you) Filling out the FAFSA is free! You and or
our high school or college counselor
hould be able to help you fill it out by following online instructions and by using this
If you inadvertently make a mistake on your FAFSA application, you can correct your
application following the instructions provided by the Department of Educatio
n on its
website, available here:
receive an offer for financial aid despite being ineligible for such aid, you must
reject the aid for which you know you are ineligible. Details on accepting and rejecting
aid offers can be found on the Department of Education’s website, available here:
If you intentionally misrepresent your eligibility for feder
al financial aid in order to claim
a benefit for which you are ineligible, and accept aid that was awarded to you improperly,
you may face criminal and immigration consequences.
Most of our global 99% immigrant students pre-K - career will tell us all those tens of billions of dollars went to install more technology infrastructure in K-college schools with most instruction being those online ESL LESSONS.
We spoke with a Baltimore citizen who was a veteran from IRAQ dealing with drug addiction with methadone treatment. People knowing this treatment know it really has that person unable to move, talk, or often stay awake as they try to meet mental health appointments or join family life. This mid-age man with just those symptoms was telling us how he had just received a MASTER'S IN EDUCATION in ESL----he said they taught him nothing----that degree took $60,000 from VA benefits for schooling----and he did not think he would be able to teach people not able to speak English.
THAT IS HARD FOR ANYONE ------THE GOAL OF COURSE IS SIMPLY TO STICK IMMIGRANT CITIZENS ON ONLINE LESSONS.
So. all of the global NGO structures from human capital distribution system, housing, orientation to US----pre-K -career school job training ---was funded by DACA. Since all that structure was built during those several years of Obama----there is no need for Federal funding and DACA can go.
Trying to get a far-right wing global Wall Street 5% Clinton/Obama neo-liberal to actually care about 99% of citizens and their welfare is like trying to convert Mephistopheles--they really are SHOW ME THE MONEY AND WE WILL DO ANYTHING WE ARE TOLD citizens--------all these GLOBAL NGO ALT LEFT groups knew this was coming.
Hellokid K-12 Online ESL Tutors Needed
Job Duties: Teaching courses to K-12 students who are learning English as a foreign language through one on one video class. HelloKid provides a set of professional courses of various topics for tutors to use.
•Proficient English speakers (Applicants with TEFL/TESOL/CELTA certificate or K-12 teaching experience would be preferred)
•Passionate about teaching English to young learners
•Available during peak hours (6:00 PM ~ 9:00 PM GMT+8 on weekdays, 10:00 AM ~ 9:00 PM GMT+8 on weekends)
•Have stable & High Internet Access — at least 2MBPS (Required)
Benefits and Rewards:
•Up to 20 USD/hr
•Sufficient bonus of all kind
•Get paid by Paypal every month
•Constant and stable students source
•$30 referral bonus
How to apply:
Please send your resume/CV with a photo, your Skype ID to firstname.lastname@example.org, and we’ll contact you to arrange a Skype interview and demo class soon. Look forward to hearing from you soon!
Who cares only for global 1% and their 2% enslaving their 99% of citizens? CLINTON/BUSH/OBAMA---NOW TRUMP.
U.S. DEPARTMENT OF EDUCATION | NEWCOMER TOOLKIT | vi
The U.S. Department of Education (Department) is pleased to provide this
Newcomer Tool Kit. This tool kit can help U.S. educators and others who work directly with immigrant students—including asylees and refugees—and their families. It is designed to help elementary and secondary teachers, principals, and other school staff achieve the following:
Expand and strengthen opportunities for cultural and linguistic integration and education.
Understand some basics about their legal obligations to newcomers.
Provide welcoming schools and classrooms for newcomers and their families.
Provide newcomers with the academic support to attain English language proficiency (if needed) and to
meet college- and career-readiness standards.
Support and develop newcomers’ social emotional skills.
The Newcomer Tool Kit
provides (1) discussion of topics relevant to understanding, supporting, and engaging newcomer students and their families; (2) tools, strategies, and examples of classroom and schoolwide practices in action, along with chapter-specific professional learning activities for use in staff meetings or professional learning communities; and (3) selected resources for further information and assistance, most of which are available online at no cost.
The tool kit includes five chapters:
Chapter 1: Who Are Our Newcomers?
Chapter 2: Welcoming Newcomers to a Safe and Thriving School Environment
Chapter 3: Providing High-Quality Instruction for Newcomer Students
Chapter 4: Supporting Newcomers’ Social Emotional Needs
Chapter 5: Establishing Partnerships With Families
The topics covered in the tool kit are important to the Department’s mission:
to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.
To support that mission, the Office of English Language Acquisition (OELA) provides national leadership to help ensure that English Learners (ELs) and immigrant students attain English language proficiency and achieve rigorous academic
standards. OELA also identifies major issues affecting the education of ELs, and supports state and local systemic reform efforts to improve EL achievement.
Within the Department, OELA led the development of the tool kit with support from the Office of Planning,
Evaluation and Policy Development (OPEPD), the Office of Special Education and Rehabilitative Services (OSERS), Principal and Teacher Ambassador Fellows, and the White House Initiative on Educational Excellence for Hispanics (WHIEEH). A special thank you to Aída Walqui, María Santos, and their team from WestEd for their significant contributions to the content. The National Clearinghouse for English Language Acquisition (NCELA) also was integral to the tool kit’s development.
Note: This document does not address the legal obligations of states and school districts toward ELs and their families under
Title I and Title III of the Elementary and Secondary Education Act (ESEA). The recently enacted Every Student Succeeds Act (ESSA) amended the ESEA , including obligations to ELs. This tool kit may be amended to ref lect relevant changes as needed.
For more information on
ESSA, go to
One of the hardest DACA corporate education policies to implement these several years for immigrant children is that vital pre-K testing that decides what vocational track a child will follow after kindergarten. ESL for our global students while test-taking is harder than simply taking the time to learn English====as grades accumulate throughout a child's school career. This is to where much of DACA's funding went and here is Rahm =====raging global Wall Street neo-liberal with that funding stance as well.
' Several weeks ago, Emanuel’s office announced a new grants program under the heading, “Early Learning for Immigrant Families.” The program will run for two years and offer annual grants of up to $75,000 “to design and implement unique programming aimed at reducing some of the most prevalent barriers to immigrant family participation in comprehensive early childhood education and development programs.” '
Foreign Economic Zones around the globe have their own language-based ONE WORLD ONE COMMONER CORE corporate K-career so all these languages will be intertwined into US Foreign Economic Zone schools and eventually expanded overseas to all Foreign Economic Zones.
5% TO THE 1% KNOW THESE PRE-K TESTING AND CORPORATE ESL SCHOOLS WILL LEAD TO ENSLAVING WAGES----WHAT THAT 5% WANT AS LABOR BROKERS IS TO GET THE MOST PROFIT FROM THEIR STUDENTS.
Remember, the 5% to the 1% immigrant citizens want only to profiteer from their 99% of global labor pool citizens-----they are not fighting for the rights of these 99%---they want to assure these labor brokers have access and opportunity in competing in selling their school human capital.
Immigrants, Pre-K, and Chicago Education Politics
Immigrants, Pre-K, and Chicago Education Politics
By Conor P. Williams
May 5, 2015Chicago has—other than maybe New York City—the most punishing education politics in the United States. When Mayor Rahm Emanuel took office in 2011, he inherited a struggling school system and a city with deep budget problems. Sometimes in response to these difficulties, and sometimes in addition to them, he pushed hard for a series of controversial education reforms that most observers agree made his reelection campaign this year much tougher.
Perhaps that’s why, on the heels of his successful (if fraught) reelection victory last month, Emanuel is pushing a less controversial education initiative. Several weeks ago, Emanuel’s office announced a new grants program under the heading, “Early Learning for Immigrant Families.” The program will run for two years and offer annual grants of up to $75,000 “to design and implement unique programming aimed at reducing some of the most prevalent barriers to immigrant family participation in comprehensive early childhood education and development programs.” As far as politics go, early education investments are about as ideologically uncaptured as education policies get.
The program builds on existing city initiatives to expand pre-K access and support core goals in Chicago’s “New Americans Plan,” and has a budget of $325,000. Specifically, the grants aim to:
- Increase the number of immigrant families enrolled in early childhood programming; and
- Deepen the engagement of enrolled immigrant families in the program.
Experts suggest that immigrant families are less likely to send their children to early education programs because they are unfamiliar with how schools and the broader education system works in the United States. Low family literacy levels and linguistic barriers (when early education programs are publicized primarily in English) may also contribute. Chicago’s new grants should target these specific needs. “Successful respondents,” the city says,
will be able to demonstrate their ability to engage immigrant families; support immigrant families’ knowledge of and participation in comprehensive early childhood and development programs; and work with early childhood providers in facilitating families’ enrollment and retention in early childhood programs.
While the primary goal of this program is—and should be—supporting educational equity and effectiveness for their own sakes, there’s a broader context worth mentioning. The long-term economic viability of Midwestern communities like Chicago is deeply intertwined with their ability to attract, train, and retain immigrant families. Supporting early education access for children of immigrants could be a powerful lever in support of this broader imperative.It’s been clear for a while that pre-K “is having its moment as a favored cause for politicians and interest groups who ordinarily have trouble agreeing on the time of day” (see here for more). In a recent column, New York Times columnist Nick Kristof even suggested that early education’s political palatability was such that it warrants calling a momentary truce in the rest of the education reform wars (something I’ve discussed many times before). But if pre-K can salve Chicago’s deep edu-politics wounds, perhaps pre-K’s political “moment” is deeper and more powerful than anyone has realized.