Students eager to learn about deferred action

Sarahi Hernandez knows the risks but come Aug. 15, she’ll be applying for deferred action status. If granted, it would finally give the young Mexican undocumented immigrant, who came to this country when she was 8 months old, the right to work legally.

Winter Torres, an attorney with Padres & Jovenes Unidos, goes over requirements for applying for deferred action status before a packed house Thursday at STRIVE Prep in southwest Denver.

“This is something I’ve been waiting for,” said Hernandez, 19, a sophomore human services major at Metropolitan State College of Denver. “Having a work permit would let me get a job to pay for my education.”

On Thursday night, more than 200 young people – and many parents of young people – turned out for an informational forum sponsored by Padres & Jóvenes Unidos on the recently announced Deferred Action for Childhood Arrivals program.

Attorneys walked participants through the complicated process of applying and answered questions about what sorts of documentation and legal representation they will need. The program will begin accepting applicants on Aug. 15.

A way to avoid the constant threat of deportation

The deferred action program, announced by the Obama administration in June, offers a way for young undocumented immigrants who came to this country as children and who have remained here for most of their lives to be relieved – at least temporarily – of the threat of deportation.

Learn more

It’s not amnesty and it’s not a path to citizenship or a permanent residency card. But it does grant those approved by the Department of Homeland Security the ability to apply for work authorization and receive an Employment Authorization Card, which they need in order to hold a job legally.

Deferred action will be granted in two-year increments, but can be terminated at any time at the government’s discretion.

“Nobody has a right to deferred action,” attorney Winter Torres told the gathered crowd. “They can or cannot give it. It’s up to (Homeland Security).”

The requirements are strict. To be eligible, an immigrant must:

  • Be no younger than 15 and no older than 31 as of June 15 of this year
  • Have come to the United States before age 16
  • Have continuously resided in the U.S. since June 15, 2007
  • Have been physically present in the U.S. on June 15, 2012, as well as at the time of making application for consideration for the program
  • Be currently in school or else have graduated from high school or gotten a GED, or have been honorably discharged from military service
  • Have not been convicted of a felony, significant misdemeanor, three or more other misdemeanors
  • Not be considered any sort of threat to national security or public safety

Facebook can help prove eligibility

Proving an applicant meets all those criteria can be tricky. How do people prove they’ve been in this country continuously?

Attorneys suggest copies of school records, bank account statements, utility bills, phone bills, even Facebook postings can demonstrate their presence here.

In addition, applicants might need to submit fingerprints to the FBI to confirm their lack of a criminal record, and submit certified court records from every jurisdiction in which they have received misdemeanors, including traffic infractions.

Applying feels scary after years of secrecy

Even meeting all the criteria is no guarantee an applicant will be approved for the program. And even applying can feel scary to immigrants who’ve spent their lives keeping their undocumented status secret.

Sarahi Hernandez, left, and Yuki Diaz discuss their plans to apply for deferred action status. Both young women came here from Mexico as children, without documentation. Both long to be able to work to help pay for their education.

Furthermore, information supplied by those who are eventually denied can be turned over to Immigration and Customs Enforcement authorities.

“Everything could change after the election,” Hans Meyer, an attorney working with immigrants, told the audience. “It’s good to have a backup plan.”

An estimated 1.8 million young people nationwide may be eligible for the program. Ricardo Martinez, executive director of Padres & Jovenes Unidos, said there is a huge amount of interest in it locally.

“This is our first informational forum but other groups have hosted them, and they’ve all been attended by 150 to 200 people,” Martinez said. “And that’s just publicizing it through fliers and some phone calls. There’s a lot of anxiety out there, a lot of rumors. We wanted to bring out as much correct information as possible.”

Yuki Diaz, a senior at Summit Academy in Denver, already knows a lot about the program. She’s researched it and also intends to apply as soon as possible.

“I want to finish school, and get into medical school,” said Diaz, who came to this country from Mexico as a 9-year-old. “This is important because it confirms our place in a society that has been pushing us out.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.