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Family Partnership: Engaging and Implementing the 7 Step Goal Setting with Families (Tahoma Bold, 50)

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Date:

2024

Course Name: Family Partnership: Engaging and Implementing the 7-step Goal Setting with Families

Module #: 1

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Module Section Title (Subtopic):

Introduction

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Title Slide

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Narration/Voiceover/SoundFX: School Bell will ring

Animation: When user clicks “start course” doors of school building will open

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Date:

2024

Course Name: Family Partnership: Engaging and Implementing the 7 Step Goal Setting with Families

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Module Section Title (Subtopic):

  1. Introduction

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2- Meet Tiffany

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Date:

2024

Course Name: Family Partnership: Engaging and Implementing the 7 Step Goal Setting with Families

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Module Section Title (Subtopic):

  • Introduction

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  • Introduction

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A. Introduction

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b. INTRO

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7 step process

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B.

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7 step process

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B. Activation

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B. Activation

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B. Activation

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b. Activation

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b. Activation

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b. Activation

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b. Activation

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C. Set a Goal

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C. Set a goal

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D. Identify skills/Assess strengths

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E. Set a goal Application

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Knowledge Check

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At Christopher House, a family advocate, Jamie, is working with the Zayas family. The family includes Lisa (the mother), Mark (the father), and their 7-year-old son, Alex. The Zayas have been facing challenges with his behavior and interactions with other students. Family advocate Ms. Jamie was informed by Alex’s teacher, Ms. Reed, that Alex was yelling at another student during lunch time because he didn’t want that student to sit next to him. There have been various occasions where the Zayas have been contacted regarding similar interactions that Alex has had with other students.

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Identify skills

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Knowledge check

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Identify skills

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Knowledge check

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E. Set a goal application

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Knowledge check

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F. Identify Skills/Assess Strengths Application

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Knowledge Check

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F. Identify SKills/strengths application

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G. Examine Stressors

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H. Examine Stressors Application

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knowledge check

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Graphics and Slide Text:

At Christopher House, a family advocate, Jamie, is working with the Zayas family. The family includes Lisa (the mother), Mark (the father), and their 7-year-old son, Alex. The Zayas have been facing challenges with his behavior and interactions with other students. Family advocate Ms. Jamie was informed by Alex’s teacher, Ms. Reed, that Alex was yelling at another student during lunch time because he didn’t want that student to sit next to him. There have been various occasions where the Zayas have been contacted regarding similar interactions that Alex has had with other students.

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H. Examine Stressors Application

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Knowledge check

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Question 1: Which of the following is a primary stressor that the Taylor family may be facing?

A) Access to educational resources for their children

B) Consistent communication and scheduling

C) Strong community support

D) Adequate financial resources

Correct Answer: B�Feedback:

Correct Feedback: "Correct! The lack of consistent communication and scheduling is a significant stressor for the Taylor family, making it difficult for Monica to set meetings."

Incorrect Feedback: "Incorrect. The other options represent supportive factors rather than stressors."

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Question 2: How might the stress of homelessness impact the Taylor family's ability to set and achieve goals?

A) It can motivate them to seek immediate solutions.

B) It may lead to distractions and hinder their focus on goal-setting.

C) It will improve their problem-solving skills.

D) It will have no effect on their goal-setting abilities.

Correct Answer: B�Feedback:

Correct Feedback: "Correct! The stress of homelessness can create distractions that hinder the Taylor family's focus on setting and achieving their goals."

Incorrect Feedback: "Incorrect. While some may find motivation in adversity, the stress of homelessness often leads to challenges that impede focus and planning."

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i. Explore strategies/Determine Supports

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J. Explore Strategies/Determine Support Application

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Explore Strategies/Determine Support

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J. Explore Strategies application

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Instructions: Drag each support listed below into the appropriate category: Formal Supports or Informal Supports.

Supports to Categorize

  1. Local community transportation services
  2. School-based after-school programs
  3. Parents in the same building offering to carpool
  4. Financial aid resources at Christopher House
  5. Neighbors volunteering to help with drop-offs
  6. Government assistance programs for families
  7. Parent support groups at the community center
  8. Friends offering to help with school runs

Categories

Formal Supports:

  • Local community transportation services
  • School-based after-school programs
  • Financial aid resources at Christopher House
  • Government assistance programs for families

Informal Supports:

  • Parents in the same building offering to carpool
  • Neighbors volunteering to help with drop-offs
  • Parent support groups at the community center
  • Friends offering to help with school runs

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Feedback for Each Category

  • Formal Supports:
    • Correct Feedback: "Great job! These supports are organized by institutions or community services and provide structured assistance for families like Mr. Jackson's."
    • Incorrect Feedback: "Check your choices. Formal supports typically come from established organizations or programs designed to assist families."
  • Informal Supports:
    • Correct Feedback: "Well done! These supports come from personal relationships and community connections, offering flexible and immediate help."
    • Incorrect Feedback: "Review your selections. Informal supports are often based on personal networks and relationships rather than formal systems.

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J. Explore Strategies application

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Knowledge check

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Question: Identify one specific support that teachers can provide to families facing challenges like Mr. Jackson's. Explain how this support can help the family achieve their goals.

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Sample Correct Response:

"One specific support that teachers can provide is offering flexible communication options, such as phone calls, emails, or text messages. This allows families like Mr. Jackson's to stay updated on important school information and events, even if they have unstable schedules or lack reliable transportation. By maintaining open lines of communication, teachers can ensure that the family is aware of available resources and support systems, which can help them navigate their challenges more effectively."

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Feedback for the Sample Response

  • Correct Feedback: "Great job! You've identified flexible communication as a vital support from teachers. Your explanation clearly illustrates how this approach can help families stay informed and access necessary resources, ultimately aiding in their goal achievement."
  • Incorrect Feedback: "Your response needs more detail. Consider including examples of specific resources that could be communicated to the family. This would enhance your explanation and demonstrate a deeper understanding of the teacher's role."

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J. Explore Strategies application

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Knowledge Check

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Question: Identify one specific support that family advocates can provide to families like Mr. Jackson's. Explain how this support can help the family achieve their goals.

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Sample Correct Response:

"One specific support that family advocates can provide is connecting families to local community resources, such as food assistance programs or childcare services. Additional supports that could be provided are BUS PASSES and PARTIAL FINANCIAL ASSISTANCE FOR THE CAR REPAIR. These support can alleviate some of the immediate financial and logistical pressures the family faces, allowing Mr. Jackson to focus on getting Benjamin to school and pursuing his educational goals without the added worry of meeting basic needs."

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Feedback for the Sample Response

  • Correct Feedback: "Excellent! You’ve highlighted the crucial role of family advocates in connecting families to community resources. Your explanation effectively shows how this support can relieve stress and enable the family to concentrate on their goals."
  • Incorrect Feedback: "Your response needs more specificity. Consider mentioning particular organizations or types of assistance that could be relevant to Mr. Jackson’s situation. This would provide a clearer picture of how family advocates can make a difference."

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K. Track Progress

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L. Track Progress Application

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knowledge check

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L. Track Progress application

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Question: Describe a tracking system that Mr. and Mrs. Garcia, along with Ms. Patel, can use to monitor Sofia's progress in potty training. Include how they can conduct progress evaluation meetings to assess goal advancement and make necessary adjustments.

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Sample Correct Response:

"Mr. and Mrs. Garcia can create a daily potty training chart that includes a checklist for each time Sofia uses the toilet successfully. This chart can be divided into sections for home and preschool, allowing both parents and Ms. Patel to mark when Sofia has used the toilet correctly. Additionally, they can use stickers as a reward system to encourage Sofia’s progress.

To conduct progress evaluation meetings, they can schedule these meetings every three months. During these meetings, they can review Sofia's chart together, discuss any challenges faced, and assess whether the current strategies are effective. If needed, they can make adjustments to the plan, such as trying different rewards or altering the routine to better fit Sofia's needs."

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Feedback for the Sample Response

  • Correct Feedback: "Excellent! You’ve outlined a practical tracking system using a daily chart and reward system, which is effective for monitoring progress. Your plan for quarterly evaluation meetings is also well thought out, ensuring that all parties can collaborate and make necessary adjustments to support Sofia’s potty training."
  • Incorrect Feedback: "Your response needs more detail. Consider specifying what metrics they will track on the chart, such as the number of successful attempts versus accidents. Additionally, think about what types of adjustments might be made during the evaluation meetings to enhance the training plan."

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Narration/Voiceover/SoundFX:

Animation:

37 of 41

Date:

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Course Name:

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Module #:

1

Module Section Title (Subtopic):

M. Final Demonstration

Slide/Screen Number + Title:

Final Demonstration

Navigation + Interactivity Notes: Back/next appears after video plays.

Play icon to play video

Clicking paper icon will open explainer layer.

Accessibility:

closed captions for video

alt text for images

Graphics and Slide Text:

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Narration/Voiceover/SoundFX:

Animation:

38 of 41

Date:

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Course Name:

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Module #:

1

Module Section Title (Subtopic):

N. Final Application

Slide/Screen Number + Title:

Final application

Navigation + Interactivity Notes:

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clicking on laptop will jump to next slide.

next slide, sound icon will play the scenario. Next button will take learner to knowledge check. I need help will go to layer 1

Accessibility:

Closed caption for audio.

Graphics and Slide Text:

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Narration/Voiceover/SoundFX:

Animation:

39 of 41

Date:

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Course Name:

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Module #:

1

Module Section Title (Subtopic):

N. Final Application

Slide/Screen Number + Title:

Knowledge Check

Navigation + Interactivity Notes:

Clicking on the form will take learner to an online fillable form app. When clicking submit, they will be able to see an example and compare their answers.

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Accessibility:

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Narration/Voiceover/SoundFX:

Animation:

40 of 41

Date:

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Course Name:

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Module #:

1

Module Section Title (Subtopic):

O. Real World Application

Slide/Screen Number + Title:

Role-Play

Navigation + Interactivity Notes:

Clicking Globe will open layer 1 (image on the bottom). Layer 1 will play audio when audio icon is clicked. X button to close out. Next and previous button from storyline.

Accessibility:

Closed caption for audio.

Graphics and Slide Text:

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Narration/Voiceover/SoundFX:

Animation: Globe will spin when clicked

41 of 41

Date:

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Course Name:

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Module #: 1

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Module Section Title (Subtopic):

Congratulations slide

Slide/Screen Number + Title:

Last Slide-Completion

Navigation + Interactivity Notes:

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Text will appear by paragraphs on the chalkboard since it will not all fit on the screen by clicking continue.

Accessibility:

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Graphics and Slide Text:

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Narration/Voiceover/SoundFX:

Animation: Stars will sparkle