3. Refugee Education Training Program
In April 2007, Idaho Women’s Network and International Rescue Committee Boise (IRC) met to discuss a potential
collaboration to bring personal rights education to refugees and immigrants living in the Treasure Valley. After careful
consideration of the immediate needs of IRC and recognizing the steady increase of newly resettled refugees in the Treasure
Valley, this initial concept grew into a five session rights, responsibilities and resources orientation program.
The program, managed by volunteers from both organizations and supported by IRC, is designed to help recently
resettled refugees adjust in their new community by helping to create a better understanding of the resources and programs
available as well as provide the initial building blocks for creating self reliance. The intent is not to supplant, but support,
other refugee orientation and education efforts by reinforcing information and introducing new concepts or expanding upon
known information. The program includes sessions on: Human Rights and American Culture; Laws of the United States and
Idaho; Health and Welfare Benefits and Programs; Preventive Health and Family Planning; and the Boise School System.
The development of this program and curriculum would not have been possible without the many professionals who shared
their insights, provided their support and dedicated their time (sometimes on evenings and weekends) to this project. Their
expertise and knowledge is the foundation for the content of this curriculum. Thank you!
Acknowledgements
Presenters
• Tom McCabe, Attorney
• Shelli Sonneberg, Boise Police Department
• Melody Eisler, Boise Public Library, Library! at Collister
• Diana Lukenbill, Boise School District
• Daniel Allen, Central District Health Department
• Lorraine Fortunati, Central District Health Department
• Vanessa Holstein, Central District Health Department
• Toni Carles, Central District Health Department
• John Decorde, Idaho Department of Health and Welfare, Region 4, Healthy Connections
• Sarah Fisher, Idaho Division of Human Resources
• Joe Webber, Idaho Division of Human Resources
• Rachel Olson, Planned Parenthood of Idaho, Inc.
• Julia Piercey, Planned Parenthood of Idaho, Inc.
• Bruce Curruthers, Bus Driver, Valley Ride
• Billy E. Wingfield, Director of Operations, Valley Ride
For providing individual guidance, insights, review and resources:
• Steven J. Rainey, Director ‐ English Language Center
• Rainy Natal, Idaho Department of Health and Welfare, Region 4, Healthy Connections
• Paula Faulkner, Idaho Department of Health and Welfare, Region 4, Healthy Connections
• Carolyn Conner, Idaho Department of Health and Welfare, WIC Program
• Amy Herzfeld, Idaho Human Rights Education Center
• Patty Haller, Idaho Office of Refugees
• Marty Durand, Idaho Women’s Network
• Leslye Boban, International Rescue Committee
• Keziah Sullivan, International Rescue Committee
And Jane Crosby, Idaho Women’s Network – for planting the initial seed.
We also extend a huge thank you to all of the staff at International Rescue Committee and the classroom interpreters.
These classes could not have happened without your coordination, patience and skills. We especially thank the
participants from whom we have learned so much. ‐‐ Ronna Parish, Pam Twilegar, Jamie Delavan and Erika Molchan
Refugee Education Training Program Curriculum V3 01/26/2009 Page 3 of 53
4. Refugee Education Training Program
ABOUT THE DEVELOPERS OF THIS TRAINING
Ronna Parish has a B.A. in Human Resources Management and 12 years experience in strategic program
management, training development and delivery for Hewlett Packard. She is a skilled instructor with extensive
experience in providing marketing, sales and technical training to diverse audiences worldwide. Ronna is a
dedicated community volunteer who has committed her skills organizing events, fundraising and assisting with
materials and resource development to organizations such as American Cancer Society Relay For Life, Idaho
Women’s Network, and International Rescue Committee. Ronna, along with her partner, created and managed
“Peace House”, a living space for single male refugees, and the adjoining community garden on behalf of
International Rescue Committee. In addition, she mentored a refugee family from Liberia. Ronna has also
devoted three years to telementoring high risk, inner city youth. She is the project lead for this education
project.
Jamie Delavan is the Health Disparities Project Specialist at Idaho Department of Health and Welfare where she
serves as cultural liaison and cultural competency guide for the Bureau of Community and Environmental
Health. She has 12 years experience in developing health education and recruitment programs directed at high
risk populations. Ms. Delavan is long time community volunteer and has a particular passion for projects that
foster and support diversity and equity. She has served as board president of the social justice organization
Idaho Women’s Network, and in 2006 chaired and coordinated International Village, a cultural festival hosted by
the International Community Center of Idaho and Zoo Boise. The festival represented over 30 countries
including many of Idaho’s newly immigrant and refugee communities.
Erika Molchan has a Bachelor of Arts in Human Resources and a minor in Marketing. She is currently project
manager for Zeta Interactive, a digital marketing firm, where she is responsible for ensuring that her customers’
online marketing needs are met by managing the strategy, design, development and launch of all of their
interactive marketing initiatives. Erika has 7 years experience developing and delivering technical training to
diverse global audiences for Hewlett Packard. Erika’s community service background includes mentoring 6th
grade girls in confidence and self‐esteem development through Girl Scouts of Silver Sage school programs,
rehabilitating homes for seniors through the Neighborhood Housing Services program Paint The Town and
developing training and event support for International Rescue Committee.
Pam Twilegar has a B.A. in Elementary Education and Master’s in Adult Education. She has a background in
project management for Hewlett Packard where she developed, delivered and facilitated training for 10 years
and where she expanded her passion for education to telementoring 8th
grade inner city at risk youth by using
technology to communicate and advise. Previous to Hewlett Packard, Pam taught elementary school in both
Boise and Middleton School Districts in Idaho. She recently returned to public education as Coordinator for the
Boise School District where she develops low cost adult education programs. Pam has been a volunteer for
Rake‐up Boise, Idaho Women’s Network, American Cancer Society and the Idaho Human Rights Education
Center and most recently chaired the 75th
anniversary event for International Rescue Committee in Boise.
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5. Refugee Education Training Program
Table of Contents
Sections:
• Volunteer Instructor/Guest Speaker Guide‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐P.7
o Program Overview‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.7
o Volunteer Instructor Implementation Guide‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.8
• Human Rights and American Culture ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ P.11
o Introduction to Human Rights ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.13
o American Cultural Norms ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.13
• Laws of the United States and Idaho ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.19
o Police Officers‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.20
o Basic Laws‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.21
• Idaho Health and Welfare Benefits‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.27
o Food Stamps‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.29
o Women, Infants and Children (WIC)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.30
o Medical Benefits (Medicaid) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.31
o Other Benefits ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.33
• Education and Parental Responsibility ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.35
o School in the United States‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.36
o Attending School in Boise‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.37
o The English Language Learner (ELL) Program ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.40
o Important Responsibilities for Parents ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.41
• Reproductive Health and Preventive Health Care‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐p.42
o Family Planning/Birth Control – Women’s Group‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.43
o Family Planning/Birth Control – Men’s Group ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.48
o General Health and Wellness ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.50
o Children’s Health‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.51
o General Health‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.51
o Safety ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ p.52
7. Refugee Education Training Program
Volunteer Instructor/Guest Speaker Guide
Program Overview
Purpose:
Provide an official training program for new refugees designed to help them integrate into the
community, understand the resources and programs available to them, and to provide the initial
building blocks to creating self reliance.
Issue Statement:
Transitioning to a new country is a difficult and often confusing undertaking. Information about the
resources available is not consistently shared with all new refugees. The quality of the information
shared may be hampered by a variety of issues including language and cultural barriers, inconsistent
information sources, exhaustion and emotional stressors that hamper learning. Data needs to be
provided in a consistent format from numerous sources to ensure that the new refugee population has
time to absorb it and to benefit from it.
Duration:
Program length – 5 sessions of approximately 2 hours each. These sessions can be delivered over
several days in 2 hour blocks or grouped together in longer sessions as appropriate.
Project Session Objectives:
Create a simple, consistent, easily replicated, presenter neutral training program for new refugees
covering the following topics:
• Introduction to Human Rights and American Culture – Highlighting basic Human Rights and
shedding light on the nuances of the American culture that may be mystifying to someone new
to the culture. Emphasis is placed on the equality of ALL humans, regardless of citizenship, race,
gender, age, etc.
• Laws of the United States and Idaho – Highlighting common areas of confusion and concern for
those new to the U.S. – such as: laws related to tobacco and alcohol use, driving, domestic
battery, etc. This session provides the opportunity for community law enforcement to begin
building positive relationships with the audience.
• Health and Welfare Benefits/Programs – Highlighting information on how the benefits
programs work, such as Food Stamps, WIC, and Medicaid, etc., where to go for information, and
what to do if there are problems with a particular benefit.
• Health Programs and Reproductive Services – Highlighting healthy habits, common healthcare
practices in the United States, such as going to the doctor for regular check‐ups, and what to
expect when seeing the doctor and providing information on resources for family planning.
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8. • Education and Parental Responsibilities – Highlighting key information necessary to help
navigation the Boise School system, including the English Language Learner (ELL) program,
school bus and classroom etiquette, age and gender appropriate clothing, hygiene, etc.
Volunteer Instructor Implementation Guide
Session preparation:
Read all session specific content and recommended reading well ahead of class in order to allow time
for any needed additional research or data gathering. Read the cultural overview provided by the host
agency with special consideration for community specific cultural norms that may alter your methods of
presenting content in order to make the refugee population more comfortable with the setting. Work
with the Program Manager to ensure that s/he has the support needed to print handouts and do any
other session specific preparation.
Classroom Set‐up:
• Shared responsibility – Work with the Program Manager to set‐up the classroom.
• Chairs in a circle ‐ Provide a circular classroom design without a formal presentation area for the
instructor. In many refugee cultures, instructors or teachers are treated with a reverence that
may make open dialogue difficult. Placing the instructor on a chair within the group circle
(rather than standing over the audience) may increase student comfort by making the instructor
a bit more accessible. Place interpreters as close to the instructor as possible. In an ideal
presentation environment the instructor and the interpreter will essentially team teach the
curriculum.
• Single Community Groupings – The best possible scenario for delivering this training is to a
single homogeneous community. However, if the audience is a blend of communities, they will
need to be grouped in the classroom by community. This may alter the circle set up for
classroom delivery, but ensuring that each participant is near enough hear to the interpreter
focused on their language is critical.
• Restrooms – Ensure ready access to the restrooms and provide clear instructions on how to find
them.
• Instructor tools ‐ Place a flipchart or white board and a set of markers in ready access for
demonstrations.
• Handouts and snacks ‐ Provide a table for handouts and snacks (Agency should provide snacks).
Helpful hints for successful delivery:
• Session Guide Layout – Each session has its own guide. The guides are designed to serve as
outlines for the discussions and activities reinforcing that session’s primary goals. Each guide
begins with a description of the core topics covered in that session followed by session goals
and objectives. Each session begins with at least one applicable right from the Human Rights
framework. Throughout the guide the instructor will find discussion topics and suggested
questions to encourage learning and dialogue. This training guide key is used throughout the
guide.
o Training Guide Key:
‐ Key topics
‐ Instructor Note
‐ Group activity
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11. Refugee Education Training Program
Session: Human Rights and American Culture____________________
Duration: 2 hours
Session Goals and Objectives:
Provide an overview of the Refugee Education Training Program
• Outline all 5 sessions for attendees so they know what to expect and can make any necessary
preparations
• Share the Human Rights Framework
o Emphasize key rights that set the context for the training
• Highlight American Cultural Norms
o Discuss American behaviors that may be confusing or seem strange
Demonstrate examples (i.e. Eye contact, personal space)
Answer Questions/Concerns
• Cover basics of using the bus system
o Introduce bus rules and etiquette
o Demonstrate using bus schedules and/or map
Instructor Materials:
• Session Guide
• White board or flip charts
• Markers
• Human Rights Handbook
• Large City Bus Map
Student Materials:
• Name Tags
• “I speak” cards
• Human Rights Handbooks
• City Bus Route Maps
Suggested Props:
• Examples of appropriate and inappropriate attire for work interviews
o Collared shirt
o Nice blouse
o Skimpy tank top
o T‐shirt with slogan
o Pajama bottoms
• Common signs (i.e. No smoking, Exit, Bathroom, Open/Closed)
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12. Session: Human Rights & American Culture
Instructor Notes:
• Pre‐reading: “RETP Instructor’s Guide, “Human Rights and American Culture Discussion Guide”
and “Human Rights Framework”
• Pre‐work: Create nametags and “I speak cards” for each participant
Training Guide Key:
‐ Key Points ‐ this designates information that the instructor should share with the group
‐ Instructor Note – this designates information for the instructor (instructions, delivery tips, etc.)
‐ Group activity/Role Play ‐ this designates a suggested practice activity for the group or the
instructors.
Session Discussion Guide
Welcome and Introductions
Instructor Note
• Introduce yourself, additional team members and any participating volunteers
o Use this an opportunity to demonstrate how Americans typically introduce themselves
and greet others
• Have each participant introduce themselves and share how long they’ve been in the U.S. and/or
Boise and what type of job they had prior to coming to the U.S.. This information can be
incorporated into the lessons.
Overview of Training Sessions
Instructor Note
• Cover logistics for all sessions ‐ i.e. where, when each session will be held
• Set the context – emphasize that you are there as a guide and peer, not in an authoritative
position
Key Points
• Share key elements of each session:
o Human Rights and American Culture:
Basic Human Rights – We will cover some of the key rights that everyone should
be guaranteed as outlined in the Universal Declaration of Human Rights.
American Culture ‐ We will talk about some of the things Americans do that may
seem strange to you. We like to call this section “Why do Americans act like
that?”
Using the bus – We will practice reading schedules and using maps, as well as
discuss basic bus etiquette.
o Laws of the United States and Idaho
Police Officers – In this session we discuss the role of police officers in the US,
how to contact the police when necessary, and how you are expected to
interact with police officers.
Basic Laws – We will highlight important laws that may be different from the
laws in your home country.
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13. Session: Human Rights & American Culture
Basic Safety – We will talk about how to protecting yourself and your personal
property, or belongings.
o Health and Welfare Benefits and Programs
Idaho Dept of Health and Welfare – We will provide you with an overview of
agency and the services that they provide.
Programs – We will spend time talking about those programs that are available
to you, such as Food Stamps, medical cards, WIC, and childcare.
o Education and Parental Responsibilities
Students – In this session, we will talk about opportunities that are available to
your children as well as their responsibilities as students in the Boise school
system.
Parents – We will also talk about the expectations and responsibilities of the
parents of school children.
o Reproductive Health and General Healthcare
Family Planning – We will discuss options available to men and women.
• Men and women will be separate for this session
General Health and Wellness – We will discuss making healthy choices.
Introduction to Human Rights
Key Points
• ALL human beings have basic rights that should be respected
• Human rights pertain to men and women
o Women can be single, married or widowed – their rights are the same
• These two rights from the handbook are key to each of our upcoming sessions:
Article 2, page 9
“Everyone can claim the following rights, even if they are:
‐A different sex
‐A different skin color
‐Speaking different languages
‐Thinking different things
‐Believing in another religion
‐Owning more or less
‐Being born in another social group
‐Coming from another country
You have these rights no matter what kind of government your country has or whether it is free
or independent.”
Article 3, page 10
“You have the right to live, and to live in freedom and safety.”
• There are certain rights in the U.S. that only apply to citizens (i.e. the right to vote). These are
country rights, not human rights.
American Cultural Norms
Instructor Note
• Emphasize that questions are welcome. If they have experienced things that they have not
understood about Americans since arriving in the U.S., encourage them to share.
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14. Session: Human Rights & American Culture
Key Points
• We call this section “Why do American’s do that?”
Introductions/Greetings:
• Greetings:
o Americans typically introduce themselves by saying “Hello, my name is ….. “ and holding
their hand out to the other person to shake
• Personal Space:
o The distance Americans generally keep between themselves and others when
interacting is referred to as “personal space”. It is typically about 3 feet.
o This may quite different from your home.
o NOTE: It is helpful to demonstrate a greeting.
• Eye Contact:
o Americans generally look others in the eye when greeting one another, in social settings
and in formal situations like job interviews.
o This may be different than what you are used to. It is not meant to be rude or
intimidating.
o Here are some examples of different situations and the amount of eye contact that is
typical.
Instructor NOTE It is helpful to demonstrate as you go through these examples.
Interviewing for a job – the person conducting the interview will expect you to
look him/her in the eye when answering questions.
Casual events/social gatherings – generally some eye contact is normal, for
example when engaged in a conversation; however, staring can make someone
uncomfortable.
Passing strangers on the street – typically Americans may make brief eye
contact when passing strangers on the street; however, some people may not
even look up.
Suggested Practice Activity – Have the refugees practice greeting one another; introducing
themselves, shaking hands and making eye contact. Emphasize the need to look one another in
the eye and smile when greeting one another.
Public Gatherings:
Key Points
• In America, we have the right to assemble in groups, but sometimes large groups can
intimidate others. For example, shop owners may become nervous if a large group comes
into their store together.
o Shopping Etiquette:
Try not to go in large groups. It is usually best to keep to groups of 5 or less
when going into a store.
Children should be well behaved and stay with their parents. You should never
allow your children to run around unsupervised in a place of business.
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15. Session: Human Rights & American Culture
Applying for Work/Interviewing:
Instructor Note
• Most of the refugees will have had some type of job in their home country. Share with them
what your ‘day job’ is and then go around the room and ask what kinds of jobs they had before
coming to the U.S. It is often helpful if you can then incorporate this information into your
discussions.
Key Points
• When you begin looking for a job, your appearance (how you are dressed for example) will be
important as you make a good first impression.
• When interviewing for a job, you will want to remember some of these key things:
o Dress nicely – you should wear a nice pair of pants/slacks (not jeans) and nice shirt (not
a t‐shirt or tank top). Use this opportunity to ask and compare clothing worn back home
with clothing worn in the U.S.
o Greet your interviewer – introduce yourself, shaking hands with the interviewer and
looking him/her in the eye
o Pay close attention – be sure to look at your interviewer when they are asking you a
question. Look him/her in the eye when you are answering the questions.
o Be positive – try to be positive as possible in your answers. Emphasize how hard you
will work, that you will be on time, that you are responsible and trustworthy, etc. Use
examples from your work back home if/when possible.
Suggested Practice Activity – Have the students identify appropriate clothing to wear to an
interview and those items that would not be appropriate. A few ways you can do this exercise
are:
• Bring different examples of clothing to class – hold an article up one at a time and
ask the students to tell you whether or not it would be appropriate to wear to an
interview.
• Multiple instructors/volunteers – if there will be multiple instructors or volunteers
in that class, you can arrange to have each of you dress differently that evening.
Have one person dress nicely, one person dress in jeans and t‐shirt, etc.
• Students – you can point out positive examples among the refugees themselves.
Best to keep it to positive examples however, rather than pointing out negative
examples so as not to make anyone uncomfortable.
Suggested Practice Activity – Conduct a mock interview.
A couple options for this exercise are:
• Multiple instructors/volunteers – if there will another instructor or volunteer present,
have him/her pretend they are interviewing for a job.
• Students – if you have a member of the class that you believe would be comfortable
participating, have him/her pretend they are interviewing for a job.
Describe the potential job (ie. stocking shelves at Winco). Some sample questions are:
• Is this your first job? If not, what other jobs have you had?
• What skills do you have that would help you on this job?
• Tell me about your work style.
• Are you able to work any hours (ie. nights, weekends, etc)
• Are you able to get to work on time?
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16. Session: Human Rights & American Culture
Discussing Personal Topics with Others:
Key Points
• Americans are very open in their communication style and will often discuss issues with others
that some people may prefer not to talk about.
• There are some instances where you will want/need to discuss personal topics:
o Doctors/Medical Professionals – sometimes a doctor or nurse may need to ask you
questions you are uncomfortable talking about. They are asking you these questions in
order to help solve medical problems you may be having.
o Police – the police will ask you detailed questions if they are trying to help you with a
situation or if they think you may have information that will help them solve someone
else’s situation. Always cooperate with the police.
o School officials ‐ people at your child’s school (ie. teachers, principal, etc) may ask
questions if they are trying to make decisions to help your child.
o Your Case Manager
• There are some instances where you will be asked personal questions that you do NOT need to
answer:
o Nosy People – sometimes friends, neighbors, or coworkers may ask you questions that
make you uncomfortable. You do not have to discuss personal topics with these people.
A good response is to say “We don’t discuss such things in my country.”
Asking Others for Assistance:
Key Points
• You may need to ask questions of people in certain circumstances:
o Directions – you may need help finding your way somewhere. It is acceptable to
ask a stranger to help give you directions. Keep in mind, they may not always
have the answer.
o Emergencies – you may find yourself in an emergency situation. It is acceptable
to ask someone for help or to call 911 if necessary. We will talk more about this
in the Law session.
• “I Speak” cards – we have cards for you that have your name and preferred language on
them. They indicate that you do not speak English which can help someone understand
that you need assistance. You should carry this card with you at all times in your wallet
or bag.
Suggested Practice Activity – This is a good time to hand out their cards with their
names on them. You will want to fill in their preferred language if it isn’t already. Have the
students practice saying “No English” as a group and showing their cards.
Telling Time (Analog/Digital):
Key Points
• Being on time for work, school and other activities (ie. these training sessions) is very
important in the U.S. If someone does not show up on time for an appointment, it is often
considered rude or disrespectful. These are some key activities that you should always be
on time for:
o Work – employers hire enough workers to cover the hours they are open for
business. You are scheduled to work for a certain window of time. It is very
important to be at work for the hours you are scheduled or an employer can fire
you.
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17. Session: Human Rights & American Culture
o School – classes are scheduled during specific times at school. It is important that
students be at school on time or they miss important information in their classes
which can cause them to not do well in school. They can also get in trouble with the
school when they are late or absent.
o Businesses – businesses have hours that they keep. You will often see a sign on the
outside of a business (ie. a grocery store) that tells you the “Hours of Operation”,
when they will be Open and when they Close. It is important to go during those
hours.
o Appointments – if you have an appointment somewhere (ie. the doctor or dentist)
you want to be on time or they can choose not to see you. Keep in mind that when
seeing a doctor they often are running late, but it is important that you not be late
to your appointment.
o Buses – if you are catching a bus, it is important that you follow the bus schedule.
The buses will not wait or come back for you if you are not there.
Suggested Practice Activity – Share examples of Open/Closed signs, analog and digital clocks,
Businesses signs with hours and “Will Return” clocks.
Reading Signs:
Key Points
• When you don’t speak English, many signs in America can be difficult to understand. It is
important that you learn to recognize some of the more common signs:
o Open/Closed – as we discussed earlier, businesses have a set of hours when they do
business. Most businesses will display an “Open” sign when they are available for
business and a “Closed” sign when they will not accept customers.
o Restrooms – public restrooms may have signs with the words “Men” or “Women”;
however, many public restrooms will have a symbol of a man or woman on the door
instead of, or in addition to, the words. You may also see a sign that shows both
men and women. That means that the restroom is available to either a man or
woman, one at a time.
o No Smoking – many public places do not allow people to smoke. It is very
important that you do not light a cigarette or walk into one of these places with a lit
cigarette.
Suggested Practice Activity – Share examples of common signs. You can do this by
walking the students around the facility where the training is occurring and pointing out
signs such as Emergency Exit, Restrooms, etc. You can also bring some signs or pictures of
common signs in. If you are comfortable drawing, you can also illustrate signs for the class.
NOTE: It is very useful if you can at least demonstrate the “Do Not” symbol (red circle with
slash) and explain to the students that this indicates you cannot do whatever is depicted
inside the circle.
NOTE: A commonly misunderstood sign is the universal restroom sign that shows a male
and female figure (and often a handicapped figure). If this is present at your location, it is
very useful to point this sign out.
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18. Session: Human Rights & American Culture
Riding the Bus:
Key Points
• The bus is available for everyone to use. With this right however, comes some
responsibilities and common courtesies:
o Wait for the bus to stop completely before boarding – this is very important for
your safety.
o Keep packages out of other passengers’ way – it is considered rude to make it
difficult for others to board the bus and find a seat. It can also create an unsafe
situation if people are trying to walk over or around your things. Bags may be placed
on your lap or next to your feet but not in the aisle.
o Stay seated – most often, there will be a seat available for you to sit in. Whenever
possible, stay seated. This will keep you safe and not distract the driver.
o Keep children seated – again, it is much safer to be sitting than standing. If the bus
had to stop suddenly, you child could fall down if he/she is not sitting down. Small
children must be out of strollers and may sit on your lap. Strollers should be folded
and out of the way.
o Never chase a bus you’ve missed – it is not safe to run down the road or across the
street after a bus you’ve missed. The bus will not stop or come back for you, so you
need to wait for the next bus or make alternative arrangements. It is usually ½ ‐ 1
hour wait for the next bus.
o Wave your hand to flag down the bus – there are designated bus stops for you to
wait at. If you are waiting and you see your bus approaching, it is perfectly
acceptable to wave your hand to flag down the bus and let the driver know you
want to get on board.
o Have your bus pass ready – this will make boarding the bus quicker and help the
bus driver to stay on schedule. (New refugee arrivals will receive a bus pass from
the agency)
o You can load you bike on the bus – there are racks on the front of the bus for bikes.
You can ask your bus driver how to load your bike. Make sure to let the bus driver
know you will be taking your bike off of the rack when you leave the bus.
Suggested Practice Activity – Hand out copies of local bus schedules to each
participant. You can also have a large bus route map printed ahead of time and
present in the classroom.
o As a group, find some of the more common bus routes for this particular
group.
If participants live in close proximity of one another, you can find
the bus route to your training location, a popular supermarket, etc.
o Have students practice flagging down the bus and/or demonstrate what
they would do with their packages on the bus.
Closing:
Instructor Note
Thank the students for their time. Let them know how grateful you are that they’ve taken the
time to participate. Remind them of when/where the next session will be held.
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19. Refugee Education Training Program
Session: Laws of the United States and Idaho____________________
Duration: 2 hours
Session Goals and Objectives:
• Introduce participants to the laws of the United States and Idaho and how those laws influence
behavior
o Demonstrate the correct behavior when a police officer approaches you in a car or on
foot
o Demonstrate what to do when you need help from a police officer
o List the laws regarding driving, drinking, & smoking that you must obey in this country
o Describe what constitutes child/spousal abuse
• Introduce participants to the consequences of breaking a law
o Describe which laws can lead to immigration issues if broken
o List resources available for helping with legal issues
Instructor Materials:
• Session Guide
• Flip charts
• Markers
Student Materials:
• Name tags
• Human Rights Handbooks
• “I speak” cards
Prop Box Items:
• “Play” Money for reinforcing message on fines
• Baby doll for use in demonstrating child discipline
Instructor Note:
• We strongly recommend using local law enforcement personnel as an instructor for this session.
See the Instructor Guide for a list of community resources.
Training Guide Key:
‐ Key Points ‐ this designates information that the instructor should share with the group
‐ Instructor Note – this designates information for the instructor (instructions, delivery tips, etc.)
‐ Group activity/Role Play ‐ this designates a suggested practice activity for the group or the
instructors.
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20. Session: Laws of the US & Idaho
Session Discussion Guide
Welcome and Introductions
Instructor Note
• Introduce yourself, additional team members and any participating volunteers
o You can use this as an opportunity to reiterate common American greetings and/or
allow the students to practice their greetings in English
• Summary of previous session
o Highlight a couple of the key points from the last session
o Ask if there are any questions from previous session that may not have been asked
• Applicable Human Rights – Articles 6 & 7, Page 11
o “You should be legally protected in the same way everywhere, and like everyone else.”
o ”The law is the same for everyone; it should be applied in the same way to all.”
Overview
Key Points
• In today’s session, we will cover the following topics:
o Police Officers – We will discuss the role of police officers in the US, how to contact the
police when necessary, and how you are expected to interact with police officers.
o Basic Laws – We will highlight important laws that may be different from the laws in
your home country.
o Basic Safety – We will talk about how to protect yourself and your personal property, or
belongings.
Police Officers
Key Points
• Role of Police Officers in the U.S.
o In the U.S., police officers are here to help you.
In your home country this may not have been the case
o Police have a responsibility to protect the community
A key part of protecting the community is to enforce the laws that are in place
into keep everyone safe
• Contacting a Police Officer
o 9‐1‐1 is the number to call when you need help from a police officer
You should dial 9‐1‐1 only in an emergency
When you dial 9‐1‐1, three groups will come:
• The Police Dept.
• The Fire Dept.
• An Ambulance
It does not cost you anything when you call 9‐1‐1 for an emergency
When you dial 9‐1‐1 the emergency service can tell where you are calling from,
even if you cannot speak English or are unable to talk (i.e. choking, speech
impaired, etc)
• When a Police Office approaches you
o If a police officer approaches you on foot
If you are not comfortable with English yet, you should start by saying “No
English” and showing your ‘I Speak….’ Card to the officer. If the officer does not
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21. Session: Laws of the US & Idaho
know that you do not speak English, s/he may think you are disobeying
instructions.
o If a police officer approaches you in a car
Pull your car to the side of the road
Put your hands on the steering wheel
Wait for the officer to come to your window
• Do not get out of your vehicle; stay in your car
If you are not comfortable with English yet, you should start by saying “No
English” and showing your ‘I Speak….’ Card and driver’s license to the officer
Even if you don’t speak English – you are still expected to understand and obey
the laws. Telling an officer “No English” will not help you avoid punishment if
you have broken the law. You are still responsible for the consequences.
o You should never offer an officer money
In your country, it may have been expected that you would pay a police officer
money
In the U.S., officers are not allowed to take money
You could get into trouble for offering an officer money
Suggested Practice Activity – Ask the class what they should do if approached by an officer on
foot. Have the students practice saying “No English” and showing their ‘I Speak’ cards.
Suggested Role Play – Choose a volunteer from the group to pretend to be driving a car.
Pretend to be in a police car behind the student and pull him/her over. Walk through the correct
procedures for the volunteer to follow (ie. hands on the wheel, “No English”, showing his/her ‘I
speak’ card)
BASIC LAWS ‐ Driving Laws
Key Points
• Driver’s License/Registration/Insurance
o You must have a driver’s license to drive a car
To get a driver’s license, you will have to:
• Take a written test
o You can have an interpreter with you when you take the test
• Take a driving test
• Pay some money
o You must have three things with you anytime you drive
Driver’s license – anytime you are driving, you must have your driver’s license
with you
• If a police officer pulls you over and you don’t have a driver’s license
with you, the fine you could pay is $53.00
Vehicle registration – your vehicle must be registered with the State of Idaho.
They will give you a document to carry in your car when you register your
vehicle and license plates to put on the front and back of your car.
• If a police officer pulls you over and you don’t have a your vehicle
registration, the fine you could pay is $53.00
Insurance – you must have insurance coverage on your vehicle in case of an
accident. Car insurance is something you will have to pay for every month to a
private insurance company. This can make it expensive to own and drive a car.
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22. Session: Laws of the US & Idaho
• If a police officer pulls you over and you don’t have insurance, the fine
you could pay is $107.50
If you have none of these things with you and you get pulled over driving a
vehicle, the total you will get in fines (besides any tickets you receive for
whatever you were doing wrong in the first place) is $213.50.
• Seatbelt laws
Instructor Note
• Ask the class, by show of hand, how many had seatbelt laws back home.
Key Points
o Most states in the U.S. require that everyone in a vehicle wears a seatbelt
Each state sets their own fine for not wearing a seatbelt
• For example, in Idaho, you will have to pay $10 for each person not
seatbelted. In Oregon, the find is $100 per person.
o Seatbelts are important to keep people safe in a vehicle, especially children
Children under 6 years old need to be in a car seat
• If you are pulled over and your child is not in a car seat, the fine is
$62.00.
• One exception to the car seat law is riding on a bus. You do not have to
have a car seat for small children when you are on the bus.
Children under 12 should be in the back seat and wearing a seatbelt
• Airbags in the front of most vehicles nowadays can hurt a young child if
they deploy.
If someone is riding in your car with you and they have children who are not in a
car seat and/or seatbelts, YOU will be responsible for the fine if you are pulled
over.
• Paying Fines
Key Points
o If you get a fine or ticket, you will not pay it at that time
o Again‐ in this country – you do NOT pay the fine to the officer. Instead – the ticket you
receive will have information on the back that will explain to you when/where you will
need to go to pay the fine. Ask your volunteer or case manager to help you with this.
It is very important that you pay your fines on time. If you do not – you could go to jail.
• Accidents
Key Points
o If you are in an accident, do not leave the scene
o If you are driving and you hit another car have someone call 9‐1‐1 and request a police
officer to come to the scene. You should not give money to anyone else involved in the
accident or leave the scene until the police say you can go. When the police investigate
they will help determine what happened and who is at fault. They might also write
tickets if the law was broken during an accident.
Alcohol Laws
Instructor Note
• Ask the students if there were any age requirements in their country to be able to drink. The 21
year old age requirement is a surprise to a lot of refugees.
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23. Session: Laws of the US & Idaho
Key Points
• The legal drinking age in the U.S. is 21 years old
o Even if you are over 21 years old, you cannot buy or provide alcohol for anyone under
21 years old.
In the U.S., you may have kids approach you about buying alcohol for them. DO
NOT do it; you will be fined $300.00 and could go to jail
• Drinking and then driving a vehicle is not a good idea
o In Idaho, if your blood alcohol level is .08 or higher, you are considered to be driving
under the influence
.08 can equate to a couple drinks for one person or 3 to 4 for another person
A drink can be one beer or one glass of wine or one shot
o Because you can’t tell what .08 looks/feels like, it is best not to drive if you have been
drinking at all
Take the bus or catch a cab
• If you get caught drinking and driving:
o You will go to jail for up to 1 year
o You will pay a $1000 fine
o You will lose your driver’s license for 12 months
Cigarette Laws
Instructor Note
• Ask the students if there were any age requirements in their country to be able to smoke. The
18 year old age requirement is a surprise to a lot of refugees.
Key Points
• The legal age in the U.S. to buy cigarettes is 18 years old
o Even if you are over 18 years old, you cannot buy or provide cigarettes to anyone under
18 years old or you and the child can get into trouble
o If you get caught buying or provide cigarettes to someone under age 18 you will pay a
$150 fine and the minor must see a judge.
• There are many places in the U.S. that do not allow smoking
o You cannot smoke if you see a “No Smoking” sign
Drug Laws
Key Points
• There are certain drugs that are illegal in the U.S. Some examples are:
o Marijuana
o Cocaine
o Meth
o Khat (pronounced Cot – leaves are chewed and have a stimulant affect)
• If you are caught with illegal drugs, you can lose your subsidized housing and go to jail
• Selling illegal drugs is a deportable offense
• If a doctor prescribes drugs to you – you should take them according to the instructions.
However – you should NOT take drugs that were prescribed to someone else.
Child Abuse Laws
Key Points
• There is a difference between discipline and abuse
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24. Session: Laws of the US & Idaho
o Discipline is punishing your child when they deserve it
o Abuse is punishing your child too much
o We will talk about some examples of each in this section
o Your child may tell you that any punishment of children is illegal and threaten to dial
9‐1‐1. This is not true.
• We want you to discipline your children
o If you don’t, they don’t learn that there are consequences when they do something bad
o Some ways you can discipline your children are:
A timeout – a timeout is when you make your child sit somewhere quietly and
think about what they did
Restricting privileges – you can take something away from your child like phone
or TV.
Safe open handed swat to the bottom – swatting your kid on the bottom with
an open hand, or spanking, is acceptable
• By using an open hand, you will know if you are hitting too hard because
your hand will hurt
• It is difficult to tell how hard you are hitting a child if you are using
something like a stick or belt, which can easily cross the line to abuse
• We do not want you to abuse your children
o If you are discovered to be abusing your child(ren), you can get into trouble with the law
and possibly have your child(ren) taken away
o Some types of abuse include:
Striking a child in the face or the head
• The brain is very delicate and you can cause serious harm if you hit a
child in the head
• You can tap your finger on a child’s lips to quiet them , but not hit them
Using an object to hit your child
• If you use something like a stick or a belt, you can leave a mark or
bruise, which is too much punishment
Causing bodily harm
• If you leave marks or bruises, you are hitting too hard
• If you break a bone, this is definitely abuse
• In the U.S., people are considered children until they are 18 years old
Domestic Abuse Laws
Key Points
• The domestic battery law says that if you are married or in a relationship with someone, you
cannot:
o Hit him/her
o Slap him/her
o Spit on him/her
o Bite him/her
• The domestic battery law was created because so many husbands beat their wives so severely
that they died
o Today the law protects both women and men
• If you are arrested for domestic battery, you will be:
o Fined $5000
o Jailed for up to a year
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25. Session: Laws of the US & Idaho
o Issued a Non‐ Contact Order (NCO) when you are released from jail
An NCO means you cannot call, write letters to or use someone else to talk to
your spouse.
• If you do not obey the NCO, you will go back to jail.
The NCO remains in place for 2 weeks to give you time to cool down
• Then you will see a judge
o The judge will decide if you can see your spouse
o YOU do not get to decide
o YOUR SPOUSE does not get to decide
o The judge will also help you figure out who the kids will stay
with during the time you can’t see your spouse
• If someone else hears you and your spouse fighting and calls the police, the police will come
even if you don’t want them to
o If you were only verbally fighting, they will not take either one of you away
o If you were physically fighting, the police can take one or both of you away
o If an officer sees the battery occurring, the officer must arrest the person who was
doing the hitting, whether the spouse wants them to or not
o Officers will separate the spouses so that they can tell their stories separately
• It is VERY important to remember that you cannot hit your spouse in America. Even if you did
that back home and/or it was acceptable. It is a serious offense in the U.S.
• When you are angry it can be helpful to take a break by taking a walk around the block (This
could be an opportunity to ask for other options from participants)
Sexual Crimes/Statutory Rape Laws
Key Points
• Rape is when you have sexual intercourse with someone who does not consent to it (they don’t
want it).
o Rape is a serious crime in the U.S.
• Sexual intercourse between an adult and a minor is known as statutory rape. The adult can be
found guilty of statutory rape even if the minor was a willing partner.
o An adult would be anyone 18 or older
o A minor would be anyone younger than 18
o For example, if an 18 year old boy is dating a 16 year old girl and they have sex, the boy
could be convicted of statutory rape even if the girl wanted to have sex.
In addition, if the girl gets pregnant, the boy is responsible for the baby until
he/she is 18.
• If the couple stays together, they can raise the child together.
• If the couple breaks up, the government will make the father pay money
every month to help support the child until he/she is 18.
Personal Property Laws
Key Points
• Items that belong to you are considered personal property
o You do not have to share them with anyone if you do not want to
o Likewise, things that belong to others are theirs and you do not have to the right to take
them if they don’t give you permission
Stealing is taking someone else’s property that does not belong to you.
Vandalism is destroying someone else’s property.
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26. Session: Laws of the US & Idaho
o If you break these laws – you could go to jail or pay a very large fine.
Bicycle Safety Laws
Key Points
• Lots of people have bicycles
o They are inexpensive
o You don’t have to have insurance, a license, or registration
• Children under 16 must wear helmets when riding their bicycles.
o It is recommended that ALL people wear helmets to keep you safe
• Where should you ride your bike?
o Until you learn all the laws involved with riding on the road, you should ride on the
sidewalks.
Be careful of people who are walking on the sidewalks.
Walk your bike across the road.
Obey Walk/Don’t Walk signs.
o If you are riding on the road, you must ride on the right side of the road, out of the way
of cars.
You must stop at stoplights and stop signs just like cars do.
Community Resources
Key Points
• Where to go if they have questions about a law
• Where to go if they get in trouble
Closing:
Instructor Note
Thank the students for their time. Let them know how grateful you are that they’ve taken the time to
participate. Remind them of when/where the next session will be held.
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27. Refugee Education Training Program
Session: Idaho Health and Welfare Benefits____________________
Duration: 2 hours
Session Goals and Objectives:
• Provide an overview of initial benefits available from IDHW
o Describe and demonstrate how IDHW benefits can be used
Food stamps – overview of program, how to use food stamps and where to
go with questions
Medicaid – overview of program, what’s covered and where to go with
questions.
o Describe Women, Infants and Children (WIC) program
o Describe the importance of paperwork from IDHW and employer(s) and provide
tools for keeping this paperwork
o Describe how changes in employment, family size and length of resident changes
receipt of these benefits
• Introduce the concept of self‐reliance
Instructor Materials:
• Session Guide
• Flip charts
• Markers
Student Materials:
• Name tags
• Human Rights Handbooks
• “I speak” cards
• Various Session Specific Handouts
o WIC Authorized Food List handout
o Large manila envelope with IDHW logo
o Idaho Health Plan Coverage booklet
o Self‐Rescue Manual
Suggested Props:
• Examples of food and other items found in a grocery store that can/cannot be purchased
with food stamps or WIC benefits
• Food stamp benefit card
• Medical benefit card
• WIC check
• Small envelope with IDHW logo
• Large calendar
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28. Session: Idaho Health & Welfare Benefits
Instructor Note:
• Pre‐reading: Idaho Health Plan Coverage October 2007‐ Idaho Department of Health &
Welfare
Training Guide Key:
‐ Key Points ‐ this designates information that the instructor should share with the group
‐ Instructor Note – this designates information for the instructor (instructions, delivery tips, etc.)
‐ Group activity/Role Play ‐ this designates a suggested practice activity for the group or the
instructors.
Session Discussion Guide
Welcome and Introductions
Instructor Note
• Introduce yourself, additional team members and any participating volunteers
o You can use this as an opportunity to reiterate common American greetings and/or
allow the students to practice their greetings in English
• Summary of previous session
o Highlight a couple of the key points from the last session
o Ask if there are any questions from previous session that may not have been asked
• Ask as a class, how long the refugees have been in the United States (ie. By show of hand, how
many of you have been here for less than six months? Less than 3 months? One month?)
o Benefits eligibility is determined by how long someone has been here. It is important to
establish this up front because many students will wonder why someone they know (a
neighbor, relative, friend) has different benefits from them.
• Applicable Human Right – Article 22, Page 21
o “The society in which you live should help you to develop and to make the most of the all
the advantages (culture, work, social welfare) which are offered to you and to all the
men and women in your country”
Overview of Idaho Department of Health and Welfare (IDHW)
Overview
Key Points
• The Idaho Department of Health and Welfare is a government agency funded by tax
dollars to help those in need.
• IDHW benefits are provided to all eligible people, not just refugees
• IDHW benefits should only be used on a temporary basis to help those in need until they
are able to work and provide food and health care for themselves and their family (this
is called self‐reliance).
o There is a limited amount of money for these temporary benefits. When you are
able to become self‐reliant then the benefits you were using become available
to help someone else.
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29. Session: Idaho Health & Welfare Benefits
Interactions with IDHW
Instructor Note
• Hand out a large envelope with the IDHW logo to
each student.
o It is helpful if you have a smaller envelope with the logo on it as well, just to
show the class that the envelopes they receive from IDHW may come in
different sizes.
• Ask everyone if they know where their mailbox is located.
Key Points
• It is important for you to save all of your papers you receive from the IDHW.
• Watch for the IDHW logo in your mail. Anything with this logo on it, you will want to put
into your large envelope.
• Bring your envelope, with any documents you’ve received, to your case manager. Your
case manager will go through the documents with you.
• It is very important that you keep the paperwork together and get it your case manager.
If you do not get paperwork turned into IDHW, it could affect your benefits.
Food Stamps
Instructor Note
• Show the students what a Food Stamp (Quest) card looks like.
• Ask the class to show you their cards.
Key Points
• What are food stamps?
o Food stamps are a temporary resource provided by
IDHW from our taxes to help you get food for your family until you are able to work and
provide food for your family.
• How do food stamps work?
o You will receive a certain amount of money on your food stamp card each month
The amount of money you receive is determined by many factors – how large
your family is, if you have a job, etc.
o The day of month that you receive your money is different for everyone. It is based on
your Social Security number.
o You do not have to spend all of your money each month. What you do not spend will
carry over to the next month.
If you look on your receipt you receive with your groceries, it will show you your
balance.
• What happens when you get a job?
o When you start working, your case worker will help you fill out forms to tell IDHW about
your job.
o IDHW may want to see pay stubs from your employer.
When you receive a paycheck, save the pay stubs (the part that comes with your
check) and put them in your envelope so that they are available for IDHW if they
need to see them.
o Your food stamps will not necessarily end when you start working, but they may be
reduced.
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30. Session: Idaho Health & Welfare Benefits
• When your food stamps end
o Your food stamps benefit is reviewed every 6 months.
o Depending on the situation, some people may be eligible to receive food stamps longer
than others.
o If you are no longer eligible, you have 270 days (approx 9 months) to use your remaining
food stamps.
You do NOT have to spend them all right away.
o Keep your card even if you are no longer eligible. It can be reactivated again if you
become eligible again at a later time.
To reapply, you will need to show pay stubs and housing information.
Group Discussion Opportunity – Ask how many people have used their food stamp card.
Has anyone had any difficulties using their card?
Suggested Practice Activity – It is a very useful exercise to bring in different grocery items
and show them to the students one at a time, asking which items CAN be bought using food
stamps and which ones can’t. Some ideas include:
Can be bought with:
Food Stamps WIC
Cannot be bought with
Food Stamps or WIC
Frozen/fresh vegetables Milk Toilet paper
Eggs (WIC eligible) Infant cereal Dishwashing liquid
Meat Peanut butter Beer/Cigarettes
Bread, rice, flour Cereal – certain
brands
Diapers
Oil, butter Dried beans, peas
and lentils
Hot food (ready‐made
hot chicken, etc)
Women, Infants and Children (WIC)
Key Points
• Benefits
o WIC provides free food items for:
Families with children under five years of age
Women who are pregnant
A woman who has recently given birth
• Up to 6 months after the birth of the infant
A breastfeeding mother
• Up to the infant’s first birthday
o This benefit is separate from food stamps and only covers certain foods
o The WIC program is designed to help ensure that small children have plenty of good
food to eat
• Eligibility Requirements
o You have to apply for WIC benefits
Work with your case manager to help you apply
o Children must be current on their immunizations
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31. Session: Idaho Health & Welfare Benefits
Medical Benefits
Instructor Note
• Show the students what a Medicaid Card looks like.
• Ask the class to show you their cards.
• Ask who has used the card.
Key Points
• What is Medicaid?
o Medical benefits, called Medicaid, are a
temporary financial resource provided by IDHW
that covers some types of health care and wellness costs.
• How does Medicaid work?
o Medical Benefit cards come within two weeks of being in the United States
o You have a benefit number even before you receive the card.
If you know this number you can give the doctor your number and he/she will
see that your coverage is pending
o Everyone will get basic benefits.
o Some people may get additional or other medical coverage based on if you are married
or whether or not you have children, etc.
• How long will I receive Medicaid?
o Most people will receive the Medicaid basic benefits plan for eight (8) months after
arriving in America.
o Some people will receive additional benefits or receive benefits for a longer period of
time based on factors like:
If you are married with children you will continue to get Medicaid for one year
after you start work
• Ask how many people are in this country with their spouses or children
Children are eligible until their 19th
birthday
If you become disabled
Women who are pregnant are eligible through pregnancy
If you become pregnant after your benefits have ended you can check with
IDHW to see if you are eligible for Medicaid while you are pregnant
o Your eligibility will be assessed at 6 months but can be reviewed at any time
• What happens when I get a job?
o Your benefits may change or end before eight months when you get a job. This will
depend on:
The size of your family
Your income level
Who is living in your home (spouse, children, etc)
If you receive medical insurance through your employer
o Medicaid benefits are strictly based on income – it can go away
o Working and becoming self sufficient is what you want to strive for
The sooner you are able to stop receiving benefits, the sooner they are available
for another refugee family
• What does Medicaid cover?
o A basic Medicaid plan covers:
Annual physical for adults – this is an overall checkup
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32. Session: Idaho Health & Welfare Benefits
Well‐child checks ‐ for children
Dental exams (x‐rays, fillings, dentures) – a dentist will check your teeth
Immunizations – these are shots that you may need
Other exams and health testing by a doctor or nurse – testing your heart or
blood or examining other parts of your body for disease or problems you may
not be able to see or feel
Hearing and eye exams
Counseling and mental health services
• This type of service can be helpful if you have:
o Stress or sleeplessness ‐ often times, it is stressful for people to
move to someplace new and this can cause them to have
difficulty sleeping.
o Trauma from living in the country you left – this could be from
things you dealt with in your home country
This can be called Post Traumatic Stress Disorder
• Other problems that may not be physical issues but may be affecting
your health or how you feel
Pregnancy and family planning services
Hospital services – such as when you have an emergency
Medicines prescribed by a doctor
• You will receive a special note from the doctor called a prescription for
this medicine
• The prescription, along with your Medicaid card, is taken to a pharmacy
to be filled.
Transportation to a medical appointment
Interpretation services for a medical appointment
And other services
o It is a good idea to get preventive care (screenings and check‐ups) while you have
Medicaid coverage.
Using your Medicaid benefits
Instructor Note
• It is helpful to write the number for Healthy Connections on a whiteboard or flip chart
for the students to see and write down if they want to. The number is 334‐4676 for
Region 4 of the IDHW (Boise area).
Key Points
• There are certain doctors that you can use when you are using the medical coverage
provided.
o Healthy Connections will help you to find a doctor right for you and your
situation
• When you or your children are sick or are injured:
o If it is an emergency, go to the Emergency Room.
• An emergency would be when someone is very sick, faints, or is injured
badly.
• If it is late at night and the doctor is closed, you may need to go to the
Emergency Room.
o If it is not an emergency, do not go to the Emergency Room.
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33. Session: Idaho Health & Welfare Benefits
• A non‐emergency would be when someone has a runny nose, small
cough or sore hand.
• You have up to 6 Emergency Room visits that will be covered by
Medicaid in one year.
o On the 7th
visit, you will have to pay.
o If you use up your 6 Emergency Room visits with minor issues, it
could be a problem if you have a serious injury (ie. in a car
wreck) on your 7th
visit, because you will have to pay.
Other Things to Know about Food Stamps, WIC and Medicaid
Key Points
• Problems using your card
o Your card(s) may not work sometimes. This could be because:
Necessary paperwork wasn’t turned in.
• There are different deadlines for different forms, so it is important to
get your paperwork in on time. Otherwise, your card(s) may not be
valid.
The IDHW offices made a mistake.
• Like everyone, the IDHW can make mistakes. If your card(s) is/are not
working like they should, contact your case manager so that they can
help you look into it.
• Fraud
o Your card(s) are ONLY for you
o Do NOT let others use your Medicaid or food stamps card. If you do:
You may lose your coverage
You may have to pay back your benefits you’ve received so far
• Working & Your Benefits
o Remember that your benefits can/will be adjusted when you start working and will
eventually end after you have earned a certain income
o Working and becoming self sufficient is still what you want to strive for
The sooner you are able to stop receiving benefits, the sooner they are available
for another refugee family
Other Benefits:
Disabilities/Supplemental Security Income (SSI)
Key Points
• Benefits
o SSI provides additional cash assistance for those who are:
Age 65 or older
Blind
Disabled
• Eligibility Requirements
o Like most other benefits, your level of income and other factors can affect if you qualify
for SSI and how much you will receive.
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34. Session: Idaho Health & Welfare Benefits
Idaho Child Care Program (ICCP)
Key Points
• Benefits
o ICCP is a program to assist parents in low‐income families, who are working or attending
school, pay for child care
o ICCP pays for a portion of child care costs; parents will also likely need to pay a portion
called the “co‐payment”
o The amount provided by ICCP and the co‐payment parents are responsible for are
determined by factors such as:
Family size
Income level
Hours the parents are working or in school
Cost of child care
Age of the child
Location and type of child care provider
• There are requirements for a daycare facility to be able to participate in
the program
o For example, it must be a safe place
o Payments are sent directly to the child care provider for the amount they qualify for
Parents are responsible for all costs not covered by the program
Closing
Instructor Note
• Thank the students for their time. Let them know how grateful you are that they’ve taken the
time to participate. Remind them of when/where the next session will be held and the topic
that will be covered.
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35. Refugee Education Training Program
Session: Education and Parental Responsibility___________________
Duration: 2 hours
Session Goals and Objectives:
• Introduce participants to the education system in the United States and Idaho
o Explain when children go to school
o Identify school days on the calendar
• Introduce participants to the responsibilities of parents and students
o Explain the rules of good behavior for children in school and on the bus.
o List what a parent should do if a child is going to be absent from school
• Identify resources for parents and students
o Describe the ELL program
o List three resources available to parents when there are problems at school
Instructor Materials:
• Session Guide
• White board or flip charts
• Markers
• School district maps
• Sample school calendar
Student Materials:
• Name tags
• Human Rights Handbooks
• School calendars
Suggested Props:
• Sample clothing that children would wear – pajamas, slippers, shorts, inappropriate t‐shirts,
skimpy tank top, etc – as well as examples of appropriate clothing.
Instructor Note:
• Pre‐reading – Review the content of http://www.boiseschools.org/ell/index.html for in depth
ELL (English Language Learners) data provided by the Boise School District.
Training Guide Key:
‐ Key Points ‐ this designates information that the instructor should share with the group
‐ Instructor Note – this designates information for the instructor (instructions, delivery tips, etc.)
‐ Group activity/Role Play – this designates a suggested practice activity for the group or the
instructors.
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36. Session: Education & Parental Responsibility
Session Discussion Guide
Welcome and Introductions
Instructor Note
• Introduce yourself, additional team members and any participating volunteers
o You can use this as an opportunity to reiterate common American greetings and/or allow
the students to practice their greetings in English
• Summary of previous session
o Highlight a couple of the key points from the last session
o Ask if there are any questions from previous session that may not have been asked
• Ask the participants how many of them have children in school. Which schools? This
information will help structure the session.
• Applicable Human Right – Article 26, Page 25
o “You have the right to go to school and everyone should go to school. Primary schooling
should be free. You should be able to learn a profession or continue your studies as far as
you wish. At school, you should be able to develop all your talents and you should be taught
to get along with others, whatever their race, religion, or the country they come from.”
School in the United States – Overview
Key Points
• Attending public school
o Children begin school in this country when they are 4 or 5 years old and attend for 12 years
until they are 18.
o Each year of school is called a grade.
o The first year of school is called kindergarten.
Kindergarten is only a half day long.
o Each year after that is called by the number of the year – 1st grade, 2nd grade, 3rd grade,
etc.
o Children in grades K‐6 or K‐5 attend an elementary school.
o Children in grades 6, 7, and 8 or 7, 8, and 9 attend a junior high school or middle school.
o Teenagers in grades 9, 10, 11, 12 or 10, 11, 12 attend a high school.
o After graduating high school – students can choose to continue school by attending a
university.
• Fees
o There is no charge for tuition to parents for attending a public school during grades K‐12,
however, students will need supplies during the year and some classes like art will have a
small fee associated. The cost of tuition is paid for through taxes.
o If a student wants to go to university or a technical school– they will have to pay tuition.
There are resources available to help cover tuition costs for university. A financial aid
counselor at the university can help you explore options for tuition assistance.
• Learning topics
o Students learn math, science, history, economics, computers, reading, and writing.
o They can also study foreign languages, physical education and other topics while in school.
• School year
o Most schools in the US and Idaho are in session for 9 months of the year – with a break
during the summer months (June, July, August).
o Students attend school Monday through Friday during most weeks.
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