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Can we arrive at consensus to move this outline to a full draft? The full draft will also consider all feedback received to date from all SMEs including Spanish team as well as Outline Reviewers.

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Can we arrive at consensus to move this outline to a full draft? The full draft will also consider all feedback received to date from all SMEs including Spanish team as well as Outline Reviewers.

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Does anything jump out at you that we need to consider including in a facilitator’s guide or Training-of-Trainers?

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Does anything jump out at you that we need to consider including in a facilitator’s guide or Training-of-Trainers?

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What does the group think about using animated videos, for this module and throughout the curriculum? Any suggestions about this in terms of content or style?

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What does the group think about using animated videos, for this module and throughout the curriculum? Any suggestions about this in terms of content or style?

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Is there a good enough balance between facilitator support and participant engagement?

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Is there a good enough balance between facilitator support and participant engagement?

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I like that suggestion- I think it would be important to introduce the HEAL framework here. If it is truly the backbone of the curriculum, then I think it should be referenced in the first group even if it is not detailed until mod 2.

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I see it as very balanced. Lots of notes for facilitator and opportunities for engagement. Perhaps a few more reminders to find out if people have questions would be helpful, but otherwise felt balanced.

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LOVE videos! If we can create our own videos I would suggest that they are no more than 4 minutes long (use separate videos if we need more time to cover content). Animated videos versus a person just talking is preferable. Having words/key concepts displayed in the video is helpful.

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Animated videos are always a plus to me. They address different learning styles and support integration of material. Here and throughout curriculum.

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Yes. I think this is done well here.

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This looks like a big improvement in terms of balance between content and engagement. I think there could be a little bit more engagement, though. For example, having some reflection questions around caregiver stress, like which of these terms resonates with you. The main discussion item is related to differences between expectations and reality and I wonder how this might land with some kinship providers, especially those who came into caregiving through a personal trauma. They may not want to share that depth of personal info on the first night.

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Might already be included, but talking about the community engagement piece and the embodiment practices; having facilitators do the same exercises to learn from it.

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As this group could bring up big feelings, facilitator attunement and emotion regulation for the group could be helpful

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There is a need for support/ideas around teaching anti-racism concepts. There will be a need to prepare facilitators with little practice thinking/teaching about this. Preparing facilitators for resistance/racism in their class.

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This requires its very own teaching to the facilitators. Will be new to some folx and I think they need to do their own exploring and reflecting before being able to teach and engage in conversation about antiracism.

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Ten mins may not be be enough for a 120 min training… maybe two ten min breaks or 15. This is a heavy topic and I imagine people will want to be able to step away and process possibly.

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Will there be a list for them to choose from?

Is this how they will describe this activity.

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I think it will be essential to provide more content on the definition of anti-racist, developmentally-appropriate, relationally-focused, trauma-informed caregiving in both the Facilitator's Guide and TOT.

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Do we want to explore what’s working also during the getting started activity.. this may foster being hopeful as they run down the list of things that are not working.

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in the objectives we say we will definite culture and racism . As I read it, I feel like it is isolated to just this experience . Should the trainer be more apt to say.. how we define culture and racism as it relates to the foster/adoption system and/or experience?

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It says we will honor the parents. Which activity speaks to this or is it mentioned somewhere in a handout, or is the facilitator going to make a point of saying something to them?

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This seems very interactive in comparison to the other versions. I cannot wait to see the animations and other additions.

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I wasn't sure where to put this: In the "4. Co-Creating A Learning Community" it describes "biological parents reuniting with their children." I didn't think that RPC was for this specific population.

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Provide facilitators with tools to handle emotionally charged conversations, such as emotional regulation techniques (e.g., guided breathing, calming items), and model non-judgmental responses to participants' trauma stories. Include strategies to balance group dynamics, like structured rounds or anonymous participation options, and incorporate both virtual tools (e.g., Jamboard) and in-person aids (e.g., laminated cards). Also, emphasize group confidentiality and validate diverse cultural experiences to foster a safe and inclusive learning environment.