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Note to Facilitator

This is the SPANISH version of session 3 of 4 in The Road Ahead, CORE’s Domestic Cultural Orientation Curriculum. The words on client-facing slides are written in Spanish. Notes to facilitators are written in English.

Access the curriculum overview and materials for the other session on

The Road Ahead web page.

Use the Session 3 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

Fuente reconocida de información digital en plataformas múltiples para recién llegados que se reasientan en los Estados Unidos

SITIO WEB

Más de 600 recursos en más de 10 idiomas, diseñados teniendo en cuenta las necesidades de alfabetización.

APLICACIÓN EN EL MÓVIL Y LA COMPUTADORA

Videos breves, lecciones interactivas e insignias para recompensar los progresos en el aprendizaje y mantenerse al corriente de ellos

FACEBOOK

Contacto directo con recién llegados del Afganistán y de Ucrania que se reasientan en los Estados Unidos

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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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Empleo y educación

Orientación cultural

Sesión 3

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Orientación cultural

Say: Thank you for participating in Cultural Orientation. As a reminder, this is an opportunity to learn more about life in the U.S. and in this community.

In these sessions, we talk about many topics important to living in this community. The information offered will connect to and expand on what you may have learned in previous Cultural Orientation.
During Cultural Orientation, we provide some basic information to help you see the big picture early when you first arrive in this community.
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 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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Orientación cultural

Sesión 1 Bienvenidos a la Comunidad	Sesión 2 Salud y seguridad
Sesión 3 Empleo y educación	Sesión 4 Autosuficiencia

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El equipo de ___[name of the RA]

Add your picture

[ your name and role]

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El equipo de ___[name of the RA]

Add your picture

[ your name and role]

Add your picture

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Hola, me llamo ______

Soy ______

Desde que llegué, he aprendido __________.

Say: Let us take a moment to say hello to each other. Introduce yourself by saying your name and sharing something about yourself; this can be anything, for example, where you are from, how you are feeling, a word that describes you, or something else. Then share something you have learned about life in the U.S. so far. Here’s an example. (Have each facilitator and interpreter model before asking participants to share. After giving the directions and modeling the activity, invite participants to say hello in their home language. Ask the interpreter to interpret the participants’ comments. 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 time for people to introduce themselves to 3 people around them. As needed, facilitate forming groups so that people can have partners who speak the same language.

CO Topic: N/A

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Crecimiento

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Empleo y educación

1. Empleo

2. Transporte

3. Educación/aprender inglés

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

Employment: Getting and keeping a job is important to your growth and well-being. We will share some basic information about employment in the U.S.
Transportation: You want to be able to get to and from places in the community. It is important to have reliable transportation to your job. We will talk about transportation options in this community.
Education and Learning English: We will talk about education for children and adults -- the expectations and the opportunities that are available.

We will start with employment. (Press Enter or click forward to highlight employment as the first topic. )

Notes: This slide is animated. When you press enter or click the arrow forward, the circle around Employment will appear.

Modifications: If participants can read in their home language, you can also share the Settle In Fact Sheets about Employment in the appropriate language. Copy and paste the links below into your browser. Select the appropriate language. Scroll down to view, download, or print the document.

Employment in the U.S.: https://settleinus.org/life-in-the-u-s/employment/
Employment for Refugee Women: https://settleinus.org/topics/employment-for-refugee-women/

CO Topic: N/A

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Empleo en los Estados Unidos

Lo que sabemos

Preguntas

Say: Finding, getting, and keeping a job are critical to your growth and self-sufficiency in the United States. Although you will receive help looking for a job, you play the biggest role in obtaining employment in the U.S. You may have already learned some things about working in the U.S. since you arrived here, or while you were overseas. Think about what you already know. Also, think about questions you may have. (Pause for participants to think. After a few minutes, ask participants to share ideas or questions.)

Who would like to share something you know or a question you have? (Ask for a few volunteers to share. As people share their initial thinking, don’t answer questions yet. Some of the questions may be answered in the video and 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 ideas and your questions are important. Many of your questions may be answered in this session.

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 experience 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.

Recognize 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 on note cards or post-it notes.
To add some interaction, group people who speak the same home language and have people talk in small groups to share their thinking before sharing with the whole group.

CO Topic: Employment

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Empleo

Say: We are going to watch this video together. There is a lot of information about employment in the U.S. that you may find helpful. After the video, we will discuss employment more deeply.

Notes:

The video linked on this slide is the Spanish version of the Settle In Employment in the U.S. video. If you are using this slide deck in PowerPoint, click on the image to open the video in your browser.
The video is available in multiple languages. If you want to show the video in a language other than Spanish, use the links on the next slide to select the video in the appropriate language. The video is around 5-8 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, around 5-7 minutes.
Play the video in English with the sound on and captions on. Pause the video after critical points to allow for interpretations.

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 critical points to allow for interpretations.

All videos from CORE's Settle In website have accompanying translated factsheets that serve as scripts for the videos. Access the employment fact sheet at this link: https://settleinus.org/life-in-the-u-s/employment/. Consider printing these factsheets in the appropriate language and providing them to participants who can read in their home language.

CO Topic: Employment

Objective(s)/Indicator(s):

Participants can explain that refugees play a central role in finding/obtaining employment in the U.S.

Participants (if employable adults) can identify themselves as responsible for obtaining employment in the U.S.
Participants can list at least two ways the RA may assist them with finding employment services and developing job skills (e.g., classes and trainings, referrals to employment services)

Participants can explain that a crucial way of finding better paying jobs is learning how to speak English

Participants can list at least two ways English language acquisition is a key to a more desirable job (e.g., English is the most common language in the U.S., learning English is necessary to thrive and advance)

Participants can explain that early employment and job retention is essential to self-sufficiency in the U.S., and it must be the primary focus for all employable adults

Participants can list one reason that turning down any job could be used as a reason to deny benefits
Participants can demonstrate at least one good interview skill (e.g., firm handshake, eye contact) and list one negative action (e.g., not answering questions well, a disinterested expression)

Participants can explain that a person's initial job might not be in their chosen profession

Participants can list at least two positive outcomes of accepting employment outside their chosen profession (e.g., gain experience, learn English)
Participants can identify that their first job might not be their last and that it is okay to change jobs or careers
Participants can explain that current job skills, professional development certificates, or education may not transfer immediately to their chosen profession
Participants can list at least two skills or factors that can help expand their employment opportunities (e.g., learning English, good job performance)

Participants can explain that employees have rights as well as responsibilities in the workplace

Participants can explain that they have the right to work in the U.S.
Participants can list at least two rights in the workplace (e.g., to be paid for their work, work in a safe environment free from discrimination and harassment)

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Arabic 7:28 minutes
Burmese 5:27 minutes
Dari 6:03 minutes
English 5:20 minutes
Farsi 6:47 minutes
Kinyarwanda 7:41 minutes
Pashto 6:32 minutes
Rohingya 5:37 minutes
Russian 5:45 minutes
Spanish 5:37 minutes
Somali 6:27 minutes
Swahili 7:59 minutes
Ukrainian 5:29 minutes

Note to Facilitators:

This slide is hidden in Slide Show mode.

These links take you to a video about Employment in the U.S.

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 for facilitators’ use only.)

Say: N/A

Notes:

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 5-8 minutes in length, depending on the language selected.

Modifications: See the previous slide for modification ideas.

CO Topic: Employment

Objective(s)/Indicator(s):

Participants can explain that refugees play a central role in finding/obtaining employment in the U.S.

Participants (if employable adults) can identify themselves as responsible for obtaining employment in the U.S.
Participants can list at least two ways the RA may assist them with finding employment services and developing job skills (e.g., classes and trainings, referrals to employment services)

Participants can explain that a crucial way of finding better paying jobs is learning how to speak English

Participants can list at least two ways English language acquisition is key to a more desirable job (e.g., English is the most common language in the U.S., learning English is necessary to thrive and advance)

Participants can explain that early employment and job retention is essential to self-sufficiency in the U.S., and it must be the primary focus for all employable adults

Participants can list one reason that turning down any job could be used as a reason to deny benefits
Participants can demonstrate at least one good interview skill (e.g., firm handshake, eye contact) and list one negative action (e.g., not answering questions well, a disinterested expression)

Participants can explain that a person's initial job might not be in their chosen profession

Participants can list at least two positive outcomes of accepting employment outside their chosen profession (e.g., gain experience, learn English)
Participants can identify that their first job might not be their last and that it is okay to change jobs or careers
Participants can explain that current job skills, professional development certificates, or education may not transfer immediately to their chosen profession
Participants can list at least two skills or factors that can help expand their employment opportunities (e.g., learning English, good job performance)

Participants can explain that employees have rights as well as responsibilities in the workplace

Participants can explain that they have the right to work in the U.S.
Participants can list at least two rights in the workplace (e.g., to be paid for their work, work in a safe environment free from discrimination and harassment)

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Reflexión

Say: The video you watched provided a lot of information about employment in the U.S. Let’s take a moment to think and talk with each other about what you found important or interesting. (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.) Let’s hear from a few people. What did you find to be important or interesting?

(After around 5 minutes of the whole group sharing), Thank you for sharing your ideas. We will spend a little more time talking about employment.

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.

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” and “interesting.”

CO Topic: Employment

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Beneficios de trabajar pronto

1.Tener un ingreso

2. Percibir prestaciones

3. Mantener la asistencia pública

Say: As you heard in the video, early employment and job retention are essential to self-sufficiency in the U.S. Here are some benefits to consider. Think about which benefits matter most to you. The first three are financial benefits.

With a job, you will earn money to pay for basic needs like housing, food, health insurance, and transportation. You can support your family and save for future goals.
Some jobs include certain benefits such as health insurance, where the employer offers insurance plans for the employee and often pays part of the monthly cost. Most Americans rely on employment-based health insurance programs since health care costs are high. Receiving health insurance through your workplace is a significant benefit.
Public assistance is limited in the amount and the length of time it is given. Some public assistance programs require recipients to work, get job training, or perform other work-related activities to qualify for benefits. (If needed, provide examples of specific public assistance programs in your community with work requirements.)

Notes: This is the first slide in a series of three connected slides. The next slide lists three additional benefits.

Modifications: This content is from the Value of Employment activity from CORE’s activity bank. To show more benefits or devote more time to this discussion, visit CORE’s Employment activity bank at https://coresourceexchange.org/activity-bank/employment/. Scroll down on that webpage to find the lesson and materials.

CO Topic: Employment

Objective(s)/Indicator(s):

Participants can explain that early employment and job retention is essential to self-sufficiency in the U.S., and it must be the primary focus for all employable adults

Participants can list at least one positive consequence of early employment (e.g., pay bills and expenses) and at least one negative consequence of delayed employment or lack of employment (e.g., unable to buy personal items)
Participants can list at least two positive outcomes for retaining their job (e.g., keep public benefits, build job history)

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Beneficios de trabajar pronto

4. Interactuar con otros

5. Crear antecedentes laborales

6. Aprender habilidades y aprender inglés

Say: Here are some additional benefits of early employment that can help you advance and grow:

4. A workplace allows you to interact with different people and learn more about American culture. This will enable you to adjust better to your new environment.

5. Your first job is a chance to build a good work history. You should start working and stay at a job for at least 6 months. Many employers consider work history and experience when they hire, so having work experience can help you get future jobs.

6. Your first job can provide you with the professional skills and knowledge to prepare you for your next job. The more skills you acquire, the greater your chances are of receiving a promotion or finding a better-paying job. In addition, you will be able to practice and improve your English as you interact with coworkers and clients in a professional setting.

Notes: This is the second in a series of three connected slides. The previous slide lists three financial benefits. On the next slide, you will invite participants to identify the benefits that are most important to them.

Modifications: This content is from the Value of Employment activity from CORE’s activity bank. To show more benefits or devote more time to this discussion, visit CORE’s Employment activity bank at https://coresourceexchange.org/activity-bank/employment/. Scroll down on that webpage find the lesson and materials.

CO Topic: Employment

Objective(s)/Indicator(s):

Participants can explain that early employment and job retention is essential to self-sufficiency in the U.S., and it must be the primary focus for all employable adults

Participants can list at least one positive consequence of early employment (e.g., pay bills and expenses) and at least one negative consequence of delayed employment or lack of employment (e.g., unable to buy personal items)
Participants can list at least two positive outcomes for retaining their job (e.g., keep public benefits, build job history)

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Beneficios: ¿qué es lo más importante �para ustedes?

1.Tener un ingreso

2. Percibir prestaciones

3. Mantener la asistencia pública

4. Interactuar con otros

5. Crear antecedentes laborales

6. Aprender habilidades y aprender inglés

Say: Now that we considered the various benefits of early employment. Think about the benefits that matter most to you. Take a moment to reflect. While all the benefits can be important. Pick two or three that are especially important at this time. (If participants say all are important, ask them to think about what is most important.)

Notes: This slide is the third in a series of three connected slides. The previous slides explain the benefits of early employment. Having participants identify what is most important requires them to reflect on the information presented and make a personal connection to the content.

Modifications: This activity is adapted from the Value of Employment activity from CORE’s activity bank. To show more benefits or devote more time to this discussion, visit CORE’s Employment activity bank at https://coresourceexchange.org/activity-bank/employment/. Scroll down on that webpage to find the lesson and materials.

CO Topic: Employment

Objective(s)/Indicator(s):

Participants can explain that early employment and job retention is essential to self-sufficiency in the U.S., and it must be the primary focus for all employable adults

Participants can list at least one positive consequence of early employment (e.g., pay bills and expenses) and at least one negative consequence of delayed employment or lack of employment (e.g., unable to buy personal items)
Participants can list at least two positive outcomes for retaining their job (e.g., keep public benefits, build job history)

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Buscar trabajo

Say: The first step to getting a job is to search for job openings. Here are some ways you can find jobs to apply for. (Point to the appropriate image as you talk about each way.)

One way is working with _____ [say the name of the Resettlement Agency]. We can help you by connecting you to some employment services and some training.
Family and friends who are working can also tell you about job openings.
You can search for jobs in the newspaper or online. When you are looking for jobs online, use caution. Sometimes there are fake jobs advertised. Use legitimate job search sites. Your case manager can help with the best places to search for jobs.
You can also look for help wanted signs at businesses in the community.

Notes: As needed, provide examples of online services or local newspapers where participants may find job listings.

Modifications: N/A

CO Topic: Employment

Objective(s)/Indicator(s):

Participants can explain that refugees play a central role in finding/obtaining employment in the U.S.

Participants (if employable adults) can identify themselves as responsible for obtaining employment in the U.S.
Participants can list at least two ways the RA may assist them with finding employment services and developing job skills (e.g., classes and trainings, referrals to employment services)
Participants can list at least three ways in which they can search for employment (e.g., online, help wanted posters)

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Puestos de nivel inicial

Say: In the initial resettlement period, the goal of the first job is to get you and your family financially secure and get work experience in the U.S.

Many newcomers get their first jobs in entry-level positions.
Many entry-level positions do not require previous work experience, special degrees, or fluency in English.
Entry-level positions are often available in food service, customer service, housekeeping, warehouse, and childcare.
You can talk with _______ [say the name or the role of RA staff or public service officer who assists with employment] about how to find these or other positions that may be open.

Notes: Add information about the types of entry-level positions that are available in your community.

Modifications: N/A

CO Topic: Employment

Objective(s)/Indicator(s):

Participants can explain that a person's initial job might not be in their chosen profession

Participants can list at least two positive outcomes of accepting employment outside their chosen profession (e.g., gain experience, learn English)
Participants can identify at least two types of entry-level jobs they may hold in the U.S. during the initial resettlement period (e.g., customer service, food service)
Participants can identify that their first job might not be their last and that it is okay to change jobs or careers

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El proceso de buscar trabajo

1. Buscar ofertas de empleo

2. Postular

3.Entrevistas

4. Recibir una oferta

Say: You play a central role in finding/obtaining employment in the U.S. There are some steps you will need to take. (Press Enter after you talk about each step to get the next image to appear.)

The first step to getting a job is to search for job openings.
Once you have found a few job openings, you will apply for the job, in person or online.
If the employer requests an interview, you will have the opportunity to talk about your interest in the job and the skills that would make you a good employee.
After the interview, if you are a good match for the job opening, you may get an employment offer. When you accept the offer, the employer will tell you the steps you have to take to start the new job.

You may have to repeat steps 1 and 2 multiple times in the search for employment. You can receive help throughout this process.

Notes: This slide is animated. When the slide is in Slide Show mode, the image and label for steps 2-4 appear when you press Enter or click forward. This helps participants manage cognitive load and have participants focus on each step as you explain.

Modifications: N/A

CO Topic: Employment

Objective(s)/Indicator(s):

Participants can explain that refugees play a central role in finding/obtaining employment in the U.S.

Participants (if employable adults) can identify themselves as responsible for obtaining employment in the U.S.
Participants can list at least two ways the RA may assist them with finding employment services and developing job skills (e.g., classes and trainings, referrals to employment services)
Participants can list at least three ways in which they can search for employment (e.g., online, help wanted posters)

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Historias de búsqueda de trabajo

¿Cuál es la dificultad?

¿Qué tendrían que hacer?

¿Qué es importante recordar?

Say: Seeking early employment is essential, but it can be complicated. There are many things to consider. We are going to look at some situations that newcomers might experience. We can look at the challenges people face and talk about what they can do. (Press Enter or click next to get the questions to appear.)

We will use these three questions as a starting point for a discussion: What was the challenge? What should they do? What is important to remember?

Notes:

You can substitute local scenarios to make this part more relevant to your agency and community.
This slide is animated. When you press Enter or click forward, the discussion questions will appear.

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: Employment

Objective(s)/Indicator(s):

Participants can explain that refugees play a central role in finding/obtaining employment in the U.S.

Participants (if employable adults) can identify themselves as responsible for obtaining employment in the U.S.
Participants can list at least two ways the RA may assist them with finding employment services and developing job skills (e.g., classes and trainings, referrals to employment services)

Participants can explain that early employment and job retention are essential to self-sufficiency in the U.S., and it must be the primary focus for all employable adults

Participants can list one reason that turning down any job could be used as a reason to deny benefits
Participants can demonstrate at least one good interview skill (e.g., firm handshake, eye contact) and list one negative action (e.g., not answering questions well, a disinterested expression)

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¿Qué debería hacer Mila?

¿Cuál es la dificultad?

¿Qué debería hacer?

¿Qué es importante recordar?

Say: This is Mila. (Read the story and pause between each sentence.)

Mila is a single mother with two children, ages 14 and 4.
She speaks some English.
She has limited work experience.
She has no other family in the U.S., but she has nice neighbors who also have children.
She needs to pay the rent and bills.

What should Mila do? (Press Enter or click forward to get the discussion questions to appear.)

Here are some questions to guide our discussion: What was the challenge? What should they do? What is important to remember?

(Pause to let participants think. Then invite group responses. Acknowledge the participants’ responses. If needed, you can supplement by adding some additional points from the Sample Responses below.)

What is the challenge?

Sample Responses:

She needs to pay bills
She has to consider childcare, but it can be difficult to access childcare benefits
Her limited work experience might make her nervous about working, and limited work experience may impact her ability to get a job

What should she do?

Sample Responses:

Talk with her case manager or employment specialist about opportunities for employment in an entry-level job or job training. The RA may be able to help her with filling out job applications and preparing for an interview. Some resettlement agencies have partnerships with employers who are frequently hiring. These opportunities are often entry-level work that may not require a lot of work experience.
Learn about childcare or preschool for her four-year-old child. This may affect the time she is available for work. She can talk to RA staff and her neighbor.
Learn about the school schedule for her 14-year-old child. This may affect the time she can work. She can talk to RA staff and her neighbor

What is important to remember?

Sample Responses:

RA can help her with training, applying, and interviewing
She can explore childcare options even if she does not have family nearby.

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

Modifications:

Instead of having participants share out loud, you can have participants share ideas with a partner. As needed, facilitate forming groups so that people can have partners who speak the same language. Then, as you share some sample responses, ask people to think about which ones they also thought of and which ones they want to remember.
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: Employment

Objective(s)/Indicator(s):

Participants can explain that refugees play a central role in finding/obtaining employment in the U.S.

Participants (if employable adults) can identify themselves as responsible for obtaining employment in the U.S.
Participants can list at least two ways the RA may assist them with finding employment services and developing job skills (e.g., classes and trainings, referrals to employment services)

Participants can explain that early employment and job retention is essential to self-sufficiency in the U.S., and it must be the primary focus for all employable adults

Participants can list one reason that turning down any job could be used as a reason to deny benefits
Participants can demonstrate at least one good interview skill (e.g., firm handshake, eye contact) and list one negative action (e.g., not answering questions well, a disinterested expression)

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¿Qué debería hacer Mila?

Mila es una madre soltera con dos hijos de cuatro y 14 años de edad.
Habla un poco de inglés.
Tiene poca experiencia de trabajo.
No tiene familia en los Estados Unidos.
Tiene buenos vecinos que también tienen hijos

(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: This is Mila. She is a single mother. (Read the story from the screen. Press return or click forward after each line to show Mila’s story one line at a time.)

Here are some questions to guide our discussion: What was the challenge? What should she do? What is important to remember?

(Pause to let participants think. Then invite group responses. Acknowledge the participants’ responses. If needed, you can supplement by adding some additional points from the Sample Responses below.)

What is the challenge?

Sample Responses:

She needs to pay bills
She has to consider childcare, but it can be difficult to access childcare benefits
Her limited work experience might make her nervous about working, and limited work experience may impact her ability to get a job

What should she do?

Sample Responses:

Talk with her case manager or employment specialist about opportunities for employment in an entry-level job or job training. The RA may be able to help her with filling out job applications and preparing for an interview.
Learn about childcare or preschool for her four-year-old child. This may affect the time she is available for work. She can talk to RA staff and her neighbor.
Learn about the school schedule for her 14-year-old child. This may affect the time she can work. She can talk to RA staff and her neighbor

What is important to remember?

Sample Responses:

RA can help her with training, applying, and interviewing
She can explore childcare options even if she does not have family nearby.

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

Modifications:

The previous slide is a version of this slide with fewer words shown. Use that version if the text on this page is distracting for participants.
Instead of having participants share out loud, you can have participants share ideas with a partner. As needed, facilitate forming groups so that people can have partners who speak the same language. Then, as you share some sample responses, ask people to think about which ones they also thought of and which ones they want to remember.

CO Topic: Employment

Objective(s)/Indicator(s):

Participants can explain that refugees play a central role in finding/obtaining employment in the U.S.

Participants (if employable adults) can identify themselves as responsible for obtaining employment in the U.S.
Participants can list at least two ways the RA may assist them with finding employment services and developing job skills (e.g., classes and trainings, referrals to employment services)

Participants can explain that early employment and job retention is essential to self-sufficiency in the U.S., and it must be the primary focus for all employable adults

Participants can list one reason that turning down any job could be used as a reason to deny benefits
Participants can demonstrate at least one good interview skill (e.g., firm handshake, eye contact) and list one negative action (e.g., not answering questions well, a disinterested expression)

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¿Qué deberían hacer Sayed y Fátima?

¿Cuál es la dificultad?

¿Qué deberían hacer?

¿Qué es importante recordar?

Say: Here is a story about Sayed and Fatima. (Read the story and pause between each sentence.)

They are married, and they do not have children.
Sayed can speak English very well; Fatima only knows a little.
Sayed wants to find a job, and Fatima wants to learn English.
After two months, Sayed has yet to find a job, and Fatima has learned some English. They need to pay their rent and other bills.

Talk with a partner and think of some advice you can give Sayed and Fatima. (Pause, then press Enter or click forward to get the discussion questions to appear.)

Here are some questions to guide your discussion: What was the challenge? What should they do? What is important to remember?

(As needed, facilitate forming groups so that people can have partners who speak the same language. Give participants time to talk. After a few minutes of groups talking to each other, you can invite group comments. Acknowledge the participants’ responses. If needed, you can supplement by adding some additional points from the Sample Responses below.)

What is the challenge?

Sample Responses:

They need income.
Sayed may be frustrated that he has not found a job yet.

What should they do?

Sample Responses:

Sayed and Fatima can talk with their case manager or employment specialist about their goals and the problems they are having. RA staff may be able to help them with job searches, filling out job applications, and preparing for an interview.
Sayed may consider applying to different types of jobs than the ones he applied to in the past. RA staff may be able to connect Sayed to employment agencies or training opportunities. Some resettlement agencies have partnerships with employers who are frequently hiring. These opportunities are often entry-level, factory work. It is important that newcomers are open to this type of work for their first job.
Now that Fatima has learned some English, she should consider seeking employment as well. A workplace may provide some opportunities to practice her English.

What is important to remember?

Sample Responses:

Seeking employment can take a while, so Sayed should continue looking and not get discouraged;
Both Sayed and Fatima need to actively seek employment.

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

Modifications:

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.
Instead of having participants talk with a partner, you can facilitate a whole group dialogue.

CO Topic: Employment

Objective(s)/Indicators(s):

Participants can explain that refugees play a central role in finding/obtaining employment in the U.S.

Participants (if employable adults) can identify themselves as responsible for obtaining employment in the U.S.
Participants can list at least two ways the RA may assist them with finding employment services and developing job skills (e.g., classes and trainings, referrals to employment services)

Participants can explain that early employment and job retention is essential to self-sufficiency in the U.S., and it must be the primary focus for all employable adults

Participants can list one reason that turning down any job could be used as a reason to deny benefits
Participants can demonstrate at least one good interview skill (e.g., firm handshake, eye contact) and list one negative action (e.g., not answering questions well, a disinterested expression)

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¿Qué deberían hacer

Sayed y Fátima?

Están casados y no tienen hijos.
Sayed habla inglés muy bien. Fátima solo sabe un poquito.
Sayed quiere encontrar trabajo y Fátima quiere aprender inglés.
Después de dos meses, Sayed no ha encontrado trabajo y Fátima ha aprendido un poco de inglés.

(This slide is hidden in Slide Show mode. It is the higher-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 a story about Sayed and Fatima. (Read the story from the screen. Press Enter or click forward after each line.) Talk with a partner and think of some advice you can give Sayed and Fatima. Here are some questions to guide your discussion: What was the challenge? What should they do? What is important to remember?

(As needed, facilitate forming groups so that people can have partners who speak the same language. Give participants time to talk. After a few minutes of groups talking to each other, you can invite group comments. Acknowledge the participants’ responses. If needed, you can supplement by adding some additional points from the Sample Responses below.)

What is the challenge?

Sample Responses:

They need income.
Sayed may be frustrated that he has not found a job yet.

What should they do?

Sample Responses:

Sayed and Fatima can talk with their case manager or employment specialist about their goals and the problems they are having. RA staff may be able to help them with job searches, filling out job applications, and preparing for an interview.
Sayed may consider applying to different types of jobs than the ones he applied to in the past. RA staff may be able to connect Sayed to employment agencies or training opportunities. Some resettlement agencies have partnerships with employers who are frequently hiring. These opportunities are often entry-level, factory work. It is important that newcomers are open to this type of work for their first job.
Now that Fatima has learned some English, she should consider seeking employment as well. A workplace may provide some opportunities to practice her English.

What is important to remember?

Sample Responses:

Seeking employment can take a while, so Sayed should continue looking and not get discouraged;
Both Sayed and Fatima need to actively seek employment.

Notes:

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

Modifications:

The previous slide is a version of this slide with fewer words shown. Use that version if the text on this page is distracting for participants.
Instead of having participants talk with a partner, you can facilitate a whole group dialogue.

CO Topic: Employment

Objective(s)/Indicator(s):

Participants can explain that refugees play a central role in finding/obtaining employment in the U.S.

Participants (if employable adults) can identify themselves as responsible for obtaining employment in the U.S.
Participants can list at least two ways the RA may assist them with finding employment services and developing job skills (e.g., classes and trainings, referrals to employment services)

Participants can explain that early employment and job retention is essential to self-sufficiency in the U.S., and it must be the primary focus for all employable adults

Participants can list one reason that turning down any job could be used as a reason to deny benefits
Participants can demonstrate at least one good interview skill (e.g., firm handshake, eye contact) and list one negative action (e.g., not answering questions well, a disinterested expression)

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Obligaciones de los empleados

Say: Once you get a job, you have responsibilities to your employer, your co-workers, and your customers. While each job comes with specific responsibilities, what might employers expect from you no matter what job you have? Take a moment to think. (Pause for people to think.)

Who would like to share something you know or a question you have? (Ask for a few volunteers to share and acknowledge their responses. Then transition to the next slide.)

Notes: N/A

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: Employment

Objective(s)/Indicator(s):

Participants can explain that employees have rights as well as responsibilities in the workplace

Participants can list at least two responsibilities in the workplace (e.g., timeliness, respecting coworkers)

Participants can explain that there are general characteristics of U.S. professional and work culture to which refugees must adapt to be successful in finding and maintaining employment

Participants can list at least two appropriate and desirable workplace behaviors (e.g., timeliness to work, clean dress/attire)
Participants can list at least two effective ways to communicate with their employer and fellow employees (e.g., respectfully, timely)

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Obligaciones de los empleados

Say: Thanks for sharing your ideas. Here are some expectations that are common in U.S. workplaces. (As you share, make connections to what participants shared in the previous slide. Point to the appropriate image as you talk about each bullet below.)

Employees have a responsibility to be on time. Jobs have specific start times and end times. Employers often expect you to arrive to the workplace a few minutes early so that you can start your work at the scheduled time.
Employees have a responsibility to communicate well with co-workers and customers. In many jobs, you will help customers and work alongside fellow employees. People expect employees to be friendly, helpful, and respectful.
Employees have a responsibility to practice good hygiene and dress appropriately for the job. Some workplaces may have uniforms or dress codes.

Fulfilling your responsibilities and performing the job well can create other job opportunities in the future.

Notes: N/A

Modifications: N/A

CO Topic: Employment

Objective(s)/Indicator(s):

Participants can explain that employees have rights as well as responsibilities in the workplace

Participants can list at least two responsibilities in the workplace (e.g., timeliness, and respecting coworkers)

Participants can explain that there are general characteristics of U.S. professional and work culture to which refugees must adapt to be successful in finding and maintaining employment

Participants can list at least two appropriate and desirable workplace behaviors (e.g., timeliness to work, clean dress/attire)
Participants can list at least two effective ways to communicate with their employer and fellow employees (e.g., respectfully, timely)

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Note to Facilitators:

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

Use this slide template to add information on employment. 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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Empleo en los Estados Unidos

Lo que sabemos

¿Qué es importante recordar?

Say: Earlier, we talked about what you already know about employment in the U.S. Before we move to our next topic, let’s take a moment to reflect. Pick one thing that you think is most important to remember about employment in the U.S. and what questions you have. (Give participants a moment to think.)

Who would like to share? (Ask for a few volunteers to share what they think is most important.)

(After a few minutes of people sharing their thinking) Thank you for sharing your ideas. We are here to support you as you look for work.

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 comments or questions specific to a personal context, acknowledge 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: Employment

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Crecimiento

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Empleo y educación

1. Empleo

2. Transporte

3. Educación/aprender inglés

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Medios de transporte

$

$$

$$$

Caminar y andar en bicicleta

Transporte público

Tener y conducir un automóvil

Taxis y autos compartidos

Say: Here are some different forms of transportation that you may use in the U.S. There are different benefits and costs that come with each form.

Walking and biking are the cheapest forms of transportation.
Public transportation: buses, trains, subways, and other forms of transportation are available to the public. Public transportation has set fares and runs on specific routes and on a set schedule. (Press Enter or click forward to get the dollar sign to appear.)
Taxis and rideshares: Vehicles and drivers that you can pay to take you to a place. These options can be convenient, but the cost can be expensive. (Press Enter to get the dollar sign to appear.)
Your own car: It can take a long time to get a driver’s license and a car. Having your own car is convenient, and it can be expensive. In addition to paying for a car, there are costs associated with gas, car repairs, and insurance – a fee that drivers pay to cover the costs of car accidents. If you want to buy a car, save some money each month. (Press Enter to get the dollar signs to appear.)

Reflect on the forms of transportation you used in your home country. How many of you used some form of public transportation in your home country? Walking? Biking? Taxis? Rideshares? Your own car? (Point to each image as you name them. Ask participants to indicate whether they have had experience with different types of transportation through raised hands, nods, etc.)

How about the forms of transportation you have used in the U.S. since you have been here? How many of you used some form of public transportation in your home country? Walking? Biking? Taxis? Rideshares? Your own car? We will learn more about transportation in the U.S. As we learn together, think about how the information relates to your experiences.

Notes:

This slide is animated. Press enter or click return to get the dollar signs to appear.
The information presented here is introductory. The Settle In Video in the next slide will provide more specific information about different types of transportation.

Modifications: N/A

CO Topic: Transportation

Objective(s)/Indicator(s):

Participants can state that transportation options exist in most communities

Participants can identify at least one public transportation option available to them locally (e.g., bus, bike share)
Participants can explain how to navigate at least one public transportation system, including identifying the use of maps, schedules, and payment methods
Participants can explain how to safely board, ride, and exit the types of public transportation they are likely to use

Participants can explain that owning or having access to a personal vehicle comes with benefits and responsibilities

Participants can explain at least three legal requirements related to owning and driving a personal vehicle (e.g., driver’s license, insurance)
Participants can explain at least two safety issues and legal requirements of driving (e.g., use of child seats, hands free devices)
Participants can state that buying and maintaining a car can be very expensive
Participants can list two positives (e.g., independence, access to job opportunities) and two barriers to obtaining a driver’s license (e.g., cost, takes time to learn)

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Transporte en los Estados Unidos

Say: This video will provide us with information on transportation in the U.S. We will pause in the middle of it to talk about transportation options that are available around here.

(After the video) What was familiar to you in this video? What do you want to learn more about? (Pause and invite participants to share. Acknowledge responses.)

Notes:

Watch the first 2/3 of the video. Pause the video after the “Caminar y andar en bicicleta” section and before the “Transporte compartidos y taxis” section. On the Spanish version, the pause happens at the 3:33 minute mark. You will return to the last 1/3 of the video later in the session.
The video linked on this slide is the Spanish version of the Settle In Transportation in the U.S. video. If you are using this slide deck in PowerPoint, click on the image to open the video on your browser.
The video is available in multiple languages. If you want to show the video in a language other than Spanish, 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 entire video is around 6-10 minutes in length, depending on the language selected.
The CO content presented in the classroom environment serves as an introduction. For better results, follow up by scheduling a field trip to have participants practice using public transportation.

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 (around 6 minutes).
Play the video in English with the sound on and captions on. Pause the video after critical points to allow for interpretations.

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 critical points to allow for interpretations.

All videos from CORE's Settle In website have accompanying translated factsheets that serve as scripts for the videos. Access the Transportation fact sheet at this link: https://settleinus.org/life-in-the-u-s/transportation/. Consider printing these factsheets in the appropriate language and providing them to participants who can read in their home language.

CO Topic: Transportation

Objective(s)/Indicator(s):

Participants can state that transportation options exist in most communities

Participants can identify at least one public transportation option available to them locally (e.g., bus, bike share)
Participants can explain how to navigate at least one public transportation system, including identifying the use of maps, schedules, and payment methods
Participants can explain how to safely board, ride, and exit the types of public transportation they are likely to use

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Arabic 9:14 minutes total
Burmese 7:45 minutes total
Dari 6:49 minutes total
English 5:42 minutes total
Farsi 8:24 minutes total
Kinyarwanda 10:41 minutes total
Pashto 7:32 minutes total
Russian 5:58 minutes total
Spanish 5:40 minutes total
Somali 9:45 minutes total
Swahili 9:16 minutes total
Ukrainian 6:32 minutes total

Note to Facilitators:

This slide is hidden in Slide Show mode.

These links take you to a video about Transportation in the U.S.

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. The length listed is for the full video. You are only playing part of the video during this section.

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

(This slide is hidden in Slide Show mode. It is for facilitators’ use only.)

Say: N/A

Notes: Watch the first 2/3 of the video. Pause the video after the section on Walking and Biking, before the section on Ride-sharing and Taxis. You will come back to the last 1/3 later. 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 6-10 minutes in length, depending on the language selected.

Modifications: See the previous slide for modifications ideas.

CO Topic: Transportation

Objective(s)/Indicator(s):

Participants can state that transportation options exist in most communities

Participants can identify at least one public transportation option available to them locally (e.g., bus, bike share)

Participants can explain how to navigate at least one public transportation system, including identifying the use of maps, schedules, and payment methods

Participants can explain how to safely board, ride, and exit the types of public transportation they are likely to use

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Transporte en nuestra comunidad

Note to Facilitators:

This slide is hidden in Slide Show mode.

Use this slide template to add images and information specific to public transportation in your community. Include images of local buses, bus stops, metros, etc.

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.

(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 notes)

Notes: Use this template to add information about local transportation options.

Modifications: Add images that represent local public transportation options. Bring in real-world materials to show people in the community might use as they access transportation, for example, bus schedules, bus pass, subway maps, driver’s license, etc.

CO Topic: Transportation

Objective(s)/Indicator(s):

Participants can state that transportation options exist in most communities

Participants can identify at least one public transportation option available to them locally (e.g., bus, bike share)
Participants can explain how to navigate at least one public transportation system, including identifying the use of maps, schedules, and payment methods
Participants can explain how to safely board, ride, and exit the types of public transportation they are likely to use

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Usar transporte público

Leer los horarios de los autobuses.

Llegar con tiempo a la parada de autobús.

Comprobar el número del autobús.

Subir al autobús.

Pagar la tarifa.

(Note: Skip and hide this slide if buses are not available in your community. See instructions on slide 2 for how to hide a slide.)

Say: Here is a more information about public transportation. Public transportation runs on a set schedule and stops at designated stops to let people get on or get off. (Press Enter or click forward after each step.)

To ride the bus, start by reading the bus schedule. It can tell you what time the bus will arrive and where the bus will stop. The schedule will tell you the bus route number.
You should get to the bus stop early, so you don’t miss the bus.
When the bus stops, check the number to make sure it is the bus you need to ride. Let people get off the bus and then board the bus.
When you get on, you will show your bus pass, scan your card, or pay the fare. (Transition to the next slide to talk about riding the bus.)

Notes:

This slide is animated. When the slide is in Slide Show mode, each image and label appear when you click next or press return. This helps participants manage cognitive load and have participants focus on each step as you explain.
The CO content presented in the classroom environment serves as an introduction. For better results, follow up by scheduling a field trip to have participants practice using public transportation.

Modifications: N/A

CO Topic: Transportation

Objective(s)/Indicator(s):

Participants can state that transportation options exist in most communities

Participants can explain how to navigate at least one public transportation system, including identifying the use of maps, schedules, and payment methods
Participants can explain how to safely board, ride, and exit the types of public transportation they are likely to use

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En el autobús

Sentarse o quedarse de pie

Prestar atención a lo que ocurre a su alrededor

Oprimir el botón de parada.

Bajar del autobús en el lugar de destino

(Note: Skip and hide this slide if buses are not available in your community. See instructions on slide 2 for how to hide a slide.)

Say:

Once you are on the bus, sit or stand if seats are not available. (Press Enter or click forward after each step.)
Pay attention to your surroundings and watch your belongings.
Pay attention to the stops the bus is making. When you see your stop come up, press the button to communicate to the driver that you need to get off at the next stop.
Get off the bus at your designated stop.

Notes:

This slide is animated. When the slide is in presentation mode, each image and label appear when you press Enter or click next. This helps participants manage cognitive load and have participants focus on one idea at a time as you are explaining.
The CO content presented in the classroom environment serves as an introduction. For best results, follow up by scheduling a field trip to have participants practice using public transportation.

Modifications: N/A

CO Topic: Transportation

Objective(s)/Indicator(s):

Participants can state that transportation options exist in most communities

Participants can explain how to navigate at least one public transportation system, including identifying the use of maps, schedules, and payment methods
Participants can explain how to safely board, ride, and exit the types of public transportation they are likely to use

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Receso: Volver al grupo en cinco minutos.

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Transporte en los Estados Unidos�Parte 2

Say: Let’s watch the rest of the video that we started earlier. This part will talk about ride-sharing and driving your own car.

Notes: Watch the remainder of the video you started earlier. Start with the “Transporte compartidos y taxis” section. This is around the last third of the video. In the Spanish video, this part starts at the 3:37 minute mark and runs until the video ends. The starting point varies depending on the language of the video chosen.

The video linked on this slide is the Spanish version of the Settle In Transportation in the U.S. video. If you want to show the video in a language other than Spanish, use the next slide to select the appropriate video if you do not already have it open. The video will open in your browser when you click on the link. The starting point of this section varies depending on the language of the video chosen.

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 (around 6 minutes).
Play the video in English with the sound on and captions on. Pause the video after critical points to allow for interpretations.

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 critical points to allow for interpretations.

All videos from CORE's Settle In website have accompanying translated factsheets that serve as scripts for the videos. Access the Transportation fact sheet at this link: https://settleinus.org/life-in-the-u-s/transportation/. Consider printing these factsheets in the appropriate language and providing them to participants who can read in their home language.

CO Topic: Transportation

Objective(s)/Indicator(s):

Participants can explain that owning or having access to a personal vehicle comes with benefits and responsibilities

Participants can explain at least three legal requirements related to owning and driving a personal vehicle (e.g., driver’s license, insurance)
Participants can explain at least two safety issues and legal requirements of driving (e.g., use of child seats, hands free devices)
Participants can state that buying and maintaining a car can be very expensive
Participants can list two positives (e.g., independence, access to job opportunities) and two barriers to obtaining a driver’s license (e.g., cost, takes time to learn)

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Note to Facilitators:

This slide is hidden in Slide Show mode.

These links take you to a video about Transportation in the U.S.

This is the remainder of the video you opened and showed earlier (slide 35).

The length listed is for the full video. You are only playing part of the video during this part.

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

Arabic 9:14 minutes total
Burmese 7:45 minutes total
Dari 6:49 minutes total
English 5:42 minutes total
Farsi 8:24 minutes total
Kinyarwanda 10:41 minutes total
Pashto 7:32 minutes total
Russian 5:58 minutes total
Spanish 5:40 minutes total
Somali 9:45 minutes total
Swahili 9:16 minutes total
Ukrainian 6:32 minutes total

(This slide is hidden in Slide Show mode. It is for facilitators’ use only.)

Say: N/A

Notes:

Watch the remainder of the video you started earlier. Start with the Ride-sharing and Taxis section. This is around the last third of the video. In the English video, this part starts at the 3:46 minute mark and runs until the video ends. The starting point varies depending on the language of the video chosen.

If you need to reopen the Transportation video, select the video in the appropriate language. The video will open in your browser when you click on the link.

Modifications: See the previous slide for modification ideas.

CO Topic: Transportation

Objective(s)/Indicator(s):

Participants can state that transportation options exist in most communities

Participants can identify at least one public transportation option available to them locally (e.g., bus, bike share)
Participants can explain how to navigate at least one public transportation system, including identifying the use of maps, schedules, and payment methods
Participants can explain how to safely board, ride, and exit the types of public transportation they are likely to use

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Si	No

Transporte

Juego de repaso

Say: We will do an activity to review what you learned and talked about transportation so far.

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.)
If you think it is not true, 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 3 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.

CO Topic: Transportation

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Si	No

1. Tener un automóvil es caro.

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Si

1. Tener un automóvil es caro.

Say: Yes, owning a car is expensive in the U.S. In addition to paying for the car, you also have to pay insurance, license and registration fees, gas, parking fees, and for maintenance costs like changing the oil or fixing the tires. At first, you may have to use public transportation to get around. Later, when you have a job and have saved some money, you may decide to buy a car. Remember that a driver’s license is required to drive a car. This is something that we can help you navigate, and it can take a little while.

Notes: Review the directions if needed.

Modifications: N/A

CO Topic: Transportation

Objective(s)/Indicator(s):

Participants can explain that owning or having access to a personal vehicle comes with benefits and responsibilities

Participants can state that buying and maintaining a car can be very expensive
Participants can list two positives (e.g., independence, access to job opportunities) and two barriers to obtaining a driver’s license (e.g., cost, takes time to learn)

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Si	No

2. Hay leyes para proteger a la gente que va en automóvil.

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Si

2. Hay leyes para proteger a la gente que va en automóvil.

Say: There are many rules and laws to regulate driving to keep drivers and passengers safe. When you study to get your license, you must show that you know the law. (Transition to the next slide for some examples.)

Notes: N/A

Modifications: Before transitioning to the next slide, you can ask participants to share some examples of rules and laws that they are familiar with.

CO Topic: Transportation

Objective(s)/Indicator(s):

Participants can explain that owning or having access to a personal vehicle comes with benefits and responsibilities

Participants can explain at least three legal requirements related to owning and driving a personal vehicle (e.g., driver’s license, insurance)
Participants can explain at least two safety issues and legal requirements of driving (e.g., use of child seats, hands free devices)
Participants can state that buying and maintaining a car can be very expensive
Participants can list two positives (e.g., independence, access to job opportunities) and two barriers to obtaining a driver’s license (e.g., cost, takes time to learn)

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Procedimientos de seguridad en el automóvil

Say: You may remember some of this information from the last CO session when we focused on safety.

There are laws about how fast you can go when driving.
There are laws about distracted driving, for example, not using your phone.
You must wear a seatbelt.
Young children need special car seats. The car seats need to be installed correctly in the backseat area of the car.

Notes: This slide was used in CO session 2 in the discussion on Safety. This is a chance to review.

Modifications: N/A

CO Topic: Safety

Objective(s)/Indicator(s):

Participants can explain that it is important to be familiar with safety procedures

Participants can list at least two general safety procedures related to driving or riding in a vehicle (e.g., seat belt, proper child safety)

CO Topic: Transportation

Objective(s)/Indicator(s):

Participants can explain that owning or having access to a personal vehicle comes with benefits and responsibilities

Participants can explain at least two safety issues and legal requirements of driving (e.g., use of child seats, hands-free devices)

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Si	No

3.Caminar y andar en bicicleta está reglamentado por la ley.

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Si

3.Caminar y andar en bicicleta está reglamentado por la ley.

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Caminar, andar en bicicleta y �su reglamentación� por la ley

Say: Here are some examples:

When crossing the street, use the designated crosswalk, and;
Pay attention to pedestrian signals and traffic lights.
When biking, wear a helmet, and;
Use designated bike lanes to ride your bike and designated spots to lock your bike.

Notes:

Some of this information was presented in session 2, in the discussion on Safety. Some of the information was referenced in the Settle In video.
The information on this slide offers basic information, and it may be more helpful for participants to go into the community to practice using crosswalks, press the signal buttons, and identify possible bike lanes.

Modifications: N/A

CO Topic: Safety

Objective(s)/Indicator(s):

Participants can explain that it is important to be familiar with safety procedures

Participants can list two general safety procedures to take when walking, biking and/or taking public transit (e.g., crosswalks, wearing a helmet)

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Preguntas y respuestas

Say: We just got a lot of information about transportation. Let’s pause for reflection and questions. Reflect on what is important to know about getting to and from places in this community. What questions do you have? (Pause to let participants think before taking questions. Allot 5-7 minutes for the group discussion.)

Thank you for sharing your thoughts.

Notes:

Questions that participants pose can provide insights into connections to the content and their interests.
If participants ask questions that are unique 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: If participants are reluctant to participate in group conversations, you can provide an option to reflect quietly or in pairs instead of the group conversation.

CO Topic: Transportation

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Empleo y educación

1. Empleo

2. Transporte

3. Educación/aprender inglés

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La educación en su país de origen

Para niños y adultos

Say: Reflect on educational experiences you had in your home country. What does education look like for children? For adults?

(Ask for a few volunteers to share. Acknowledge responses. If needed, use a few discussion prompts to get the conversation going?)

Possible Discussion Prompts (Choose a few to get the discussion going.)

What was school like? (If needed, use follow-up questions about the hours, the size, how levels are organized, etc. )
At what ages do children go to school?
Are all children required to go to school?
Did education cost money?
How do adults learn or study?

(After a few minutes of people sharing their thinking) Thank you for sharing your experience. We will look at education in the U.S. As you listen and participate, think about what is similar to your past experiences and what is new.

Notes: Inviting participants to share their past experiences with education 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.

Recognize 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: Education

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Educación para niños

Say: Let’s talk first about education for children. We will watch a part of this video. It provides some basic information about education for children. You will learn more about the local school that your child(ren) will go to when we register for school and your child(ren) starts attending.

Notes:

The video linked on this slide is the Spanish version of the Settle In Education in the U.S. video. If you are using this slide deck in PowerPoint, click on the image to open the video in your browser.
Play the first half of the video. Stop after the “Secundario” section, and before the “Adultos” section. On the Spanish version, the pause happens at the 2:40 minute mark. You will watch the portion on education for adults later in the session.
The video is available in multiple languages. If you want to show the video in a language other than Spanish, use the links on the next slide to select the video in the appropriate language.

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 (around 10 minutes).
Play the video in English with the sound on and captions on. Pause the video after critical points to allow for interpretations.

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 critical points to allow for interpretations.

All videos from CORE's Settle In website have accompanying translated factsheets that serve as scripts for the videos. Access the Education fact sheet at this link: https://settleinus.org/life-in-the-u-s/education/. Consider printing these factsheets in the appropriate language and providing them to participants who can read in their home language.

CO Topic: Education

Objective(s)/Indicators(s):

Participants can explain that public school is free, is required by law for children, and there are legal requirements and expectations regarding schooling in the U.S.

Participants can identify at least three basic characteristics of schooling in the U.S (e.g., public school is free, all genders attend public school together)
Participants who have children can identify at least two services and educational options that might be relevant for them (e.g., preschool, special education services)
Participants can identify at least two rights and responsibilities of parents and children in the school system (e.g., attending school, safe environment for children)
Participants can list at least three ways they can be involved in their children’s education (e.g., ensuring attendance, attending parent teacher conferences)
Participants can name at least two costs associated with free public education (e.g., school supplies, appropriate clothing)

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Arabic 7:57 minutes total
Burmese 5:47 minutes total
Dari 6:47 minutes total
English 5:53 minutes total
Farsi 7:27 minutes total
Kinyarwanda 8:55 minutes total
Pashto 6:28 minutes total
Rohingya 5:59 minutes total
Russian 6:04 minutes total
Spanish 6:11 minutes total
Somali 7:31 minutes total
Swahili 7:53 minutes total
Ukrainian 5:59 minutes total

Note to Facilitators:

This slide is hidden in Slide Show mode.

These links take you to a video about Education.

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. The length listed is for the full video. You are only playing the first half of the video during this part.

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

(This slide is hidden in Slide Show mode. It is for facilitators’ use only. )

Say: N/A

Notes:

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.
Play the first half of the video. Stop after the section on High Schools, before the section on Adults. On the English version, the pause happens at the 2:23 minute mark. The pause point varies depending on the language of the video chosen.
Keep the video open in your browser. You will watch the portion on education for adults later in the session.

Modifications: See the previous slide for modification ideas.

CO Topic: Education

Objective(s)/Indicator(s):

Participants can explain that public school is free, is required by law for children, and there are legal requirements and expectations regarding schooling in the U.S.

Participants can identify at least three basic characteristics of schooling in the U.S (e.g., public school is free, all genders attend public school together)
Participants who have children can identify at least two services and educational options that might be relevant for them (e.g., preschool, special education services)
Participants can identify at least two rights and responsibilities of parents and children in the school system (e.g., attending school, safe environment for children)
Participants can list at least three ways they can be involved in their children’s education (e.g., ensuring attendance, attending parent teacher conferences)
Participants can name at least two costs associated with free public education (e.g., school supplies, appropriate clothing)

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Servicios educacionales en la escuela

Say: All children in the U.S. have a right to free education in a safe environment.

When you register your child for school, you will learn more about what your child’s day at school will be like.
In addition, there may be additional services that the school provides if your child has certain needs or meets certain requirements. For example, some schools have preschool programs that serve their neighborhood. Special education programs are available for children who have learning difficulties. Your child might work with a teacher who specializes in teaching English to newcomers. You can learn more about options available to students from the school.
Your home address determines where your child will go to school.
Your child’s birthday will determine what grade they are in, including when they are allowed to start school.

Notes: Add local information about school policies as needed, such as the age for starting kindergarten, typical school year start and end, etc.

Modifications: N/A

CO Topic: Education

Objective(s)/Indicator(s):

Participants can explain that public school is free, is required by law for children, and there are legal requirements and expectations regarding schooling in the U.S.

Participants can identify at least two rights and responsibilities of parents and children in the school system (e.g., attending school, safe environment for children)
Participants who have children can identify at least two services and educational options that might be relevant for them (e.g., preschool, special education services)

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Formas de participar

Say: There are many ways that parents can help and support their children. Here are some ways parents can get involved with their children’s education. (Point to the appropriate picture as you talk.)

Make sure they go to school on time.
If the school provides transportation, walk your child to and from the bus stop.
Meet with your child’s teacher
Attend school events
At home, you can make sure your child spends time studying or doing homework.
Ask your child about their school day, let them show you what they are learning

Notes: N/A

Modifications: N/A

CO Topic: Education

Objective(s)/Indicator(s):

Participants can explain that public school is free, is required by law for children, and there are legal requirements and expectations regarding schooling in the U.S.

Participants can identify at least two rights and responsibilities of parents and children in the school system (e.g., attending school, safe environment for children)
Participants can list at least three ways they can be involved in their children’s education (e.g., ensuring attendance, attending parent teacher conferences)

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El papel de la familia en la educación

Documentos escolares

Tareas para el hogar

¿Cuál es el problema?
¿Qué deberían hacer?

Say: Now, I invite you to think about some situations that families may experience as they get familiar with U.S. schools. I will tell you what happened, and we will talk about what families can do. We will use the two questions in the gray box as a starting point: What is the problem? What should the people in the story do? (Press Enter or click next to get the questions to appear.)

Notes:

You can substitute local scenarios to make this part relevant to your agency and community.
This slide is animated. When you press Enter or click forward, the discussion questions will appear.

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: Education

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Documentos escolares

¿Cuál es el problema?
¿Qué deberían hacer?

Say: Schools will send home a lot of information. Sometimes, it is something that schools want families to know. Sometimes, parents need to sign to give permission. It is important that parents and caregivers understand the information. Here is something that happened to Ali and Bibi when their child started school. (Read the story and pause between each sentence.)

It is the first day of school.
The child of Ali and Bibi brought home many documents written in English.
They need help understanding the documents.

What is the problem here? What should they do? (Press Enter to make the discussion questions appear.)

(Pause to let participants think. Then invite responses. Acknowledge the participants’ responses. As needed, you can supplement by adding some additional points from the Sample Responses below.)

What is the problem?

Sample Responses:

There can be important information in the papers. If they can’t read the papers, their child might get in trouble or miss an opportunity

What should they do?

Sample Responses:

They can ask a neighbor or a friend to explain. However, this may not provide the most accurate interpretation of the information.
Bring the papers to the Resettlement Agency and ask for help. This may be helpful at first. However, families should get in the habit of communicating with the school.
Contact the school and ask if the translated documents are available or if the school can share the information through an app that can be translated.

Notes:

You can substitute local scenarios to make this part more relevant to your agency and community.
This side is animated. Press Enter or click forward to make the discussion questions appear.

Modifications:

Instead of participants talking in a whole-group conversation, you can have participants talk in small groups. As needed, facilitate forming groups so that people can have partners who speak the same language.
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: Education

Objective(s)/Indicator(s):

Participants can explain that public school is free, is required by law for children, and there are legal requirements and expectations regarding schooling in the U.S.

Participants can identify at least two rights and responsibilities of parents and children in the school system (e.g., attending school, safe environment for children)
Participants can list at least three ways they can be involved in their children’s education (e.g., ensuring attendance, attending parent teacher conferences)

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Documentos escolares

Es el primer día de clases.

El hijo de Ali y Bibi llevó a la casa muchos documentos escritos en inglés.

Necesitan ayuda para entender los documentos.

¿Qué deberían hacer Ali y Bibi?

(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: Schools will send home a lot of information. Sometimes, it is something that schools want families to know. Sometimes, parents need to sign to give permission. It is important that parents and caregivers understand the information. Here is something that happened to Ali and Bibi when their child started school. (Read the story from the screen. 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.)

What should Ali and Bibi do? (Pause to let participants think. Then invite their responses. Acknowledge the participants’ responses. If needed, you can supplement by adding some additional points from the Sample Responses below.)

What is the problem?

Sample Responses:

There can be important information in the papers. If they can’t read the papers, their child might get in trouble or miss an opportunity

What should they do?

Sample Responses:

They can ask a neighbor or a friend to explain. However, this may not provide the most accurate interpretation of the information.
Bring the papers to the Resettlement Agency and ask for help. This may be helpful at first. However, families should get in the habit of communicating with the school.
Contact the school and ask if the translated documents are available or if the school can share the information through an app that can be translated.

Notes: Note that the text of the story is animated. The sentences appear one at a time when the slide is in presentation mode. This helps participants manage cognitive load, and it creates anticipation.

Modifications:

Instead of participants talking in a whole-group conversation, you can have participants talk in small groups. As needed, facilitate forming groups so that people can have partners who speak the same language.
The previous slide is a version of this slide with fewer words shown. Use that version if the text on this page is distracting for participants.

CO Topic: Education

Objective(s)/Indicator(s):

Participants can explain that public school is free, is required by law for children, and there are legal requirements and expectations regarding schooling in the U.S.

Participants can identify at least two rights and responsibilities of parents and children in the school system (e.g., attending school, safe environment for children)
Participants can list at least three ways they can be involved in their children’s education (e.g., ensuring attendance, attending parent teacher conferences)

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Tareas para la casa

¿Cuál es el problema?
¿Qué deberían hacer?

Say: Sometimes teachers assign homework. Homework includes the studying and assignments that students do at home after school. Students do homework to practice what they learned or to prepare for the next day. Here is what David and Alina observed. (Read the story and pause between each sentence.)

David and Alina have two children. (Pause.)

One child does a lot of homework every day. (Pause.)

One child rarely does homework. (Pause. Press Enter or click forward to get the questions to appear.)

What is the problem? What should they do? Talk with a partner and consider the advice you can give David and Alina. (As needed, facilitate forming groups so that people can have partners who speak the same language. Give participants time to talk. After a few minutes of groups talking to each other, you can invite group comments)

What should they do? (Acknowledge the participants’ responses. If needed, you can supplement by adding some additional points from the Sample Responses below.)

What is the problem?

Sample Responses: They may be concerned that one child has too much homework or that one child has no homework.

What should they do?

Sample Responses:

They should recognize that there can be differences in how much work different teachers assign for homework. There can be differences in how much time each child spends on an assignment.
They can talk to each of their children about their school day and schoolwork.
They can then contact the teacher to learn about the teacher’s expectation and compare it to what they observe.
For example, the teacher says they assign 30 minutes of homework, but the child spends two hours. That can be a problem. If the teacher gives 30 minutes of homework, and the child does no work. That can be a problem too. They can work with the teacher to ensure each child does the appropriate amount of homework.
The school may have websites where parents can check assignments and grades.

Notes:

You can substitute local scenarios to make this part more relevant to your agency and community.
This side is animated. Press Enter or click forward to make the discussion questions appear.

Modifications:

Instead of participants talking in partners, you can facilitate a whole-group conversation about this scenario.
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: Education

Objective(s)/Indicator(s):

Participants can explain that public school is free, is required by law for children, and there are legal requirements and expectations regarding schooling in the U.S.

Participants can identify at least two rights and responsibilities of parents and children in the school system (e.g., attending school, safe environment for children)
Participants can list at least three ways they can be involved in their children’s education (e.g., ensuring attendance, attending parent teacher conferences)

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Homework

David y Alina tienen dos hijos.

Uno hace muchas tareas todo el día.

Uno hace tareas rara vez.

¿Cuál es el problema?
¿Qué deberían hacer?

(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: Sometimes teachers assign homework. Homework includes the studying and assignments that students do at home after school. Students do homework to practice what they learned or to prepare for the next day. Here is what David and Alina observed.

David and Alina have two children. (Press Enter or click forward.)

One child does a lot of homework every day. (Press Enter or click forward.)

One child rarely does homework. (Press Enter or click forward.)

What is the problem? What should they do? (Press Enter or click forward.)

Talk with a partner and consider the advice you can give David and Alina. (As needed, facilitate forming groups so that people can have partners who speak the same language. Give participants time to talk. After a few minutes of groups talking to each other, you can invite group comments.)

What is the problem? (Acknowledge the participants’ responses. If needed, you can supplement by adding some additional points from the Sample Responses below)

Sample Responses: They may be concerned that one child has too much homework or that one child has no homework.

What should they do?

Sample Responses:

They should recognize that there can be differences in how much work different teachers assign for homework. There can be differences in how much time each child spends on an assignment.
They can talk to each of their children about their school day and their schoolwork.
They can then contact the teacher to learn about the teacher’s expectation and compare it to what they observe.
For example, the teacher says they assign 30 minutes of homework, but the child spends two hours. That can be a problem. If the teacher gives 30 minutes of homework, and the child does no work. That can be a problem too. They can work with the teacher to ensure each child does the appropriate amount of homework.
The school may have websites where parents can check assignments and grades.

Notes: Note that the text of the story is animated. The sentences appear one at a time when the slide is in presentation mode. This helps participants manage cognitive load, and it creates anticipation.

Modifications:

Instead of participants talking in partners, you can facilitate a whole-group conversation about this scenario.
The previous slide is a version of this slide with fewer words shown. Use that version if the text on this page is distracting for participants.

CO Topic: Education

Objective(s)/Indicator(s):

Participants can explain that public school is free, is required by law for children, and there are legal requirements and expectations regarding schooling in the U.S.

Participants can identify at least two rights and responsibilities of parents and children in the school system (e.g., attending school, safe environment for children)
Participants can list at least three ways they can be involved in their children’s education (e.g., ensuring attendance, attending parent teacher conferences)

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Educación para adultos

Say: We spent some time talking about education for children. Now let’s talk about education for adults. Americans believe that a person is never too old or too young to learn new things. There are many educational opportunities for adults and young adults. Let’s learn more about that by continuing with the video we started. We will watch the section on education for adults.

Notes: Continue to play the Spanish Settle In video you showed earlier. Play the section labeled “Adultos” and stop when you see the words “Cambio Cultural.” In the Spanish video, the “Adultos” part starts at the 2:40 minute mark and ends at the 4:17 mark.

If you want to show the video in a language other than Spanish, use the links on the next slide to select the video in the appropriate language. The starting and ending points of this section vary depending on the language of the video chosen.

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 7 minutes.
Play the video in English with the sound on and captions on. Pause the video after critical points to allow for interpretations.

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 critical points to allow for interpretations.

All videos from CORE's Settle In website have accompanying translated factsheets that serve as scripts for the videos. Access the Education fact sheet at this link: https://settleinus.org/life-in-the-u-s/education/. Consider printing these factsheets in the appropriate language and providing them to participants who can read in their home language.

CO Topic: Education

Objective(s)/Indicator(s):

Participants can explain that education is a lifelong experience and should be weighed against the need to work

Participants can identify that education is a goal to be achieved but should be weighed against other factors such as need for income/employment
Participants can explain that there are educational and training options that allow them to work while going to school.
Participants can list possible choices for continuing or higher education that may be relevant to them (e.g., GED, university classes)

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Note to Facilitators:

This slide is hidden in Slide Show mode.

These links take you to a video about Education

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. The length listed is for the full video. You are only playing part of the video during this section

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

Arabic 7:57 minutes total
Burmese 5:47 minutes total
Dari 6:47 minutes total
English 5:53 minutes total
Farsi 7:27 minutes total
Kinyarwanda 8:55 minutes total
Pashto 6:28 minutes total
Rohingya 5:59 minutes total
Russian 6:04 minutes total
Spanish 6:11 minutes total
Somali 7:31 minutes total
Swahili 7:53 minutes total
Ukrainian 5:59 minutes total

(This slide is hidden in Slide Show mode. It is for facilitators’ use only.)

Say: N/A

Notes: 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.

Continue to play the Settle In video you played earlier. Play the section labeled “Adults” and stop when you see the words “Cultural Adjustment.” In the English video, the “Adults” part starts at the 2:35 minute mark and ends at the 4:05 mark. The starting and ending points vary depending on the language of the video chosen.

Modifications: See the previous slide for modification ideas.

CO Topic: Education

Objective(s)/Indicator(s):

Participants can explain that education is a lifelong experience and should be weighed against the need to work

Participants can identify that education is a goal to be achieved but should be weighed against other factors such as need for income/employment
Participants can explain that there are educational and training options that allow them to work while going to school.
Participants can list possible choices for continuing or higher education that may be relevant to them (e.g., GED, university classes)

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Educación en nuestra comunidad

Note to Facilitators:

This slide is hidden in Slide Show mode.

Use this slide template to add images and information specific to education in 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.

(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 notes.)

Notes: Use this slide as a template to share any additional information about education in your community or to highlight services your agency provides related to education.

Modifications: N/A

CO Topic: Education

Objective(s)/Indicators(s):

Participants can explain that public school is free, is required by law for children, and there are legal requirements and expectations regarding schooling in the U.S.

Participants can identify at least three basic characteristics of schooling in the U.S (e.g., public school is free, all genders attend public school together)
Participants who have children can identify at least two services and educational options that might be relevant for them (e.g., preschool, special education services)
Participants can identify at least two rights and responsibilities of parents and children in the school system (e.g., attending school, safe environment for children)
Participants can list at least three ways they can be involved in their children’s education (e.g., ensuring attendance, attending parent teacher conferences)
Participants can name at least two costs associated with free public education (e.g., school supplies, appropriate clothing)

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Conversaciones en grupo

Say: We just spent some time talking about education for children and for adults. Let’s take a moment to think and talk with each other about what you found important or interesting. (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) Let’s hear from a few people. What did you find to be important or interesting?

(After 5-8 minutes of the whole group discussion), Thank you for sharing your ideas. As you interact with schools and adult education programs, you will continue to learn more about the education in this community.

Notes: Engaging in group conversations provides participants with an opportunity to reflect and share. The ideas and questions that arise in the conversations can provide feedback to you about what is most important or confusing to participants.

Note 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 their concern and encourage them to contact their caseworker 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 are 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 reflect on the important ideas on paper.. Provide materials for note taking as needed.

CO Topic: Education

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Aprender inglés

Say: Part of education in the U.S. is learning English. This is critical to successful adjustment in the U.S. There are many ways to learn English over time. We will use the Settle In app to learn more about why and how to learn English.

Notes: This is a transition slide.

Modifications: N/A

CO Topic: English

Objective(s)/Indicator(s):

Participants can explain that learning English is critical to successful adjustment in the U.S., and that there are a variety of ways to learn English

Participants can list at least three reasons why learning English is important for successful adjustment in the U.S. (e.g., employment, self-sufficiency)
Participants can explain that learning English is their responsibility and can list three ways in which they can learn English (e.g., attend free classes referred by the local RA; utilize online learning apps and platforms)
Participants can explain that having limited English should not prevent them from pursuing employment, enrolling in school, applying for assistance, or participating in community life
Participants can explain that they will be referred to free English language classes by the local RA, but these classes may have a waiting list and/or the schedule or location of the classes may not be ideal
Participants can identify at least two reasons why it is important to attend English as a second language (ESL) classes consistently (e.g., repetition helps retention, practicing English every day leads to improvements)

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Note to Facilitators:

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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Say: Look for the icon of an open book. (Point to the icon on the screen). You have to scroll down. 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 Learning English section.)

(If you are projecting the Settle In desktop app from your computer to the whole group: Navigate to the Learning English section on the Settle In app on your computer. Go to Settings to choose the appropriate language.)

Notes:

If participants have smartphones, you can help them download or open the Settle In app. Depending on the participants’ levels of comfort with digital technology, this may take some additional time. You can help participants with this before or after the session as well.
If many participants do not have phones, project the web version of the Settle In App on your computer. The laptop image on the slide is linked to the Settle In desktop app. Click the laptop image to go to the site or paste this link into your browser: https://desktop.settlein.app/ .
Select the appropriate language. If you do not choose a language, you may get an error message when playing videos on Settle In desktop. Directions for choosing language are on the next slide. Note that the slide is hidden.

Modifications:

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

Play the lesson in English. Read the caption on the screen in English and allow time for interpretations.

If the video is unavailable in the participant’s language, consider these modifications:

Play the lesson in English. Read the caption on the screen in English and allow time for interpretations.

CO Topic: Learning English

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Say:

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

There are three short lessons about Learning English. We will view all of them. This will take just a few minutes. When it looks like everyone is done, we will come back together. (Allow around 10 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) We just looked at why it’s important to learn English and ways to learn English. Work with your case manager or ________ [name of the staff member or role] to learn more about how to learn in our community.

Notes: This lesson includes some short simple text accompanied by images in the chosen language. If participants are not able to read captions, consider using the English version. Read the caption text aloud in English and have the interpreter interpret it. The laptop image on the slide is linked to the Settle In desktop app. Click the laptop image to go to the site or 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 the interpreter(s) to interpret.

CO Topic: English

Objective(s)/Indicator(s):

Participants can explain that learning English is critical to successful adjustment in the U.S., and that there are a variety of ways to learn English

Participants can list at least three reasons why learning English is important for successful adjustment in the U.S. (e.g., employment, self-sufficiency)
Participants can explain that learning English is their responsibility and can list three ways in which they can learn English (e.g., attend free classes referred by the local RA; utilize online learning apps and platforms)
Participants can explain that having limited English should not prevent them from pursuing employment, enrolling in school, applying for assistance, or participating in community life
Participants can explain that they will be referred to free English language classes by the local RA, but these classes may have a waiting list and/or the schedule or location of the classes may not be ideal
Participants can identify at least two reasons why it is important to attend English as a second language (ESL) classes consistently (e.g., repetition helps retention, practicing English every day leads to improvements)

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Aprender inglés

Note to Facilitators:

This slide is hidden in Slide Show mode.

Use this slide template to add images and information specific to learning English in 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.

(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 notes.)

Notes: Use this slide as a template to share any additional information about learning English.

Modifications: N/A

CO Topic: English

Objective(s)/Indicators(s):

Participants can explain that learning English is critical to successful adjustment in the U.S., and that there are a variety of ways to learn English

Participants can list at least three reasons why learning English is important for successful adjustment in the U.S. (e.g., employment, self-sufficiency)
Participants can explain that learning English is their responsibility and can list three ways in which they can learn English (e.g., attend free classes referred by the local RA; utilize online learning apps and platforms)
Participants can explain that having limited English should not prevent them from pursuing employment, enrolling in school, applying for assistance, or participating in community life
Participants can explain that they will be referred to free English language classes by the local RA, but these classes may have a waiting list and/or the schedule or location of the classes may not be ideal
Participants can identify at least two reasons why it is important to attend English as a second language (ESL) classes consistently (e.g., repetition helps retention, practicing English everyday leads to improvements)

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Sesión 3. Temas

1. Employment

3. Education/English

Say: Today, we talked about these three topics. Employment, Transportation, Education, and Learning English are all part of everyday life in the U.S., and they all contribute to your growth. What is a fact or idea that you want to remember? Take a moment to think and then I will invite you to share with the group. (Pause to let participants reflect. Then, ask for a few volunteers to share. Acknowledge responses.)

Continue to work with your case manager and our office staff to learn more about any of today’s topics. �

Notes: This is a chance to summarize the session and invite feedback from participants.

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: Employment, Transportation, Education, Learning English

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Crecimiento