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Note to Facilitator

This is session 1 of 4 of The Road Ahead, CORE’s Domestic Cultural Orientation Curriculum. Access the curriculum overview and materials for the other sessions on The Road Ahead webpage.

Use the Session 1 Planning Guide to get

an overview of the session

and access supporting resources.

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How to Unhide or Hide a Slide in PowerPoint

Full Directions Video

Note to Facilitator:

This slide is hidden when the slide show is in Slide Show mode

In this slide deck, some slides are marked as hidden. They are not visible to participants when the slide deck is presented in Slide Show mode.

Hidden slides are used to share:

Notes to the facilitator
Templates that can be personalized
Alternative activities

To Unhide a Slide

1. In the left navigation pane, select the hidden slide you want to unhide.

2. Right-click the slide, then select Unhide Slide.

To Hide a Slide

1. In the left navigation pane, select the slide you want to hide.

2. Right-click the slide, then select Hide Slide. The slide now shows a slash through the slide number to indicate that it's hidden.

In Google Slides, follow the same process. Select “Unskip Slide” or “Skip Slide”

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SETTLE IN

A trusted multi-platform digital information source for newcomers resettling in the United States.

WEBSITE

600+ resources in 10+ languages, designed with literacy needs in mind

MOBILE and DESKTOP APP

Short videos, interactive lessons, and badges to reward and track learning progress

FACEBOOK

Directly engages newcomers from Afghanistan and Ukraine resettling in the United States

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Note to Facilitator:

This slide is hidden in Slide Show mode.

To use the Settle In Desktop App in different languages, go to Settings.
Select the Language box to open language options.
Select the appropriate language.

* You can do this before the session so the page will be ready, or you can model how to change the language.

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Welcome to [add the name of your community]

Cultural Orientation

Session 1

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Cultural Orientation

Say: Today’s session is the first part of Cultural Orientation. Cultural Orientation is an opportunity to learn more about life in the U.S. and this community.

Over the next few sessions, we will learn about many important topics related to the resettlement process.
Although you may have received Cultural Orientation before arriving here, these sessions will be more specific to our community. Some information may be familiar to you, and some information will be new.
During Cultural Orientation, we provide some basic information, and we can answer some general questions.
We invite you to share what you know and any questions you may have. Your voice and ideas are valued in these sessions. There will be time for you to reflect and talk to each other.
You will learn more about these topics as you work with your case manager and other people connected to the resettlement process. If you have questions or concerns specific to your case, contact your case manager or talk to me after the session.

Notes: N/A

Modifications: N/A

CO Topic: N/A

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Cultural Orientation

Session 1 Welcome to _______ [the name of your community]	Session 2 Health and Safety
Session 3 Employment & Education	Session 4 Self-Sufficiency

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The [Name of the RA] Team

Add your picture

[your name and role]

[ your name and role]

Add your picture

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The [Name of the RA] Team

Add your picture

[ your name and role]

Add your picture

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Hello

My name is ….

I am …

Say: Now, let us take a moment to say hello to each other. Introduce yourself by saying your name and one thing about yourself. (Model the process for participants.) For example, my name is ___________ [say your name], and I am … [examples: I am from ______, I am friendly, I am happy to be here, I am a parent of two children, or some other descriptor].

(Have each facilitator and interpreter model before asking participants to share. After giving the directions and modeling the activity, invite participants to say hello. You can take volunteers or go around the room.)

Notes: Having participants say hello and introduce themselves is a way to set a welcoming tone. Throughout the session, participants will have opportunities to interact, and saying hello in the first few minutes will get participants warmed up. Spend 5-7 minutes on this activity.

Modifications: If the group is large, instead of having everyone introduce themselves to the whole group, you can provide a 5-minute window for people to introduce themselves to 2-3 people around them. As you are forming groups, be mindful of any cultural norms about interacting across genders.

CO Topic: N/A

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Session 1: Welcome to [add community name]

1. Our Partnership

2. A New Place to Live

3. Your New Community

Say: During today’s session, we will talk about the following topics:

Our PARTNERSHIP. You will learn about our role as a Resettlement Agency and how we can work together to help you get started in the community.
Then we will talk about housing. You will learn how we partner to set up and maintain your NEW PLACE TO LIVE.
Then we will talk about YOUR NEW COMMUNITY, the places and the services you can find in ______ [say the community name].

(Press Enter or click forward to have the circle appear around the first topic.)

We will start with the partnership between you and ______________[name of your Agency].

Notes:

This slide is animated. When you press Enter or click forward, the circle will appear to highlight the first topic.
Replace the orange text with the name of your own city/town/or community. Then change the font color to black.

Modifications: If participants can read in their home language, you can also share the Fact Sheets about the role of the Resettlement Agency in the appropriate language. Copy and paste this link into your browser https://settleinus.org/life-in-the-u-s/resettlement-agency/ . Select the appropriate language. Scroll down to print the document.

CO Topic: N/A

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Partnership

Say: As you settle into this community, we are your partner.

We want you to be successful here. While you are in charge of your own success, we can be a good source of reliable information and support as you get started.
As you get settled, you will work with several other organizations and local government groups. However, we will be your first point of contact for accessing services. As we work together, we have rights and responsibilities to each other.

Notes: N/A

Modifications: N/A

CO Topic: Role of the RA

Objective(s)/Indicator(s):

Participants can explain that refugees are responsible for their own successful resettlement in partnership with the local RA

Participants can explain that refugees and the local RA work in partnership and have rights and responsibilities with respect to each other
Participants can explain that refugees are ultimately responsible for their own success
Participants can explain that the local RA case manager is a source of reliable and accurate information

Participants can explain that there are several organizations that will work alongside local resettlement agencies to assist with access to locally available programs and provision of services

Participants can identify the local RA as the first point of contact for accessing services
Participants can list two agencies or organizations that the local RA may refer them to for services (e.g., local government agency, employment services)

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Resettlement Services

Say: Let's watch this video to learn more about how we work together. When the video ends, we will talk about what you learned.

Notes:

The video linked on this slide is the English version of the Settle In Resettlement Services video. If you are using this slide deck in PowerPoint, click on the image to open the English video in your browser.
The Resettlement Services video is available in multiple languages. Before the session, use the links on the next slide to select the video in the appropriate language. The video will open in your browser when you click on the link. Show the video from your browser. The video is around 5-7 minutes in length, depending on the language selected.

Modifications:

If there are multiple languages represented in this session, consider these modifications:

If resources are available, set up multiple laptop stations, and each language group can watch the appropriate video at the designated station. Allow time for people to move and invite people back into the common space when they are done. Allot around 8 minutes for this activity
If participants have phones, you can send specific links to individual phones.

If the video is unavailable in the participant’s language, consider this modification:

Play the video in English with the sound on and captions on. Pause the video after key points to allow for interpretation. Using the audio along with the captions may be helpful for the session interpreter(s). Talk with the interpreter(s) about their preferences.

Instead of playing the entire video, preview it and select the most critical parts to view.
All videos from CORE's Settle In website have accompanying translated fact sheets that serve as scripts for the videos. Consider printing these fact sheets and giving them to participants who can read in their home language. Share fact sheets with interpreters ahead of the sessions. The factsheets about the role of the RA can be accessed at this link: https://settleinus.org/life-in-the-u-s/resettlement-agency/. Select the appropriate language. Scroll down to print the document.

CO Topic: Role of the RA

Objective(s)/Indicator(s):

Participants can explain that the local RA is not a government agency

Participants can identify at least two differences between the local RA and local, state, and federal government agencies (e.g., the local RA is a non-profit agency, the government sets guidelines and provides funding to local agencies)

Participants can explain that the local RA provides assistance to refugees through the provision of items and/or money to meet initial needs, basic services, and advocacy on refugees’ behalf to receive services for which they are eligible

Participants can identify at least three or more types of items that will be provided soon after arrival (e.g., initial housing, basic furnishings)
Participants can identify at least three basic services provided by the local RA (e.g., airport pick-up, applying for social security card and benefits)
Participants can state that money will have been spent on their behalf
Participants can state they will receive a small amount of money for personal spending when they arrive in the U.S.
Participants can explain that the quality and quantity of items provided will vary

Participants can explain that there are several organizations that will work alongside local resettlement agencies to assist with access to locally available programs and provision of services

Participants can identify the local RA as the first point of contact for accessing services
Participants can list two agencies or organizations that the local RA may refer them to for services (e.g., local government agency, employment services)

Participants can explain that the quality and quantity of items provided will vary

Participants can explain that the items they receive might not be new or what they would choose for themselves
Participants can identify at least two factors that impact the quality and quantity of items they might receive (e.g., availability of resources locally, needs and size of the family)

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Arabic 7:32 minutes
Burmese 6:54 minutes,
Dari 6:30 minutes
English 5:34 minutes
Farsi 7:09 minutes
Kinyarwanda 7:39 minutes
Pashto 6:27 minutes
Rohingya 5:33 minutes
Russian 5:45 minutes
Spanish 5:36 minutes
Somali 6:46 minutes
Swahili 6:38 minutes
Ukrainian 5:39 minutes

Note to Facilitators:

This slide is hidden when in presentation mode.

These links take you to a video about Resettlement Services.

Before the session, select the link that leads to the appropriate language for your audience. You can have it open in another tab to switch to when you are providing.

All videos can be accessed on the Settle In YouTube Channel.

Say: N/A

Notes: This slide is hidden in Slide Show mode. It is not intended for participants.

Select the video in the appropriate language. The video will open in your browser when you click on the link. Show the video from your browser. Be sure to check the YouTube link to ensure that the video is in the appropriate language.

Modifications: See the previous slide for modification suggestions.

CO Topic: Role of the RA

Objective(s)/Indicator(s):

Participants can explain that the local RA is not a government agency

Participants can identify at least two differences between the local RA and local, state, and federal government agencies (e.g., the local RA is a non-profit agency, and the government sets guidelines and provides funding to local agencies)

Participants can explain that the local RA provides assistance to refugees through the provision of items and/or money to meet initial

needs, basic services, and advocacy on refugees’ behalf to receive services for which they are eligible

Participants can explain that the quality and quantity of items provided will vary

Participants can explain that the items they receive might not be new or what they would choose for themselves
Participants can identify at least two factors that impact the quality and quantity of items they might receive (e.g., availability of resources locally, needs and size of the family)

Participants can explain that assistance provided by the local RA is limited and that benefits vary across agencies, locations, and cases

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Your Partners

Add a picture

[name and contact information]

Add a picture

[name and contact information]

Say: The video identified many ways that we will partner as you resettle in this community, as your local Resettlement Agency. We will be your first point of contact for accessing services. Your case manager is usually your first point of contact within _____________ [say the name of the local RA]. Do you know the name of your case manager and how to contact them? (Pause. If needed, give participants time to take a picture of the screen or record the name and contact information of their case manager.)

If you have a U.S. tie or a sponsor, we will coordinate with them. While the Resettlement Agency is legally and financially responsible for specific resettlement services, your tie or sponsor can play a helpful role in supporting you in the resettlement process.

Notes: Put pictures of case managers whose clients are in this session or other key RA staff members. Replace the orange text with the correct information. Make copies of slides as needed. Delete unneeded boxes.

Modifications: N/A

CO Topic: Role of the RA

Objective(s)/Indicator(s):

Participants can explain that refugees are responsible for their own successful resettlement in partnership with the local RA.

Participants can name their caseworker/office contact and can demonstrate or describe where to find their contact information
Participants can explain the role of the US tie and co-sponsor, and identify two ways those roles are different from the role of the RA (e.g., RA is financially and legally responsible, U.S. tie assistance is voluntary)

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Yes	No

Review Game

Say: Let’s do an activity to review what you saw in the video.I will make a few statements, one at a time. If you think the statement is true, indicate yes by shaking your head up and down for yes. (Model head movement while saying yes.) Shake your head left to right for no. (Model head movement while saying no.)

This activity helps you think about what you learned, and it helps me know what needs to be clarified. It does not matter if you are correct or not. Have fun with it.

Notes: Make this activity light and fun. The participants’ responses can give you information about what is clear and what is not. There are five questions in this review game. The question appears on a slide, and the answer is revealed on the next slide. As you reveal answers, provide additional information as needed.

Modifications:

You can have people quickly talk with a partner about what they think the answer is before you reveal the answer.
Use other movements to indicate yes or no if you want, like thumbs up/down, raising the left hand for yes/the right hand for no, standing up/sitting down, etc.
Modify the content of the review game as needed by removing, adding, or changing the statements.

CO Topic: Role of the RA

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Yes	No

1. The Resettlement Agency is part of the government.

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1. The Resettlement Agency is part of the government.

No

Say: No, the Resettlement Agency is not part of the government.

We are a non-profit agency that assists refugees during their initial resettlement. We work with various government and community groups, but we are not part of the government.
Although we offer services to help you get started in America, certain things are outside of our control. For example, we do not control the status of your case or the amount of public assistance you will receive from the government. The amount of public assistance is based on program guidelines set by the government.

Notes: N/A

Modifications: N/A

CO Topic: Role of the RA

Objective(s)/Indicator(s):

Participants can explain that the local RA is not a government agency

Participants can identify at least two differences between the local RA and local, state, and federal government agencies (e.g., the local RA is a non-profit agency, the government sets guidelines and provides funding to local agencies)

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2. The U.S. government decides what services the Resettlement Agency must provide in the first 30-90 days.

Yes	No

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2. The U.S. government decides what services the Resettlement Agency must provide in the first 30-90 days.

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3. Resettlement services will be provided for a limited time.

Yes	No

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3. Resettlement services will be provided for a limited time.

Yes

Say: Yes. Resettlement services only last for a while. Services are limited in both time and amount. After the first 90 days of initial resettlement benefits, other government programs may be available to you and your family. The programs vary by state but generally include assistance with housing, food, healthcare, transportation, English language training, help finding a job, and other basic needs. Over time you will become more self-sufficient. Most newcomers must find, get, and keep a job to cover their basic living expenses.

Notes: N/A

Modifications: N/A

CO Topic: Role of the RA

Objective(s)/Indicator(s):

Participants can explain that assistance provided by the local RA is limited and that benefits vary across agencies, locations, and cases

Participants can identify that the services they receive will be for a limited time

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Yes	No

4. The Resettlement Agency is required to find you a job.

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No

4. The Resettlement Agency is required to find you a job.

Say: The answer is no. The government and Resettlement Agencies do not guarantee employment. You will play a central role in finding a job. You will enroll in an employment program that may help you find a job. You should be prepared to pursue employment right away, but it may take weeks or months to find a job. You may have many job interviews before getting a job offer.

Notes: N/A

Modifications: N/A

CO Topic: Role of the RA

Objective(s)/Indicator(s):

Participants can explain that the local RA provides assistance to refugees through the provision of items and/or money to meet initial needs, basic services, and advocacy on refugees’ behalf to receive services for which they are eligible

Participants can explain that there are several organizations that will work alongside local resettlement agencies to assist with access to locally available programs and the provision of services

Participants can explain that assistance provided by the local RA is limited and that benefits vary across agencies, locations, and cases

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Yes	No

5. Every family receives the same money, goods, and services.

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No

5. Every family receives the same money, goods, and services.

Say: No, every family does not receive the same benefits. Benefits vary by agency, location, availability of resources, and family size. All cases are different. We work to help each family with what they need to be successful.

Notes: N/A

Modifications: N/A

CO Topic: Role of the RA

Objective(s)/Indicator(s):

Participants can explain that the quality and quantity of items provided will vary

Participants can identify at least two factors that impact the quality and quantity of items they might receive (e.g., availability of resources locally, needs and size of the family)

Participants can explain that assistance provided by the local RA is limited and that benefits vary across agencies, locations, and cases

Participants can list two reasons why the money, goods, and services they receive may not be the same as what other participants will or did receive (e.g., family size, availability of goods)

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Note to Facilitator:

Use this slide template to add information about other services your agency provides. Make as many copies as you need and unhide the slides.

As needed, add slides that address common areas of concern and questions that frequently come up in your work with clients.

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Communicating in a Partnership

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Communicating in a Partnership

What was the problem?
What should be done differently?
What is important to remember?

Story 2

Story 1

Say: Sometimes, there can be some communication problems that people have to solve. I will share two stories with you. In each story, I will tell you what happened, and we will talk about the problem and some solutions. We will use these 3 questions as a starting point. (Press Enter or click forward to make the questions appear.)

What was the problem? What should people do differently? What is important to remember?

Notes:

This slide is used to introduce the scenario activity to participants.
This slide is animated. When you press Enter or click forward, the items in the gray box will appear.
You can substitute local scenarios to make this part more relevant to your agency and community.

Modifications:

There are two versions of each scenario: a lighter-text version and a heavier-text version. The lighter-text version is visible, and the heavier-text version is hidden. Choose the version that best meets the needs of your group, considering the literacy levels and preferences of participants
If you have limited time, pick one situation to discuss instead of both.

CO Topic: Role of the RA

Objective(s)/Indicator(s):

Participants can explain that refugees are responsible for their own successful resettlement in partnership with the local RA

Participants can explain that refugees and the local RA work in partnership and have rights and responsibilities with respect to each other
Participants can explain that refugees are ultimately responsible for their own success
Participants can identify two ways to be respectful when communicating with the RA or community partners (e.g., no yelling, no touching)

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Communicating in a Partnership

Maryam, Bandeh, and Joan

What was the problem?
What should they do differently?
What is important to remember?

Say: Here is the first story. (Read the story below and pause between each sentence.)

Maryam and Bandeh’s case manager Joan, told them to meet her at the office at 10:00 a.m. the next morning.
At 10:00 a.m., they were not there. Joan was worried.
Joan called Maryam and Bandeh. They answered the phone and said that they were at home.
They said they thought Joan would pick them up. They were waiting for her.

Let’s discuss this story together. (Press Enter or click forward to show the discussion questions. Pose the questions, one at a time, and ask participants to share. Use these questions as a jumping-off point. Add additional perspectives from sample responses as needed.)

What was the problem?

Sample responses: Maryam and Bandeh were not clear about the location. Is meeting at the office a new practice? Are they used to getting picked up?

What should people do differently?

Sample responses: Maryam/Bandeh and Joan can clarify the location. Joan can ensure they know the address and ask them about their plan for getting there. Joan can help them with the plan as needed. Joan could send a confirmation text.

What is important to remember?

Sample responses: Confirm the time and location of meetings. Make transportation plans.

What other thoughts do you have about this story?

Notes: You can substitute local scenarios to make this part more relevant to your agency and community.

Modifications:

Instead of having participants share in a whole group discussion, you can have participants share ideas with a partner or reflect quietly.
The next slide is a heavier-text version of this slide. Unhide and use that version of this story if you want the story text to show on the screen as you tell the story.

CO Topic: Role of the RA

Objective(s)/Indicator(s):

Participants can explain that refugees are responsible for their own successful resettlement in partnership with the local RA

Participants can explain that refugees and the local RA work in partnership and have rights and responsibilities with respect to each other
Participants can identify two ways to be respectful when communicating with the RA or community partners (e.g., no yelling, no touching)

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Communicating in a Partnership

Maryam and Bandeh’s case manager, Joan, told them to meet her at the office at 10:00 the next morning.

At 10:00, they were not there. Joan was worried.

Joan called Maryam and Bandeh. They answered the phone and said that they were at home.

They said they thought Joan would pick them up. They were waiting for her.

What was the problem?
What should be done differently?
What is important to remember?

(This slide is hidden in Slide Show mode. It is the heavier-text version of the previous slide. Unhide and use this version of the story if you want the story text to show on the screen as you tell the story. See instructions on slide 2 for how to unhide a slide.)

Say: Here is the first story. (Read the story. Note that the text of the story is animated. When the slide is in Slide Show mode, the sentences appear one at a time when you press Enter or click forward. Pause between each sentence.)

Maryam and Bandeh’s caseworker, Joan, told them to meet her at the office at 10:00 the next morning.
At 10:00, they were not there. Joan was worried.
Joan called Maryam and Bandeh. They answered the phone and said that they were at home.
They said they thought Joan would pick them up. They were waiting for her.

Let’s discuss this story together. (Pose the questions, one at a time, and ask participants to share. Use these questions as a jumping-off point. Add additional perspectives from sample responses as needed.)

What was the problem?

Sample responses: Maryam and Bandeh were not clear about the location. Is meeting at the office a new practice? Are they used to getting picked up?

What should people do differently?

Sample responses: Maryam/Bandeh and Joan can clarify the location. Joan can ensure they know the address and ask them about their plan for getting there. Joan can help them with the plan as needed. Joan could send a confirmation text.

What is important to remember?

Sample responses: Confirm the time and location of meetings. Make transportation plans.

What other thoughts do you have about this story?

Notes:

You can substitute local scenarios to make this part more relevant to your agency and community.
Note that the text of the story is animated. The sentences appear one at a time when the slide is in Slide Show mode. This helps participants manage cognitive load, and it creates anticipation.

Modifications: The previous slide shows a lighter-text version of this story. Use that version if the text on this page is distracting to participants.

CO Topic: Role of the RA

Objective(s)/Indicator(s):

Participants can explain that refugees are responsible for their successful resettlement in partnership with the local RA

Participants can explain that refugees and the local RA work in partnership and have rights and responsibilities with respect to each other
Participants can identify two ways to be respectful when communicating with the RA or community partners (e.g., no yelling, no touching)

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Communicating in a Partnership

Camilo and Dan

What was the problem?
What should they do differently?
What is important to remember?

Say: Here is another story. (Read the story and pause between each sentence.)

Camilo has no hot water in his apartment.
He reported this to the apartment manager and his case manager Dan a week ago.
The problem has not been fixed.
He is frustrated. He wants Dan to help him more.
He calls the Resettlement Agency and demands to speak to Dan, but Dan is not there.
Camilo gets angry and yells at the office staff.

Let’s talk about this story with a partner. (As needed, facilitate forming groups so that people can have partners who speak the same language.) In your conversation with your partner, share your answers to these questions:

What was the problem? What should be done differently? What is important to remember?

(Give participants time to talk. After a few minutes of groups talking to each other, you can invite whole-group comments. Acknowledge the participants’ responses. If needed, you can add perspectives from the Sample Responses below.)

What was the problem?

Sample responses: Camilo is frustrated and wants help, but Dan is not available. Camilo was rude to the office staff.

What should people do differently?

Sample responses: Dan can make the process of contacting him more clear – how to get in touch with Dan and how to make an appointment. Share appropriate ways to communicate with staff. It’s ok to be upset, but not rude, no yelling, etc. Help Camilo understand the process. When they meet, Dan can learn more about what is happening with Camilo’s hot water situation and help him communicate with the apartment manager. Camilo should apologize to the staff. Dan can check in with Camilo more.

What is important to remember?

Sample responses: Camilo is right to seek help, but he needs to follow a process. Make appointments. Communicate politely. Understand that waiting for home repairs can be frustrating. The RA staff can help with communicating to the apartment manager, but they can’t make the repairs happen right away.

Notes: You can substitute local scenarios that are more relevant to your agency and community.

Modifications:

You can have participants respond as a whole group.
You can have participants think quietly before talking to a partner or instead of talking to a partner.
The next slide is a heavier-text version of this slide. Unhide and use that version of this story if you want the story text to show on the screen.

CO Topic: Role of the RA

Objective(s)/Indicator(s):

Participants can explain that refugees are responsible for their own successful resettlement in partnership with the local RA.

Participants can explain that refugees and the local RA work in partnership and have rights and responsibilities with respect to each other
Participants can explain that refugees are ultimately responsible for their own success
Participants can identify two ways to be respectful when communicating with the RA or community partners (e.g., no yelling, no touching)

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Communicating in a Partnership

Camilo and Dan

Camilo has no hot water in his apartment.

He reported this to the apartment manager and his case manager Dan a week ago.

The problem has not been fixed.

He is frustrated. He wants Dan to help him more.

Camilo calls the office, but Dan is not there.

Camilo gets angry and yells at the office staff.

What was the problem?
What should be done differently?
What is important to remember?

(This slide is hidden in Slide show mode. It is the heavier-text version of the previous slide. Unhide and use this version of the story if you want the story text to show on the screen. See instructions on slide 2 for how to unhide a slide.)

Say: Here is another story. (Read the story. Pause and press Enter between each sentence.)

Camilo has no hot water in his apartment.
He reported this to the apartment manager and his case manager Dan a week ago.
The problem has not been fixed.
He is frustrated, he wants Dan to help him more.
Camilo calls the Resettlement Agency and demands to speak to Dan, but Dan is not there.
Camilo gets angry and yells at the office staff.

Let’s talk about this story with a partner. (As needed, facilitate forming groups so that people can have partners who speak the same language.) In your conversation with your partner, share your answers to these questions:

What was the problem? What should be done differently? What is important to remember?

(Give participants time to talk. After a few minutes of groups talking to each other, you can invite whole-group comments. Acknowledge the participants’ responses. If needed, you can add perspectives from the Sample Responses below.)

What was the problem?

Sample responses: Camilo is frustrated and wants help, but Dan is not available. Camilo was rude to the office staff.

What should people do differently?

Sample responses: Dan can make the process of contacting him more clear – how to get in touch with Dan and how to make an appointment. Share appropriate ways to communicate with staff. It’s ok to be upset, but not rude, no yelling, etc. Help Camilo understand the process. When they meet, Dan can learn more about what is happening with Camilo’s hot water situation and help him communicate with the apartment manager. Camilo should apologize to the staff. Dan can check in with Camilo more.

What is important to remember?

Sample responses: Camilo is right to seek help, but he needs to follow a process. Make appointments. Communicate politely. Understand that waiting for home repairs can be frustrating. The RA staff can help with communicating to the apartment manager, but they can’t make the repairs happen right away.

Notes:

You can substitute local scenarios that are more relevant to your agency and community.
Note that the text of the story is animated. The sentences appear one at a time when the slide is in Slide Show mode. This helps participants manage cognitive load, and it creates anticipation.

Modifications: The previous slide shows a lighter-text version of this story. Use that version if the text on this page is distracting to participants.

CO Topic: Role of the RA

Objective(s)/Indicator(s):

Participants can explain that refugees are responsible for their own successful resettlement in partnership with the local RA.

Participants can explain that refugees and the local RA work in partnership and have rights and responsibilities with respect to each other
Participants can explain that refugees are ultimately responsible for their own success
Participants can identify two ways to be respectful when communicating with the RA or community partners (e.g., no yelling, no touching)

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Group Conversation

Say: We just learned about your partnership with the Resettlement Agency. Before we go to the next topic, take a moment to think about what is essential for you to remember. Share an important fact or idea to remember with a partner or a small group. Share a question you may have. (As needed, facilitate forming groups so that people can have partners who speak the same language. As you are forming groups, be mindful of any cultural norms about interacting across genders.)

(Allow around 5 minutes for groups to talk to each other. Then you can shift to a whole group discussion. Invite 2-3 participants to share key points or general questions. Allow 5-8 minutes for the whole-group discussions.)

Let’s hear from a few people. What is an important point or a question you have? (Answer questions if you can. If you are not able to answer the questions posed at this time, record them to follow up with after the session.)

(After 5-8 minutes), Thank you for sharing your ideas. Your questions are important. Please talk to your case manager or ________ [say the appropriate person’s name] as questions come up for you.

Notes: Engaging in a small-group conversation provides participants with an opportunity to reflect and share. The activity is repeated in this session and will be part of all the sessions. The ideas and questions that arise in the conversations can provide feedback to you about what is most important or confusing to participants.

Recognize that engaging in small-group and whole-group discussions may be new to some participants. Lack of participation may not be related to interest in CO but to previous educational experiences that did not encourage participation.
If a participant has questions specific to a personal context, acknowledge the value of the question and encourage them to contact their case manager or the appropriate RA staff member for assistance.
If participants have many questions about the topic that you cannot answer at the moment, record questions on the Planning for Participants’ Questions Tool and follow up after the session. Document Link: https://coresourceexchange.org/wp-content/uploads/2023/07/Appendix-B-Question-Gathering-Doc-for-appendix.pdf

Modifications:

If participants seem reluctant to participate in group conversations, you can provide an option to reflect quietly on important ideas or questions for a few minutes.
If participants can write in their home language or English, you can invite them to write ideas or questions down. Provide materials for note taking as needed.
If needed, prompt the group discussion by emphasizing the key words: “important to remember” and “question.”

CO Topic: Role of the RA

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Break: Return to the group in 5 minutes

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Session 1: Welcome to Our Community

1. Our Partnership

2. A New Place to Live

3. Your New Community

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Housing

What We Know

Questions

Say: Upon arrival to the U.S., you were provided clean, affordable, and safe housing. You were also provided basic furniture and household items.

You have been living here for a little bit of time. Think about what you already know about housing in ______________ [name of the community] and what questions you may have. (Pause for people to think.)

Who would like to share? (Ask for a few volunteers to share what they know or questions they have. As people share their initial thinking. Don’t answer questions yet. Some of the questions may be answered in the slides that follow, and there will be an opportunity to address questions later. Jot down questions and comments that you may need to follow up with.)

(After a few minutes of people sharing their thinking) Thank you for sharing your ideas and questions. Your questions are important. Many of your questions may be answered in this session. If not, we can follow up with you. Here is some more housing information. As you listen and participate, think about how the information connects to what you know and your questions.

Notes: Inviting participants to share what they already know and are curious about serves multiple purposes.

It conveys to participants that their prior knowledge and input are valued.
Having participants think about their prior knowledge and questions will help them connect to the information presented in this section.
It allows you to assess current understanding and identify any misconceptions.

Note that engaging in whole-group discussions may be new to some participants. Lack of participation may not be related to interest in CO but to previous educational experiences that did not encourage participation.

Modifications:

If participants seem reluctant to participate in group conversations, you can provide an option to reflect quietly on important ideas or questions.
If you have participants who can write in their home language, you can invite them to record their thinking. Provide materials for note- taking as needed.
To add some interaction, group people who speak the same home language and have people talk in small groups to share their thinking.

CO Topic: Housing

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Some Housing Options

$$$

Single-Family House

1

2

$$

Apartment

[Other: add a label & $$ for this option]

[Add a picture of other housing that is common in your area}

3

Say: Housing in the United States is often expensive, and finding a suitable place to live can be difficult. It is common for people to rent a house or an apartment. The cost of housing differs from state to state, from city to city, and even from one neighborhood to another. Wherever you live, housing costs will be the largest part of your monthly expenses.

Different types of housing are available in different areas. Here are some housing options that are available in ______ [name of your community].

Photo 1 shows a single-family home. Single-family homes have privacy but are also more expensive. How much do you think the average monthly rent is in a single-family home? (Answer: $________________)
Photo 2 shows an apartment complex. Apartments vary in price but are typically the most affordable housing option. How much do you think the average monthly rent is in an apartment complex? (Answer: $_______________)
Photo 3 shows ______________ [say the name and add a detail]

Notes: This slide shows different types of homes. You can replace these pictures/descriptions with photos of local housing options. There are other images that you can use in the slide margins.

Modifications: N/A

CO Topic: Housing

Objective(s)/Indicator(s):

Participants can explain that there are a variety of types of housing arrangements in the U.S. (including shared housing, apartment, house)

Participants can name at least two different types of housing (e.g., apartment, shared housing)
Participants can explain that the affordability of housing differs across and within localities and may affect how the local RA makes housing choices

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Housing Rights & Responsibilities

Tenant

Landlord

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Learn by Using the Settle In App

Say: We will use the Settle In app to learn more about housing rights and responsibilities. The Settle In app is an excellent place to find information in many different languages. How many of you have this app on your phone?

Let’s take a moment to download the app on your phone or open the app. (Help participants download or pull up the application. You can also have participants help each other download. For the desktop version, show how to navigate to the site.)

You can also use the Settle In app on a computer. We will use a part of this app today, and I encourage you to use it on your own whenever you want to review or learn about resettling in the United States.

Notes:

If many participants do not have access to a smartphone, spend your time on the desktop version. Access the Settle In desktop at https://desktop.settlein.app/learn. The site is linked to the slide. If you click on the laptop image, the desktop app will open in a browser window.
Supporting participants to download the app may take longer than anticipated depending on participants’ digital literacy. If participants have difficulties with this process during the session, you can offer to help after the session. Project the Settle desktop app during the session.
Prior to the session, you can select and print Settle In Palm Cards to share with participants. These palm cards outline instructions on downloading and accessing the Settle In mobile app in multiple languages. Access the cards and other Settle In waiting room resources at https://coresourceexchange.org/waiting-room-resources/ .

Modifications: N/A

CO Topic: N/A

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Settings

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Say: Let’s find the lesson on housing. Look for the house icon. Let’s go there now.

(If participants are using their own phones/devices to access Settle In: Model how to access the app on the phone or on the computer. Once participants have opened the app and chosen the language, show them how to get to the Housing section.)

(If you are projecting the Settle In desktop app from your computer to the whole group: Navigate to the housing section on the Settle In app on your computer. Click on the laptop icon to go to the Settle In Desktop app. Go to Settings to choose the appropriate language. Show participants how to scroll down to get to the Housing section.)

Notes: If you do not choose a language, you may get an error message when playing videos on Settle In desktop. To go to the Settle In desktop app, copy and paste this link into your browser: https://desktop.settlein.app/.

Modifications:

If there are multiple languages represented in this session and you are projecting the desktop version of the app, consider this modification:

Play the lesson in English. Read the caption on the screen in English and allow time for interpreters to interpret.

If the lesson is unavailable in the participant’s language, consider this modification:

Play the lesson in English. Read the caption on the screen in English and allow time for interpreters to interpret.

CO Topic: Housing

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Say:

(If participants are using their own phones/devices to access Settle In:)

Let’s take some time to do the Housing Rights and Responsibilities Lesson. You will view the information and take some quizzes. This will take just a few minutes. When it looks like everyone is done, we will come back together. (Allow around 5-7 minutes for participants to do the lesson. As participants work, circulate around the room and provide tech support as needed.)

(If you are projecting the Settle In desktop App from your computer to the whole group:)

Let’s take some time to do this lesson together. (Broadcast the lesson to view together. When you get to the quizzes, you can have people mentally pick an answer and check it, then elaborate as needed.)

(When participants are done) Here is a little more information about rights and responsibilities. (Transition to the next slide.)

Notes: This is the direct lesson link in the desktop app: https://desktop.settlein.app/learn/housing/en

In this lesson, participants will read short, simple text accompanied by images in the chosen language. If participants are not able to read the text, consider using the English version. Read the text and have the interpreter interpret it.

Modifications:

If there are multiple languages represented in this session and you are projecting the desktop version of the app, consider this modification:

Play the lesson in English. Read the caption on the screen in English and allow time for interpreters to interpret.

If the lesson is unavailable in the participant’s language, consider this modification:

Play the lesson in English. Read the caption on the screen in English and allow time for interpreters to interpret.

CO Topic: Housing

Objective(s)/Indicator(s):

Participants can articulate that housing comes with rights, responsibilities, restrictions, and regulations

Participants can list at least two rights and responsibilities of landlords (e.g., upkeep the property in accordance with local and federal laws, keep the apartment in good repair) and tenants (e.g., pay rent and utilities)
Participants can list at least two norms and rules that apply to apartment or housing complex common areas (e.g., noise, cleanliness)
Participants can explain how to end their lease and list at least two steps they must take to move to a new residence (e.g., notifying their landlord, completing AR-11)

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Housing in the U.S.

(This is an alternative to using the app. This slide is hidden in Slide Show mode.)

Say: Let’s learn more about housing in the U.S. by watching this video.

Notes: This is an alternative to using the Settle In app. If you prefer to show a video instead of having participants use the Settle In App, use the links on the next slide to pull up the video in the appropriate language. Don’t use both the app and the video. They contain the same information.

The video linked on this slide is the English version from CORE’s Settle In website. It lasts 5-7 minutes, depending on the language chosen. Before the session, use the links on the next slide to select the video in the appropriate language. The video will open in your browser when you click on the link. Show the video from your browser. Be sure to check the YouTube link to ensure that the video is in the appropriate language.

Modifications:

If there are multiple languages represented in this session, consider these modifications:

If resources are available, have multiple laptop stations set up, and each language group can watch the appropriate video at the designated station. Allow time for people to move and invite people back into the common space when they are done (around 8 minutes.)
If participants have phones, you can send specific links to individual phones.

If the video is unavailable in the participant’s language, consider this modification:

Play the video in English with the sound on and captions on. Pause the video after key points to allow for interpretation. Using the audio along with the captions may be helpful for the session interpreter. You can check in with the interpreter about their preferences.

Instead of playing the entire video, preview it and select the most important parts to view.
All videos from CORE's Settle In website have accompanying translated factsheets. Factsheets serve as scripts for the videos. Consider printing these factsheets and giving them to participants who can read in their home language. The fact sheet about Housing can be accessed at this link: https://settleinus.org/life-in-the-u-s/housing/. Select the appropriate language. Scroll down to print the document.

CO Topic: Housing

Objective(s)/Indicator(s):

Participants can articulate that housing comes with rights, responsibilities, restrictions, and regulations

Participants can list at least two rights and responsibilities of landlords (e.g., upkeep the property in accordance with local and federal laws, keep the apartment in good repair) and tenants (e.g., pay rent and utilities)
Participants can list at least two norms and rules that apply to apartment or housing complex common areas (e.g., noise, cleanliness)
Participants can explain how to end their lease and list at least two steps they must take to move to a new residence (e.g., notifying their landlord, completing AR-11)

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Arabic 6:20 minutes
Burmese 4:52 minutes
Dari 5:14 minutes
English 4:43 minutes
Farsi 5:39 minutes
Kinyarwanda 6:20 minutes
Pashto 5:56 minutes
Rohingya 5:11 minutes
Russian 4:56 minutes
Spanish 4:23 minutes
Somali 5:38 minutes
Swahili 6:08 minutes
Ukrainian 4:42 minutes

Note to Facilitators:

This slide is hidden when the slide show is in presentation mode.

These links take you to a video about Housing. Before the session, select the link that leads to the appropriate language for your audience. You can have it open in another tab to switch to when you are providing.

All videos can be accessed on the Settle In YouTube Channel.

(This slide is hidden in Slide Show mode. It is not intended for participants.)

Say: N/A

Notes: Select the video in the appropriate language. When you click on the link, the video will open in your browser. Show the video from your browser. Double check the YouTube link to ensure that the video is in the appropriate language.

Modifications: See the previous slide for modification ideas.

CO Topic: Housing

Objective(s)/Indicator(s):

Participants can articulate that housing comes with rights, responsibilities, restrictions, and regulations

Participants can list at least two rights and responsibilities of landlords (e.g., upkeep the property in accordance with local and federal laws, keep the apartment in good repair) and tenants (e.g., pay rent and utilities)
Participants can list at least two norms and rules that apply to apartment or housing complex common areas (e.g., noise, cleanliness)
Participants can explain how to end their lease and list at least two steps they must take to move to a new residence (e.g., notifying their landlord, completing AR-11)

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Lease

Say: As you saw in the lesson, when you rent an apartment or a house, you must sign an agreement called a lease. In the lease, you are the tenant, and you agree to:

rent the property for a certain amount of time
who can live there
pay the rent and utilities on time
maintain the property

There may be other rules in your lease that you must pay attention to. If you need help understanding your lease, Talk to _____ [say the name/role of the person who can provide help].

Notes: N/A

Modifications: N/A

CO Topic: Housing

Objective(s)/Indicator(s): Participants can articulate that housing comes with rights, responsibilities, restrictions, and regulations

Participants can list at least two rights and responsibilities of landlords (e.g., upkeep the property in accordance with local and federal laws, keep the apartment in good repair) and tenants (e.g., pay rent and utilities)

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Say: The terms of the lease are important. If tenants do not follow the agreements in the lease, they can be evicted. Being evicted means you must leave the home. You are not allowed to live there anymore. People are often evicted for:

not paying their rent
breaking the terms of the lease, like taking care of the property
damaging the apartment.

The landlord must follow several steps before you can be evicted, including issuing a warning.

Notes: N/A

Modifications: N/A

CO Topics: Housing

Objective(s)/Indicator(s):

Participants can articulate that housing comes with rights, responsibilities, restrictions, and regulations

Participants can name at least two behaviors that may lead to eviction (e.g., not paying rent, lack of cleanliness)
Participants can list at least two norms and rules that apply to apartment or housing complex common areas (e.g., noise, cleanliness)

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Pay Rent and Utilities on Time

Say: Part of your agreement with the landlord is that you pay rent on time. Usually, rent is paid once a month. You must also pay for utilities, such as water and electricity, on time. Costs for utilities are based on how much you use. You can save money on utilities by conserving. For example, turn off unneeded lights and don’t leave the water running.

Your bills and other important communication may come to your mailbox. It is important that you check the mail and respond to important matters. If you have questions about your mail, you can contact your case manager for help. You may need to set up online accounts to pay rent and utilities. Talk with your case manager about this process.

Notes: N/A

Modifications: N/A

CO Topics: Housing

Objective(s)/Indicator(s):

Participants can articulate that housing comes with rights, responsibilities, restrictions, and regulations

Participants can demonstrate how to pay their rent and utilities

Participants can explain that the local RA provides assistance in home orientation, after which housekeeping and home maintenance are individual and family responsibilities

Participants can explain how to control utility costs through conservation
Participants can demonstrate how to identify and respond to mail

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Home Safety

1

2

3

4

Say: Being safe in your home is very important. When you first moved into your home, you had a home safety orientation. Here is a review of some ways to stay safe in your home. Look at this image. (Point to the fire alarm.) What safety practice does it suggest? (Give participants time to share. Supplement with the explanations offered below. Press Enter and repeat the process with each image and explanation.)

(After you have shared all four images, invite participants to share other safety practices.) What are some other things you do to stay safe in your home?

Explanations:

Keep batteries in your fire alarms; if the fire alarm is beeping, it means the battery needs to be replaced. You also need to have a plan to escape if there is a fire.
Learn how to use appliances such as the stove and oven. For example, please do not use the stove for heat; turn it off when you are not cooking to prevent fires. If you have questions, please ask your caseworker.
Lock your door and do not let strangers into your home. You should also keep windows locked. Why is this important?
Call 9-1-1 for life-threatening emergencies. We will learn more about 9-1-1 services in another Cultural Orientation session.

Notes: This slide is animated. When you press Enter or click forward, each image will appear.

Modifications: To increase interaction, you can have participants talk with a partner instead of sharing with the whole group.

CO Topics: Housing

Objective(s)/Indicator(s):

Participants can explain that basic safety considerations and use of appliances/facilities will promote safety in the home

Participants can list at least two ways to maintain basic fire safety in the home (e.g., check fire alarms, draft a fire escape plan)
Participants can demonstrate safe and appropriate use of basic appliances and bathroom facilities
Participants can explain one reason why they should keep their doors and windows locked and not to allow strangers into their home (e.g., personal safety, prevent theft)
Participants know how to access emergency services and can demonstrate how to dial 9- 1-1
Participants can demonstrate how to use/maintain fire alarms and how to use fire extinguishers

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Home Address and

Phone Number

8118 Main Street

Harrisonburg, Virginia

22801

xxx- xxx- xxxx

, Apt 303

Say: When you call 911, you will need to give your address. Knowing your address is also important for other purposes as well, such as planning your travel, registering for school, and applying for a job. Make sure that everyone who lives in your home can say the address.(As you talk, press Enter to get each part of the address to appear on the screen.)

The parts of the address include a building number and the street name.
If you live in an apartment, you will also need to know the apartment number.
The other parts of the address are your city and your state.
This 5-digit number is called a zip code. It was established to help deliver mail and packages to the correct place,

Let’s practice saying your address now. Talk with a partner, say your address. (Allow a few minutes for participants time to share their addresses.) If some members of your family have difficulties remembering the address, write it down so they can access it when needed.

All members of your family should also be able to say the phone number. (Press Enter or click forward.) Practice saying your phone number with a partner.

Notes: This slide is animated. Different parts of the address appear when you press Enter or click forward.

Modifications: Replace the address on the screen with a local address.

CO Topic: Safety

Objective(s)/Indicator(s):

Participants can explain that it is important to be prepared for emergencies

Participants ensure that all residents of the household can recite or have access to their address and phone number

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Maintaining the Home: �Household Products

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Maintaining Your Home: Removing Trash

Say: Removing trash is part of maintaining the home. There are local laws about how to remove trash from your home that you must follow.

You must bag your trash before taking it out of your home.
If you live in an apartment, you are expected to put your trash in the big bins.
If you live in a house, you put your trash out on the designated day of the week, when the trash trucks come to your neighborhood.

Maintaining your home and removing trash may be in your lease. It is also part of being a good neighbor.

Notes: As you talk, point to the appropriate image.

Modifications: N/A

CO Topic: Housing

Objective(s)/Indicator(s):

Participants can explain that the local RA provides assistance in home orientation, after which housekeeping and home maintenance are individual and family responsibilities

Participants can demonstrate how to clean their home and remove trash in alignment with local laws or ordinances, as appropriate

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�

Report to the landlord	You fix, clean, or replace

Home Care Responsibilities�

Say: When you are renting a home, you have responsibilities to maintain the home. When things break, sometimes you can fix the problems on your own. Sometimes you should report it to the landlord so they can fix the problem.

These six pictures represent some things that can happen in a home. In this activity, you will work with a partner or group to talk about what you should do. You will use these cards and this chart. (Show the cards and chart.) Talk about what is happening, and what you should do. You can put the card in the correct column. Put the card in this column if you need to report it to the landlord, and here if you need to fix it yourself. (Model using the materials).

I will pass out some materials for each group. (Facilitate the forming of groups as needed.) Talk with each other and decide what you should do to fix each problem.

(Pass out materials to each group– cards to sort and the chart hand-out. Then provide a few minutes for participants to work and talk. Circulate around the room and answer questions. You can assess participants’ understanding by looking at their sort.)

(After the groups are done, you can show the suggested key on the next slide.)

Notes: Prepare materials ahead of time. Activity directions and materials can be found at https://coresourceexchange.org/wp-content/uploads/2023/07/Home-Care-Sort-The-Road-Ahead-Session-1-.pdf

Modifications: When participants are done sorting, you can ask them to identify additional examples of something that they might need to take care of in their home, and what they might do.

CO Topic: Housing

Objective(s)/Indicator(s):

Participants can explain that the local RA provides assistance in home orientation, after which housekeeping and home maintenance are individual and family responsibilities

Participants can list at least three steps needed to upkeep their home or apartment. (e.g., preventative maintenance, who to contact for help with repairs)

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�

Report to the landlord	You fix, clean, or replace

Home Care Responsibilities�

Say: Here are the answers. What questions do you have? (Share the explanations below for each situation as needed.)

Explanations:

1. Leaking pipes (Answer: report it to your landlord immediately)

2. Mold in the bathtub (Answer: try to fix it yourself using cleaning products and regularly scrub your bathtub)

3. Burned-out light bulbs (Answer: buy a new light bulb and replace it. If it burns out often, you may need to report it to your landlord)

4. Broken window (Answer: report it to your landlord)

5. Stain on the carpet (Answer: try to fix it yourself using cleaning products)

6. Stove not working (Answer: report it to your landlord)

You may find other problems that need to be fixed in your home. You will need to decide whether it is something to report to the landlord or take care of it on your own.

When something is broken or damaged, you need to reach out to the landlord or housing specialist immediately. It is very helpful to send a picture of the issue.

Notes: N/A

Modifications: N/A

CO Topic: Housing

Objective(s)/Indicator(s):

Participants can explain that the local RA provides assistance in home orientation, after which housekeeping and home maintenance are individual and family responsibilities

Participants can list at least three steps needed to upkeep their home or apartment. (e.g., preventative maintenance, who to contact for help with repairs)

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Being a Good Neighbor

Say: It is important for your family to be safe and comfortable in your new home. It is also important to be a good neighbor. A neighbor is someone who lives near you.

A good neighbor is someone who is considerate of the people who live near them.

Being a good neighbor includes being friendly, keeping your home clean, being respectful of common areas, and keeping noise levels down at night when people are sleeping.

What are some other examples? What would you expect of your neighbors? (Pause to let participants think. Then invite and acknowledge responses.)

Notes: N/A

Modifications: N/A

CO Topic: Housing

Objective(s)/Indicator(s):

Participants can articulate that housing comes with rights, responsibilities, restrictions, and regulations

Participants can list at least two norms and rules that apply to apartment or housing complex common areas (e.g., noise, cleanliness)

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Being a Good Neighbor

Fatima’s Story

Nahid’s Story

What is the problem?
What should the people in the story do?

Say: Sometimes there is a conflict between neighbors that people will need to solve. I will share two stories with you. I will tell you what happened in each story, and we will talk about the problem and what we can do to be good neighbors. We will use these questions as a starting point. (Press Enter or click forward to get the questions to appear.) What is the problem? What should the people in the story do?

Notes:

This slide is used to introduce the activity to participants
This slide is animated. When you press Enter or click forward, the questions will appear.
You can substitute local scenarios to make this part more relevant to your community.
You can change the names of the characters to reflect familiar names in the populations you serve.

Modifications:

There are two versions of each scenario: a lighter-text version and a heavier-text version. The lighter-text version is visible, and the heavier-text version is hidden. Choose the version that best meets the needs of your group, considering the literacy levels and preferences of participants.
If you have limited time, pick one situation to discuss instead of both.

CO Topic: Housing

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Being a Good Neighbor:

Fatima’s Story

What is the problem?
What should Fatima do?

Say: Here is Fatima’s story. (Read the story and pause between each line.)

Fatima and her husband moved into their home. They are happy to be living near cousins.
The cousins come to Fatima’s house often, and they all talk, cook and listen to music from their country together.
One day, Fatima’s landlord calls on the phone. He says their music and loud talking are disturbing the neighbors.
He tells Fatima that they have to be quieter after 9:00 p.m., no music and no loud sounds.

Let’s talk about this one together. (Press Enter to make the questions appear. Pose the questions, one at a time, and ask participants to share. Use these questions as a jumping-off point. Acknowledge participants’ responses and rationale. Add additional perspectives from the sample responses below as needed.)

What is the problem?

Sample responses: Fatima and her cousins were enjoying themselves and not paying attention to the time and noise level. A neighbor may have called the landlord. There may be a rule about noise in the lease.

What should Fatima do? Why?

Sample responses: Thank the landlord for the call and the information. Apologize and plan for future family time to be earlier in the day, turn down the music, and talk more quietly after 9:00.

What is important for Fatima and her husband to remember so they can be good neighbors but also be comfortable and happy in their new home?

Sample responses: Continue to get together with family and enjoy family activities, but they should be mindful of the time and noise level.

Notes: You can substitute local scenarios or changes the characters’ names to make this more relevant to your community.

Modifications:

Instead of having participants share out loud, you can have participants share ideas with a partner or think quietly.
The next slide is a heavier-text version of this slide. Unhide and use that version of this story if you want the story text to show on the screen as you tell the story.

CO Topic: Housing

Objective(s)/Indicator(s):

Participants can articulate that housing comes with rights, responsibilities, restrictions, and regulations

Participants can list at least two norms and rules that apply to apartment or housing complex common areas (e.g., noise, cleanliness)

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Being a Good Neighbor: Fatima’s Story

Fatima and her husband moved into their home. They are happy to be living near cousins.

The cousins come to Fatima’s house often, and they all talk, cook, and listen to music from their country together.

One day, Fatima’s landlord calls on the phone. He says their music and loud talking are disturbing the neighbors.

He tells Fatima that they have to be quieter after 9:00 p.m., no music and loud sounds.

What is the problem?
What should Fatima do?

(This slide is hidden in Slide Show mode. It is the heavier-text version of the previous slide. Unhide and use this version of the story if you want the story text to show on the screen as you tell the story. See instructions on slide 2 for how to unhide a slide)

Say: Here is the first story. (Read the story. Note that the text of the story is animated. When the slide is in presentation mode, the sentences appear one at a time when you click next or press return. Pause between each sentence.)

Let’s talk about this one together. (Pose the questions, one at a time, and ask participants to share. Use these questions as a jumping-off point. Acknowledge participants’ responses and rationale. Add additional perspectives as needed from the sample responses below.)

What is the problem?

Sample responses: Fatima and her cousins were enjoying themselves and not paying attention to the time and noise level. A neighbor may have called the landlord. There may be a rule about noise in the lease.

What should Fatima do? Why?

Sample responses: Thank the landlord for the call and the information. Apologize and plan for future family time to be earlier in the day, turn down the music, and talk more quietly after 9:00.

What is important for Fatima and her husband to remember so they can be good neighbors but also be comfortable and happy in their new home?

Sample responses: Continue to get together with family and enjoy family activities, but they should be mindful of the time and noise level.

Notes:

You can substitute local scenarios or change the characters’ names to make this more relevant to your agency and community.
Note that the text of the story is animated. The sentences appear one at a time in Slide Show mode. Pause between each sentence. This helps participants manage cognitive load, and it creates anticipation.

Modifications:

Instead of having participants share out loud, you can have participants share ideas with a partner or think quietly.
The previous slide shows a lighter-text version of this story. Use that version if the text on this page is distracting to participants.

CO Topic: Housing

Objective(s)/Indicator(s):

Participants can articulate that housing comes with rights, responsibilities, restrictions, and regulations

Participants can list at least two norms and rules that apply to apartment or housing complex common areas (e.g., noise, cleanliness)

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Being a Good Neighbor: Nahid’s Story

What is the problem?
What should Nahid do?

Say: Here is story 2. (Read the story and pause between each line.)

Nahid and his family move into their new home.
They have friendly neighbors who have two large dogs.
Although the dogs seem friendly, Nahid’s children are afraid.
The neighbor’s dogs often play in the fenced-in yard next door.
Nahid’s children refuse to play in the backyard alone.

Talk about this story with a partner. (As needed, facilitate forming groups so that people can have partners who speak the same language.)

In your conversation with your partner, share your answers to these questions. (Press Enter to make the questions appear.)

What is the problem?
What should Nahid do? Why?

(Give participants time to talk. After a few minutes of groups talking to each other, you can invite group comments. Acknowledge participants’ responses and rationale. Add additional perspectives from the sample responses below as needed.)

What is the problem?

Sample Responses: Nahid wants to keep his children safe. He wants them to feel safe and be able to enjoy their home. He also wants to be respectful of his neighbors and their pets.

What should Nahid do?

Sample Responses: Nahid can talk to his neighbors about their dogs and the best ways to interact with them. He can interact with the dogs himself, to assess the dog’s friendliness and show his children how to interact with dogs. He can share with the neighbors his children’s fears. They can work together on a solution, for example introducing the children to the dogs and teaching them ways to pet and play with the dogs or they can agree on a time when the dogs are inside so the children can play.

Nahid and his family can be good neighbors but also be comfortable and happy in their new home.

Notes: You can substitute with local scenarios to make this more relevant to your agency and community.

Modifications:

You can choose to discuss this scenario as a whole group.
You can have participants reflect individually instead of with a partner.
The next slide is a heavier-text version of this slide. Unhide and use that version of this story if you want the story text to show on the screen as you tell the story.

CO Topic: Housing

Objective(s)/Indicator(s):

Participants can articulate that housing comes with rights, responsibilities, restrictions, and regulations

Participants can list at least two norms and rules that apply to apartment or housing complex common areas (e.g., noise, cleanliness)

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Being a Good Neighbor: Nahid’s Story

Nahid and his family moved into their new home.

They have friendly neighbors who have two large dogs.

Although the dogs seem friendly, Nahid’s children are afraid.

The neighbor’s dogs often play in the fenced-in yard next door.

Nahid’s children refuse to play in the backyard alone.

What is the problem?

What should Nahid do?

(This slide is hidden in Slide Show mode. It is the heavier-text version of the previous slide. Unhide and use this version of the story if you want the story text to show on the screen as you tell the story. See instructions on slide 2 for how to unhide a slide.)

Say: Here is Nahid’s story. (Read the story from the slide. Note that the text of the story is animated. When the slide is in presentation mode, the sentences appear one at a time when you click forward or press Enter. Pause between each sentence.)

Talk about this story with a partner. (Review the questions.)

What is the problem?
What should Nahid do? Why?

Talk about this story with a partner. (As needed, facilitate forming groups so that people can have partners who speak the same language.)

In your conversation with your partner, share your answers to these questions:

What is the problem?
What should Nahid do? Why?

(Give participants time to talk. After a few minutes of groups talking to each other, you can invite group comments. Acknowledge responses and rationale. Add additional perspectives from the sample responses below as needed. )

What is the problem?

Sample Responses: Nahid wants to keep his children safe. He wants them to feel safe and be able to enjoy their home. He also wants to be respectful of his neighbors and their pets.

What should Nahid do?

Sample Responses: Nahid can talk to his neighbors about their dogs and the best ways to interact with them. He can interact with the dogs himself, to assess the dog’s friendliness and show his children how to interact with dogs. He can share with the neighbors his children’s fears. They can work together on a solution, for example introducing the children to the dogs and teaching them ways to pet and play with the dogs or they can agree on a time when the dogs are inside so the children can play.

Nahid and his family can be good neighbors but also be comfortable and happy in their new home.

Notes:

You can substitute local scenarios to make this more relevant to your agency and community.
Note that the text of the story is animated. The sentences appear one at a time when the slide is in presentation mode. Pause between each sentence. This helps participants manage cognitive load, and it creates anticipation.

Modifications:

You can choose to discuss this scenario as a whole group.
You can have participants reflect individually instead of with a partner.
The previous slide shows a lighter-text version of this story. Use that version if the text on this page is distracting to participants.

CO Topic: Housing

Objective(s)/Indicator(s):

Participants can articulate that housing comes with rights, responsibilities, restrictions, and regulations

Participants can list at least two norms and rules that apply to apartment or housing complex common areas (e.g., noise, cleanliness)

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Housing

What is important to know?

Questions

Say: Earlier we talked about what already know housing in the U.S. Now let’s reflect on what you learned and how it connects to what already knew. What is important to know about housing? What questions do you still have? (Pause for people to think.)

Who would like to share? (Ask for a few volunteers to share thoughts or questions they have.)

(After a few minutes of people sharing their thinking) Thank you for sharing your ideas and questions. Your questions are important. Talk to your case manager or _____ [say the appropriate person’s name] as questions come up for you.

Notes:

Recognize that engaging in group discussions may be new to some participants. Lack of participation may not be related to interest in CO but to previous educational experiences that did not encourage participation.
If a participant has questions specific to a personal context, acknowledge the value of the question and encourage them to contact their case manager or the appropriate RA staff member for assistance.
If participants have many questions about the topic that you cannot answer at the moment, record questions on the Planning for Participants’ Questions Tool and follow up after the session. Document Link: https://coresourceexchange.org/wp-content/uploads/2023/07/Appendix-B-Question-Gathering-Doc-for-appendix.pdf

Modifications:

If participants seem reluctant to participate in group conversations, you can provide an option to reflect quietly on important ideas or questions.
If you have participants who can write in their home language, you can invite them to record their thinking. Provide materials for note-taking as needed.
To add some interaction, group people who speak the same home language and have people talk in small groups to share their thinking.

CO Topic: Housing

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Session 1: Welcome to [add community name]

1. Our Partnership

2. A New Place to Live

3. Your New Community

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Your New Community

Country

Region

State

City

[Type the name of your Region]

The United States

[Type the name of your State]

[Type the name of your City]

Say: We are glad that you are part of our community.

You are in the United States.
You live in the _____ [say the name] region of the U.S. (See the Notes section.)
in the state of ______[say the name],
And city/county/town _____[say the name].

We can assist you in getting to know this community.

Notes:

Before using this slide, edit it by replacing the orange text with the name of your city/town/county, state, and region.
Move the flag icon so that it sits on your state or click on your state in the map graphic, go to “shape format” and fill it with a color.
The names of regions in the U.S. can vary. Use the term that is commonly used in your area. If you are not sure, you can use the terms offered by The National Geographic Society: Northeast, Southeast, Southwest, Midwest, and the West. See a map at this link: https://education.nationalgeographic.org/resource/united-states-regions/

Modifications: If it’s helpful to participants, you can have participants practice saying the names of the different locations. “I live in ______.”

CO Topic: Your New Community

Objective(s)/Indicator(s):

Participants can explain that the local RA will assist refugees in becoming acquainted with their new community

Participants can explain where they live in the U.S. (e.g.,region, state, city)

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Our Community

Note to Facilitator:

This slide is hidden in Slide Show mode.

Use this slide template to add images that are representative of your community. Make as many copies as you need and unhide the slides.

As needed, add slides that address common areas of concern and questions that frequently come up in your work with clients.

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Weather and Natural Events

Note to Facilitator:

This slide is hidden in Slide Show mode.

Use this slide template to add images that show local weather conditions or natural events.

Use the icons in the left margin of this slide as needed.

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Public Libraries and Parks

Say: The community offers public libraries and parks.

Public libraries have books and other materials, such as CDs and DVDs, that residents can borrow free of charge. You must apply for a library card to take materials out of the library. Libraries often offer children’s reading programs and classes such as English conversation practice, and many have computers available for public use.
Local parks provide picnic areas, playgrounds, and sports fields to the public. Many parks have regulations about what visitors can and cannot do. Most local parks are free, but state and national parks may charge an admission fee.

Notes: Replace the images on this slide with local images if available.

Modifications: N/A

CO Topic: Your New Community

Objective(s)/Indicator(s):

Participants can explain that there are community and public services that are available to support residents

Participants can identify at least one of the community services relevant to their specific needs (e.g., bank, childcare/day care)
Participants can identify at least two community services that refugees may need to access (e.g., food banks, family support services

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Community Event

Day Care Center

English Class

Senior Center

Say: In this community, you can find many opportunities for you and your family to meet people and learn. Here are some examples. (As you talk, press Enter to make each image appear.)

English classes to help you find a job, communicate with people, and make friends.
Day Care Centers for young children. Some centers offer low-cost childcare for families with low incomes so that parents can work or look for work.
Senior Centers where older adults can meet and enjoy activities.
Community events where people can meet and celebrate

We can assist you in becoming acquainted with your community.

Notes:

This is an opportunity to reiterate the partnership theme.
This slide is animated. When you press Enter or click forward, each image will appear one at a time.

Modifications: Replace the images in this slide with images from your local community.

CO Topics: Cultural Adjustment & Your New Community

Objective(s)/Indicator(s):

Participants can identify that there are coping mechanisms that can assist in managing stressors and adjustment

Participants can list at least two healthy ways of dealing with stress and cultural shock

Participants can explain that there are community and public services that are available to support residents

Participants can identify at least one of the community services relevant to their specific needs (e.g., bank, childcare/day care)
Participants can identify at least two community services that refugees may need to access (e.g., food banks, family support services)
Participants can describe where to find and how to use at least three critical community services (e.g., doctors, laundromats)
Participants can identify that learning English will facilitate their adjustment to life in the U.S.

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Stay Connected

Say: As you join this community, you are enriching it by bringing your own culture and lived experiences. Honoring and preserving your home culture can help you adjust to life in the U.S. Connecting with people from your home community may be a good source of support. We can help you find some organizations that serve members of your community.

Notes: Replace the images on this slide with local images as needed.

Modifications: N/A

CO Topics: Your New Community and Cultural Adjustment

Objective(s)/Indicator(s):

Participants can explain that members of the refugee’s ethnic or religious group who live in the area may be a good source of support

Participants can identify at least one Ethnic Community-Based Organizations or other organizations that serve members of their community (local Mosque, Service Centers)
Participants can identify at least one neighborhood, association, or business establishment where they would be likely to find members of their home community, if applicable

Participants can identify that there are coping mechanisms that can assist in managing stressors and adjustment

Participants can identify that honoring and preserving their home culture can help facilitate successful adjustment to life in the U.S.

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1

5

4

3

2

6

Say: In our community, there are services available to support you. Take a moment to look at these pictures. Which businesses or public services have you visited? (Pause and give participants time to think).

Who has been to #1 – the Doctor’s office, for medical care? (Have participants raise their hands if they have visited each place. If only a few hands go up, you may take a moment to explain what services are available there.)

#2 The bus stop?

# 3 The post office?

# 4 The DMV?

# 5 The laundromat?

#6 Used an ATM or gone to the bank?

Notes: This activity is intended to activate participants’ prior knowledge and give you a chance to assess what participants have already experienced.

Modifications:

This can be a small group activity. Invite groups to talk about what they noticed in the images, if they have visited the places/used the service, and about their experiences there. Facilitate the forming of groups as needed.
Consider replacing the images in the boxes with local community resources most relevant to your area such as food banks, local banks, etc.

CO Topic: Your New Community

Objective(s)/Indicator(s):

Participants can explain that there are community and public services that are available to support residents

Participants can identify at least one of the community services relevant to their specific needs (e.g., bank, childcare/daycare)
Participants can identify at least two community services that refugees may need to access (e.g., food banks, family support services)

Participants can explain that the local RA will assist refugees in becoming acquainted with their new community

Participants can describe where to find and how to use at least three critical community services (e.g., doctors, laundromats)

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Stay Up-to-Date

Local News

Say: Many things happen in the community. It is helpful to have a source to keep you up to date with community events, like local TV news, online news sources, and community notifications on your phone. You will hear about the local weather, safety alerts, what is happening, and what events will occur in the future. These events can be those that interest you or affect your daily activities. It is good to stay informed.

Notes: N/A

Modifications: N/A

CO Topics: Your New Community

Objective(s)/Indicator(s):

Participants can explain that the local RA will assist refugees in becoming acquainted with their new community

Participants can identify at least one digital resource they can access to stay up-to-date on community news and events (e.g., local online news sources, community listservs)

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Sources for Local News

Note to Facilitator:

This slide is hidden in Slide Show mode.

Use this slide template to add images and information about reputable sources and websites that you would recommend (local news, local government updates, school systems, etc.)

(This is an optional slide to use if you want to share specific information about local digital news sources. This slide is hidden in Slide Show mode. Unhide the slide if you want participants to see it. See instructions on slide 2 for how to unhide a slide.)

Say: (Add your own remarks.)

Notes:

Use this slide as a template to add community-specific information and images.
Use the icons to the left of the slide as needed to show the type of media.

Modifications: N/A

CO Topics: Your New Community

Objective(s)/Indicator(s):

Participants can explain that the local RA will assist refugees in becoming acquainted with their new community

Participants can identify at least one digital resource they can access to stay up-to-date on community news and events (e.g., local online news sources, community listservs)

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Group Conversation��

Talk about:

Places you have visited in this community
Places you want to visit
Places you want to learn more about

Say: We just spent some time talking about places and services in _______ [say the name of the community]. Let’s take a moment to think and share with each other. Here are topics to guide your conversation. With your partner or a small group, talk about places that you have visited in our community, some places that you want to visit, and places you want to learn more about. (As needed, facilitate forming groups so that people can have partners who speak the same language.)

(After a few minutes of groups talking to each other, you can invite 2 or 3 comments. Allot 5-8 minutes to share key points and questions.)

Let’s hear from a few people. What do you want to share?

(After 5-8 minutes of a group discussion), Thank you for sharing your ideas.

Notes: Engaging in group conversations provides participants with an opportunity to reflect and share. The activity is repeated in this session and will be part of all the sessions. The ideas and questions that arise in the conversations can provide feedback to you about what is most important or confusing to participants.

If a participant has questions specific to a personal context, acknowledge their concern and encourage them to contact their case manager or the appropriate RA staff member for assistance.
If participants have many questions about the topic that you cannot answer at the moment, record questions on the Planning for Participants’ Questions Tool and follow up after the session. Document Link: https://coresourceexchange.org/wp-content/uploads/2023/07/Appendix-B-Question-Gathering-Doc-for-appendix.pdf
If participants are reluctant to participate in group conversations, you can provide an option to reflect quietly on important ideas or questions for a few minutes.
Engaging in small-group and whole-group discussions may be new to some participants. Lack of participation may not be related to interest in CO but previous educational experiences that did not encourage participation.

Modifications: If participants can write in their home language or English, you can invite them to write ideas down.

CO Topic: Your New Community

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Partnership

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Questions and Answers

(This is an optional slide to use if you have time for questions. This slide is hidden in Slide Show mode. Unhide the slide if you want participants to see it. See instructions on slide 2 for how to unhide a slide.)

Say: We have time for some questions related to today’s topics: working with the RA, housing, and your community. What questions do you have?

Notes:

If there is time, you can facilitate a question-and-answer session. Answer participants’ questions related to this section. If participants ask questions that are specific to their situations, ask them to follow up with their case manager or refer them to the appropriate staff member.
If participants have many questions about the topic that you cannot answer at the moment, record questions on the Planning for Participants’ Questions Tool and follow up after the session. Document Link: https://coresourceexchange.org/wp-content/uploads/2023/07/Appendix-B-Question-Gathering-Doc-for-appendix.pdf

Modifications: N/A

CO Topic: N/A