This model can be adapted to fit a one-and-a-half-hour workshop to a full-day module.



GOALS AND OBJECTIVES

Goals:

• Create a safe environment that will foster student achievement.
   
• Provide an environment that respects the diversity of the school community, with a focus on lesbian, gay, bisexual, trangendered and questioning(LGBTQ) youth.

Objectives:

By the end of the session, participants will have:

PREPARATION FOR TRAINING

The training should be tailored according to the target audience (i.e., school administrators, teachers, counselors, parents). Some areas may be emphasized more than others depending on the needs of the group.

Prior to the training, request that the school select an administrator, counselor or teacher to answer the questions in the School Self-Assessment. This will help you understand specific issues and needs to be addressed in the training. Also, it may provide a student or group of students from the school that will speak to the group as outlined in Section 1 below.

Each participant should recieve a packet upon entering the training. Suggested contents should include the following:

• Goals and Objectives
   
• Self-Evaluation
   
• Lesbian, Gay, Bisexual and Transgender Youth As A High-Risk Group
   
• How To Handle Harassment In The Hallways
   
• LGBT Links
   
• School District and Community Resources
   
• One news article that is relevant to LGBT youth

Additional resource information such as school district policies, state laws (if applicable) and school and community resources can be put on tables for participants to take as they exit the training. It is best not to give them too much at once.

It is suggested that the facilitator not stop during the presentation for questions and answers (Q&A) except for for clarification. Leave Q&A's until the end of the presentation. The training can get bogged down very easily and you may not be able to get through your program.

Section 1: Introduction

• Overview of the training.
  
• Review purpose and goals.
  
• Request that participants take the Self-Evaluation (for reference only, not to be shared).
  
• Review major points from Lesbian, Gay, Bisexual and Transgender Youth As A High-Risk Group.

Section 2: Background Information (select one or a combination of activities depending on time constraints and available resources)

• Have a student or a recent graduate of the school speak to the group about their experience as a LGBT student at that school.
  
• Have a small panel of LGBT youth and parents of LGBT children speak to the group.
  
• Show a video or clips of videos that are appropriate. See http://www.glsen.org/ and http://www.pflag.org/ for video listings and educational resources.

Section 3: District Policies and State Laws (if applicable)

• Review District policies and state laws as they apply to your district.
  
• It is advised that either a District person (Title IX Officer, General Counsel) or attorney(ACLU, Lambda Legal Defense and Education Fund) address information and issues related to policies and laws as they apply to LGBT students. Visit http://www.aclu.org/ or http://www.lambda.org/ for chapters nearest you.
  
• Emphasis on safety and equity issues needs to be made clear to the audience. This is not a discussion about homosexuality. Students who do not feel safe in school and who do not have equal access to learning can not achieve academically. It is everyone's duty and responsibility to facilitate learning in a safe and equitable environment for all.
  
• If time permits, use scenarios on predjudice-reduction. Allow audience to brainstorm the situation(s) presented to them.

Section 4: Educational Resources and Strategies

• Review school district resources, community resources and LGBT Links.
  
• Review How To Handle Harassment In The Hallways.
  
• Review Name Calling In The Classroom .

Section 5: Wrap-Up and Evaluation

©2002 Friends Of Project 10, Inc.