Transcript Document

Welcome to the
The Pillowcase Project
Training for Presenters
Michael Fratti
Regional Individual and Community Preparedness Manager , American Red Cross Mid Florida Region
Dr. Sonia Bhatia
Volunteer, Pillowcase Project
Welcome
Pillowcase Project
Snapshot of the Day
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Overview of the Pillowcase Project
2014 Goals and Expectations
Demonstration of the full presentation
Lunch
• Practice sessions: present segment of material to this group
• Introduction to online training materials, Documentation,
• Forming relationship with school/agency
• Tips on classroom management
• Next steps, final questions
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Introductions
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Name
What interests you about this project
Your strengths pertaining to this project
Know any kids 8-10?
Write down questions/worries/concerns. One per sheet (Anonymous.
To be revisited at the end of the day)
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Origin of the Program
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The Pillowcase Project was created by the Southeast Louisiana Red Cross
Chapter and was implemented in New Orleans schools following
Hurricane Katrina in 2005.
New Orleans CEO, Kay Wilkins, had learned that Loyola University
students carried their valuables in pillowcases when they were evacuated
for Katrina.
This inspired Wilkins and her team to work with an art therapist to create
a program in which children living in makeshift communities across New
Orleans during Katrina recovery decorated pillowcases to hold their
belongings.
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Soon, their Pillowcase Project became a preparedness education program for
elementary school students
In just a few years had been adapted and implemented by several other Red
Cross chapters with substantial success.
In early 2013, the Walt Disney Company funded the design and development
phase of a multi-year effort to build on this success by creating a standardized,
state-of-the-art preparedness education program.
Piloted in 19 regions in October 2013. Now a national program, expected to
impact 300,000 students in calendar year 2014
Pillowcase Project
Target Audience
3rd – 5th grade audiences (8-11 year olds) in both school and after
school programs.
•Excitement for learning and exploring
•A willingness to communicate messages to friends and loved ones.
•The target age group is also based on the experience of 2013 pilot
chapters who found students on the older end of 3rd grade to be the best
recipients of the presentation in most cases.
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Pillowcase Project: Overview
Guiding Principles: Using three key teaching steps to guide the curriculum deliveryLearn, Practice, Share- to educate students about personal and family preparedness,
a local hazard of your choice, and coping skills
•Emergency preparedness skills and information specific to locally prominent hazards
•Age-appropriate Coping Skills for emergency situations
•Home and personal preparedness skills and tools
•A “My Preparedness Workbook” for students to continue learning and preparing after the
presentations
•A student assessment
•Science of Safety Teaching Kit for teachers and
program staff
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Learn, Practice, Share
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Learn: provide students with basic information about an emergency
that is most likely to happen where they live and instruct them in
the key protective actions.
Practice: give students the opportunity to participate in a physical
activity that reinforces what they have learned.
Share: encourage students to share what they have learned through
collaborative small-group, problem-solving and discussion activities.
Pillowcase Project
Goals
The Pillowcase Project is a multi-year effort that aims to:
• Increase youth awareness of hazards and the importance of personal
preparedness (our presence, taking the pledge)
• Build skills in hazard-specific protective actions to reduce the impact of
emergencies on youth and their families (test smoke detectors, drills contact
cards)
• Increase coping skills to manage emergencies and build resilience in youth
(Breathing in Color, Symbol of Strength)
• Increase household preparedness levels (home kit, pillowcase kit)
• Incorporate preparedness education into the elementary school curriculum
(teacher materials, our presence in classroom)
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Slideshow of Orlando Pilot
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What I learned from the pilot
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Very important to meet the team-lead ahead of time, show the
materials and “sell the program”. Set expectations that they
will be in the room the entire time, monitoring behavior.
Practice the presentation in great detail several times until
very fluent with it.
Check and double-check that you have all the materials before
you leave the house. Repack the suitcase the night before.
(dark towel to hide my pillowcase kit)
Create brief notes for myself, with time markers (:10, :20)
Get to school 15 mins early, get to classroom 10 mins early.
Keep a watch on the table to monitor the time.
Range of “feel” of classroom. Loud, quiet, bright, distracted
Rely on having some disruption – translator, students
Kids in this age range are ADORABLE and ready to love you.
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2014 Goals and Expectations
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Our anticipated reach this calendar year:
3500 students
Specific demographics: ____
Documentation/tracking: Presenter
Tracking Form
Essential to report numbers accurately
and on time to Michael, so they can be
reported to National HQ on time, so they
can be reported to National HQ and
Disney on time.
Pillowcase Project
Curriculum Toolbox
Fantastic training website hosted by Young
Minds Inspired
​http://ymiclassroom.com/lesson-plans/thepillowcase-project-presenters/
http://ymiclassroom.com/lesson-plans/thepillowcase-project-managers/
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Not relevant
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Presenter’s Guide
Local Hazards Material
Be Prepared poster
Coping skills poster
Hazards map poster
My Preparedness workbook
Certificates for students
Student thank you notes
Take-home flyer
Presentation Outline)
3 videos: Coping Skills, Symbol of Strength.
(Separate link – on Program Manager’s Page: Full
presentation using earthquakes as local hazard
Pillowcase Project
Online Presenter Training
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A free, online, self-paced training module that all
presenters must complete before presenting the
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This training was developed using Articulate software and
will work on almost any computer operating system
through Flash video.
Covers the entire Pillowcase Project curriculum, including
tips for presenting and handling different scenarios, and
learning the history and context of the program itself.
Interactive activities, quizzes, and videos showing
example presentations from other Red Cross chapters and
volunteers.
It can be taken multiple times by any individual with
access to the link.
The training will take approximately 1.5 hours from
beginning to end, but can be stopped and started at will by
the presenter.
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http://ymiclassroom.com/lesson-plans/thepillowcase-project-presenters/
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Break: 10 minutes
When we come back:
The actual presentation –
the whole thing!
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The Pillowcase Project
As presented to a bunch of 8-10 year olds…
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Debrief
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As a kid:
• What was it like to experience this presentation?
• What parts did you especially like?
• What did you like about the presenter?
• What didn’t you like about the presenter?
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Debrief
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As a your current grown-up self:
• What are some of the qualities the presenter must
have to make this successful?
• What are some things the presenter must not do?
• Questions/concerns?
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Getting ready to “teach back”
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You will be given 2 segments to prepare
over lunch
Use your Presenter’s Guideline handout
Pair up with one more person, practice
during lunch
Lunch! 30 mins
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Teachbacks
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Get a sense of what it is like to deliver
this material
Heck yeah this is awkward – you only met
the material this morning!
We are on your side
Relax and absorb the learning!
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Home stretch
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Forming relationship with the agency –
before, during, after
You are an ambassador of the Red Cross
– words, attitude, attire
Tips on classroom management
Next steps in training, assignments
Review of initial concerns/worries
Take the Pledge 
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Forming relationship with agency
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Typically, you will be informed that we are
schedule to present at a school/after school
program/youth program. Given name and
role of contact.
Now the ball is in your court
Call the contact person.
Identify yourself as a volunteer who will be
presenting the PP. Set up a time for 30 min
meeting to tell them about the program and
go over the materials.
If face-to-face is not practical, ask if they
have time to talk to you now about the
program. If not, set up an alternate time.
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We may have spoken to someone else at the agency for
agreement to present PP at agency. Provide brief
overview : “Red Cross project launched this national
program this year, we are expecting to provide this
information to 3000 students in our region, 500,000
nationwide.” Partnership with Disney.
What the curriculum will cover: fire safety, coping skills,
preparedness kit. Each student will receive a beautiful
pillowcase to decorate, they will store their personal kit
in it.
Teacher will receive a Teachers’ Packet
Confirm the 60 minute timeframe. Max 30
students/session
Confirm that the teacher is to be present in the
classroom the entire time, and is responsible for the
overall discipline in the classroom.
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Request that you would like to meet with the teacher
for 10 mins after the presentation, to debrief the
session and give them the Teacher’s Packet.
Ask what “silent signal” is familiar to their students –
raised hand, “if you can hear me clap once, if you
hear me clap twice.”
Confirm any special security requirements for
entering the agency (names of all RC visitors to the
school)
Confirm parking restrictions, check-in/sign-in
protocols, etc.
Ask about any group dynamics and special
considerations (ESL, special needs, any students
with past experience with disasters or traumatic
emergencies, etc.)
Inform about additional staff or volunteers who will
be attending
Give them Take Home Flyers. If taking photos, Photo
Release form.
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Photo releases forms
Typically ,you will not be taking photos. But if you
are:
•Do not take any photos without a RED CROSS
photo release form. Agency’s photo release does
not count.
•These ARC Photo Release forms must go on file at
National HQ.
•Photos must be of high resolution, beyond
smartphone quality. (lower quality OK for ARC’s
Facebook page)
•Teachers like to receive the photos. They are
authorized to have them.
•No personal use of photos if student is in photo.
“For Official Use Only.” OK if it is just you posing
outside the agency or in the classroom.
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Ambassador of American Red Cross
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Every phone call, every email, every
contact.
What qualities should you project?
Attire, personal grooming, footwear
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Email
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Very helpful to have teacher or lead’s email
address.
“I am looking forward to presenting this
wonderful program to your students. I think
you will find that they really enjoy it, and it is
very useful.”
Thank you note afterwards.
Always sign it with Thank you, Best Regards,
Looking forward to seeing you soon and
your name.
Thank you notes: Coordinate how to receive
them – pick them up or have them mailed to
Michael.
Pillowcase Project
Before leaving home for presentation
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Check that you have all the materials you
need – checklist of materials, provided
Pack them in order of presentation
Dark towel to keep your pillowcase
disguised until the Big Reveal
First time, plan to be there 30 mins before
the presentation time: plan for traffic,
getting lost, finding parking, composing
yourself before you meet the students. No
rush. Future sessions, be on-site at least
15 mins before start time.
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Classroom behavior management
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Expect a range of attention, maturity. This age group loves to
share their experiences. They love to be socially responsible.
In initial contact with teacher, inquire about any specialconsideration students
Set the expectation that you will be calling on students
individually. Raise your hand if you want to speak
I will take one more response.
I need everyone to put everything away except a pencil. Close
your books and put them away.
Is everyone sitting up nice and tall? Great?
That’s right! Yes exactly! Good job!
I’m going to get to that later.
You are on the right track. You are getting there.
Repeat the question in different words.
Ok everyone, eyes on me! If you can hear me, clap once. If you
you can hear me clap twice. If you can hear me clap three times.
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Be aware of living situations, $
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Students live in many contexts: nuclear
intact family, divorced families, single parent
households, raised by grandma or aunt,
group home, homeless.
Outside meeting place, home fire drill. “The
adults you live with.” NOT “your parents”
“your family”
Students may not have money to stock their
kits. So give the option that they can DRAW
the comfort care item. “Nice to have” a
battery operated radio in the home kit, may
not be likely.
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“My home got burned down when I
was 6”
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Red Cross experts in disaster mental health advise
that this curriculum has the potential to bring about
reactions from children who have been impacted by
trauma in their lives. This trauma may be emergency
event-related or it may relate to something more
personal that happened.
It is not appropriate to ask children to share their
personal feelings about past or future emergencies
or traumas during this group activity.
If a child brings up personal feelings, validate their
feelings and then quickly redirect them back to the
curriculum discussion or activity. “That must have
been rough. I am glad that you are OK.”
In addition, you should ask teachers to do an
individual “check in” afterward with any child who
appears to have had a reaction during the
presentation
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Once you enter the room, they won’t be able
to concentrate much. Enter quietly, set up
quietly.
By showing you are confident and happy to
be there, you are making this a safe place for
the students.
Smile, nod. A lot!
Smile even when you are correcting. No put
downs, sarcasm.
Hand gestures: Raise your hand if you can
tell me. Hands down.
Additional suggestions for behavior mgmt?
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On the Day of Presentation
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Arrive as early as the school/teacher will allow to set up
quietly.
Introduce the Red Cross team and finalize any last minute
changes, etc.
Ask teacher or staff to remain in the classroom during the
presentation
Conduct presentation
Collect student quizzes to return to chapter
Thank site host, volunteers and students
Clean up, pack up.
Conduct a 10-15 minute debrief with school participants
(teacher(s), administrators, parents/guardians, etc.) after
the event .
Leave all leave-behind materials with site staff after
presentation (posters, teacher kit, thank you notes)
Pillowcase Project
Debrief
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Ask the teacher: “How do you think it went?
What are your impressions of how the
students received the information?
“(attentive, distracted, interested, connected
to current curriculum)
Your concern about any student who showed
a reaction to the information – possible
previous experience with housefire?
Difficulty with coping skill?
Will any students require followups?
Thank you.
Maker arrangements to receive thank you
notes, to send photos.
Pillowcase Project
Next steps: Next 10 days
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Getting ready to present
• Immersion: Take the online training
• Read all the materials.
• Practice, practice. Time it.
• Set up session with Dr. Bhatia to demonstrate the
full presentation without a script in your hands.
• Shadow?
• When Dr. Bhatia signs off, you are ready to fly solo.
• Periodic re-demonstrations for quality control.
Pillowcase Project
Different parts of the pie
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Presenter
Assistant to presenter: help hand out
materials
Office Assistance
• calling agencies to set up presentations
• monthly reporting
All pieces of the pie are equally delicious and
necessary! What are you best suited for? How much
can you help?
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Revisiting the List of Concerns
Final Questions
Take the Pledge
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The Pillowcase Project
Training for Presenters
Michael Fratti
Regional Individual and Community Preparedness Manager ,
American Red Cross Mid-Florida Region
Dr. Sonia Bhatia
Volunteer, Pillowcase Project