FIERCE ADVOCATE SERIES
FACILITATOR GUIDE Learning to use the Educational Advocacy Toolkit is an interactive 1 hour in-service training that prepares CASA staff and volunteers to effectively advocate for their CASA children in the area of education.
E D U C AT I O N A L A D V O C A C Y TOOLKIT
This has been a production of Texas CASA Fierce Advocate Series – 2014
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FIERCE ADVOCATE SERIES FACILITATOR GUIDE
TA B L E O F C O N T E N T S Training Overview
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Agenda and Training Guide
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Supplies Master List
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Pre-Training To Do List
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l Module
A: Welcome and Overview
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l Module
B: Walk Through
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n Exercise
B1 - World Cafe
Post-Training Checklist
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FIERCE ADVOCATE SERIES FACILITATOR GUIDE
TRAINING OVERVIEW Texas CASA designed the Fierce Advocate Series to offer CASA volunteers and anyone who is an advocate for a child in the Texas child welfare system a set of tools that will help them be that everyday hero that these children need. This series is created to give you a quick and concise resource for the current subject matter that you need to know more about. The topic of this toolkit is Educational Advocacy. This facilitator guide provides a one hour in-service training that will show participants how to use this and every other toolkit in the series. It also provides an overview of the subject and address the key issues involved with educational advocacy. The first 10 minutes of the training are designed to welcome all the participants and explain the definition of a Fierce Advocate and the purpose of the Fierce Advocate Series. You will then play the video after the introduction, which provides an overview of the need for educational advocacy. The remainder of the training will walk the participants through the manual of the toolkit and end with their sharing in a world cafĂŠ format their particular educational advocacy challenges. This curriculum and facilitator guide contains an overall agenda and timing guide followed by a series of modules with detailed information for exercises, presentations, scripts and supplies.
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AGENDA & TRAINING GUIDE 10 minutes prior to start time 12:00 – 12:10 10 minutes 12:10 – 12:20 10 minutes 12:20 – 12:40 20 minutes
Registration Welcome
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20 minutes 1:00
Introduction of self and others Explain Fierce Advocate Series
Show video from toolkit
Module A-DVD
Walk Through Manual
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12:40 – 1:00
Module A
The Why/Debrief Video The Who/Schools, DFPS, Education Decision Makers Resources/Special Ed, Readiness, PostSecondary
The World Cafe
Module B
Exercise B-1
Conclusion
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SUPPLIES MASTER LIST
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Name Tags or Name Tent Cards
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Pens/Notepads
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Kinesthetic Toys
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Timer
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Manuals
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Flip Chart or Table Top Flip Chart
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Flip Chart Holder
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Flip Chart Markers
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P R E -T R A I N I N G TO - D O L I S T As needed*
Seating: •
Classroom or rounds
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Consider drinks/snack location, bathroom location, exits
AV: •
Outlets/cords/volume/lights
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Equipment (computer, projector, DVD player, speakers, mic)
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Video/Projector/Audio Check
AC: •
Trainer/presenter preference and who and how to adjust
Participants: •
Sign In/Registration
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Name Tags/Name Tents
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Manuals
Presenters: •
Discuss signal for monitoring time
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Discuss how much support they want for World Café
FACILITATOR TIP* We realize depending on time and number of participants there may be more included in this facilitator guide than you could complete in 1 hour. We would suggest you read through the guide and decide the critical sections that you would like to land with your students and make adjustments throughout.
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Module A: Welcome and Overview OB JECT I V ES:
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Connect with other volunteers in the room
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Understand the purpose and components of the Fierce Advocate Series
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Understand layout, icons and how to utilize manual
T I ME REQUIRE D : 20 minutes
12:00 – 12:20
RE S OURCES:
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Manuals DVD player/projector/speakers DVD or link to video from Texas CASA website
LO GI S TI CS :
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Room set up – classroom or rounds (all should be able to see screen)
FACI L I TATO R OVE RVIE W:
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Welcome to the Fierce Advocate Series in-service training - Educational Advocacy Toolkit and Introduce self and team (share something personal, have them begin to know you)
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Ask each participant to Introduce themselves and share the ages of their CASA children as in relation to education
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Introduce the Fierce Advocate Series – say something like… n
What is a “Fierce Advocate”? Think through your own life and remember the individuals that made an impact – the teacher that stayed with you after school to help with homework, but also listened to your worries and gave you the encouragement and support that allowed you to keep going. Perhaps it was a relative – a grandparent or an aunt or uncle – someone whose comfort you could seek when life got a little too rough. Maybe you had an older sibling that protected you, either from kids at school or from other adults in your life – an advocate takes on many forms, but those of us who make it through successfully can almost always point to at least one person who made the difference.
n
A Fierce Advocate plays that role for children in the child welfare system. It requires almost a superhuman quality, someone who has the passion to provide caring support, to fight logically and systematically for a child’s rights in systems that can sometimes unknowingly overlook them, to educate others about the child’s needs and to be that every day hero. Fierce Advocates do whatever it takes. Literally. And children’s lives are saved as a result.
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Explain - How to use this toolkit Every toolkit in the Fierce Advocate Series will contain: n
A short video that will explain how to use the toolkit and give a quick overview of the subject. This is a great place to start.
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A PDF version of the manual on the Texas CASA website that can be viewed on a mobile device or downloaded and printed with checklists and additional resources.
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A facilitator guide for the toolkit that CASA staff can use for in-person continuing education training. The manual that is part of the toolkit is deliberately brief and simplified; wherever possible we have included resources for additional information should you need to explore beyond the basic steps. It is not meant to read in one sitting. You will always want to read the first chapter as it will give a general overview and explain the Why. After that skim over the table of contents and skip to a chapter that has the information you are looking for at the moment. Remember that the back of the book will have more resources if you need to dig a little deeper. There will also be checklists that will help you along the way.
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Icons used in this book – Go to page 4 This icon alerts you to any laws, regulations or codes that apply to the subject of the toolkit.
The tool icon gives you just what it says, tools to make your advocacy a bit easier.
Don’t forget these quick tips that make complicated issues more understandable.
That pretty much says it all.
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Show video – DVD or link to Texas CASA website
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D EB RI EF
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Get feedback from 1-2 participants on what came up for them in the watching of the video
FACILITATOR TIPS •
Adjust timing and need of introductions depending on number of people in the room and how well everyone knows each other. Intention is to create a connection with participants so that they will respond to information.
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With limited amount of time the most critical information is for participants to understand how to use resources and to understand the true meaning of Fierce Advocacy.
T R A NS I T I ON The next module will walk the participants through the manual. The purpose is for the participants to feel comfortable with the layout, icons, resources, checklists and the different topics. Remember, that every manual in the Fierce Advocate series will have the same look, layout and icons. The shift to the next module should be simple and direct in purpose.
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Module B: Walk Through OB JECT I V ES:
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Understand the layout of manual, icons, and resource section as foundation for all manuals in the Fierce Advocate series
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Know which chapters relate to their particular case and how to research needed topics
T I ME REQUIRE D : 20 minutes
12:20 – 12:40
RE S OURCES:
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Copy of manual from Educational Advocacy Toolkit
LO GI S TI CS :
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Room set up – classroom or rounds (all should be able to see screen)
FACI L I TATO R OVE RVIE W:
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Begin on page 4 and review icons. This icon alerts you to any laws, regulations or codes that apply to the subject of the toolkit.
The tool icon gives you just what it says, tools to make your advocacy a bit easier.
Don’t forget these quick tips that make complicated issues more understandable.
That pretty much says it all.
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Start with Chapter 1 – Much of this information was covered in the video. This chapter really sets the stage for the “why” of educational advocacy. (Glance through pages)
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Chapter 2 – Working with Texas Schools – the information in this chapter is important to land. Have participants read the first sentence (underlined) from each paragraph on page 15.
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Chapter 3 – Review the chart on page 22 and discuss different roles.
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Chapter 4 – Understand the challenges of changing placements during the school year.
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Chapter 5 – Your involvment in day to day needs (the things most parents would be handling for their child) will vary depending on the placement.
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Chapters 6, 7 and 8 will be necessary to read depending on the age and situation of participants CASA child.
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Resources and Appendices – review, but pay special attention to CASA checklist on pages 69-70.
DEB RI EF
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Ask participants if they feel comfortable with the toolkit and feel empowered to get started with their educational advocacy duties.
FACILITATOR TIP •
It may be a challenge to “browse” through the sections if your participants have a lot of questions. Remember to emphasize that the purpose of the in-service is to empower the volunteers to use manual and do their own research.
T R A NS I T I ON
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You will be asking participants to shift to conversational breakouts using the World Café format. They will be able to ask their questions and share in the smaller groups.
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Exercise B1 - World Cafe OB JECT I V ES:
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Create a conversation and share resources with other volunteers serving children in your child’s age group or particular situation
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Understand the specific resources available dependant upon the age and learning abilitiy of your CASA child
T I ME REQUIRE D : 20 minutes
12:40 – 1:00
RE S OURCES:
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Flip charts and stands or table top flip charts
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Several markers for each table
LO GI S TI CS :
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Set up 4 tables each with flip chart and markers
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Create table tent signs for each table
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Educational Advocacy 101
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Special Education and Section 504 Services
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School Readiness
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Post-Secondary Opportunities
Have index card with questions below at each table n
Answer these questions for the subject posted for your table 1.
What is the most important first step to address
2.
What outside support do you need to advocate for this situation
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Have 1 person per table scribe the answers and ideas
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Allow 10 minutes for sharing
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Bring everyone back to group and have scribe share with everyone the ideas from each topic
FACI L I TATO R OVE RVIE W: The main objective of this exercise is to have volunteers connect and share with each other their challenges and ideas concering educational advocacy. With this in mind the number of tables and breakout topics can easily be shifted depending on the number of people in the room. You may only have one large group discussion. Attached after the debrief section is more info on The World Café concept for you to use for other trainings and gatherings as a way to stimulate conversation and record and share valueable ideas. DEB RI EF: Thank everyone for attending and sharing their questions, ideas and concerns. Empower them to delve into the toolkit and resources and to always ask their supervisor if they need more assistance. 14
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S AMPL E WO RLD C AF É :
WORL D CA F É Some of you may be familiar with the World Café discussion. This is a good way to ensure the majority of people have the opportunity to provide their thoughts, ideas, etc. in a less intimidating manner than large group sharing.
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World Café
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5 – 6 stations or tables
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A question for each table
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A visual recorder /scribe per table (remains at the table)
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5-6 people per table
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Allow X amount of time per table
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Individuals are able to move (not as a group) to different tables, but there should not be more than about 6 per table.
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There should be one person per table that summarizes the ideas of the group before the others begin sharing with the new group
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After you have had 2-4 rounds of sharing the scribes can share to the entire group the ideas from their particular table WWW.TEXASCASA.ORG | WWW.BECOMEACASA.ORG
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P O S T-T R A I N I N G CHECKLIST
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Gather surveys (if applicable) and any extra manuals
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Return room to original set-up and do any agreed upon cleaning if necessary
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Send thank you and or certificates to attendees (if applicable)
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This has been a production of Texas CASA Fierce Advocate Series – 2014
1501 West Anderson Lane | Suite B2 Austin, Texas 78757 www.TexasCASA.org | (512) 473.2627 | www.BecomeACASA.org
1501 West Anderson Lane | Suite B2 Austin, Texas 78757 www.TexasCASA.org | (512) 473.2627 | www.BecomeACASA.org