Social Media Practice Work Group: Final Meeting (for now)

In our final meeting (for the time being) we discussed changes to the learning management system Schoology and considered how this work group can evolve to better meet participants’ needs.

Schoology and more – 9/10/20 meeting recording

Social Media Practice Work Group: Meeting Recordings, June-August 2020

The Social Media and Technology Practice work group is primarily a space for learning together and hands-on practice rather than developing resources to share. If you’d like to review any of the meeting recordings, they are linked below.

6/4/20 – Introducing the work group (no recording)

6/18/20 – Zoom Practice

7/2/20 – How to Instagram (no recording; link goes to blog post where resources are shared)

7/16/20 – Google Classroom
Introduction, signing up as teachers and/or students, options for sharing content

7/30 – Google Classroom

8/6/20 – Google Classroom

8/13/20 – Zoom, Tik Tok, Instagram
Zoom screen sharing practice; review of outreach using Tik Tok and Instagram

8/20/20 – Zoom, Google Classroom
Zoom breakout room practice; visit to our Google Classroom

8/27/20 – Nearpod Presentation

Thanks for joining us to explore these platforms together!

~ Heather & Marisol

Shared Resources from the Social Media Practice Work Group – 7/2/20

Shaquia Williams: How To Instagram

Spanish Action League of Onondaga County, Inc. – La Liga

We usually do not post our social media practice work group materials–after all, they’re just for practice! But we did want to share this great information from Shaquia on getting started with Instagram.

Thank you so much, Shaquia!

Shared Resources from the STI/HIV Work Group – 6/23/20

STI/HIV Work Group Meeting – 6/23/20 (recording)

Shaquana Gardner: Remote Learning 101

Center for Community Alternatives

Shaquana Gardner presented on CCA’s video-based sexual health lesson plan for youth housed in Horizon, a juvenile facility. She discussed the overall process (challenges and successes included) for creating these video lessons, particularly highlighting the STI lesson plan as an example. The intended audience of the STI lesson plan overall is detained youth ages 14-21.

Slide 12 Video: Video URL:
(Start video at 0:37 and end at 1:48)

Slide 13 Video: Video URL:
(Start video at beginning and end at 1:07)

Thank you, Shaquana, for this excellent example of lesson planning and video creation!

Shared Resources from the STI/HIV Work Group – 5/26/20

STD/HIV Prevention Work Group meeting – 5/26/20 (recording)

Roudjessie Charles: HIV 101 Presentation

SUNY Downstate

In this meeting, Roudjessie Charles shared an HIV 101 presentation that can be offered to youth in Google Classrooms in real time. It takes anywhere from 60-90 minutes to complete.

Thank you for sharing your work!

Shared Resources from the STI/HIV Work Group: April 2020

Below are resources that were shared in the April sessions of the STI/HIV work group. Thanks to all who contributed!

4/14 HIV Facts

Webinar Recording

Who shared it? Stacie Moss, North Country Prenatal/Perinatal Council, Inc.
Intended audience? HS youth
Intended facilitator? Classroom teacher
How to use: Give to a teacher to disseminate to students, no live interaction, students complete handout on own and return.

4/21 STI Presentation

Webinar Recording

Who shared it? Oliver Spearman, Planned Parenthood of Greater New York
Purpose/goal: Increase knowledge around STIs: causes, symptoms, and transmission
Intended audience? HS youth
Intended facilitator? CAPP/PREP educator
How to use: Live, interactive with facilitator

4/28 Bingo

Webinar Recording

Who shared it? Shannon Endsley, REACH CNY
Purpose/goal: Increase/test knowledge around different sexual health topics
Intended audience? MS/HS youth
Intended facilitator? CAPP/PREP educator
How to use: Live, via social media pages

BASIC Training

In any profession, it can be easy to fall into the trap of telling yourself you know/have seen or can do it all, if you’ve done it long enough. As a trainer and facilitator, part of the way that I counter this is to look for places to be a participant as often as my schedule allows.

So when I had the opportunity to attend the “Inclusive Excellence Summit” at Cornell recently, I went all in. When we did introductions and they asked “why are you here?” my answer was an enthusiastic “to learn and to participate.” All of the activities and conversations, even the ones I’ve facilitated before, I completed as someone who had not. When I go in with this mindset, it allows me to be more reflective of my own work and be open to new ideas.

As a woman of color, I know all too often “diversity” and “inclusion” can often focus on people who look like me. And while I appreciate and applaud these efforts, it can end up actually narrowing that concept of “inclusion” and become almost counter-productive if we (I) am not careful.

Luckily, this summit did a good job covering a lot in a small amount of time and allowed me to think more broadly about inclusion beyond my own story and experience. One of the first things I wrote down came from when we did our group agreements, the main one being: Be BASIC.

B– Broaden your perspective.

A– Ask questions. Specifically within this group, ask yourself “who is being left out of the conversation”.

S– Struggle–and then Stick with it.

I– Intentionality is key.

C– Construct new spaces and dialogues.

Having group agreements that were purposeful and that encouraged us to think “bigger” was a great way to start things off. It also allowed me to start thinking about our own trainings and ask “how can we be more inclusive?”

One of the first things that came to mind was that during the registration process for workshops or trainings, we don’t ask if people have any special training needs. Folks sometimes let us know the day they walk in, but having to take that initiative can be intimidating for them or feel like more work, especially if they’ve just taken two trains and a bus to get to us.

Asking weeks beforehand could also allow us, the trainers, to prepare activities differently, arrange the room in a more accommodating way or just simply be more aware.

Listening to speakers with varying abilities during this summit not only made me realize things I may take for granted, but also gave me tangible solutions for addressing these things.

What do you think? What ways could we be more inclusive? What ways could your own program be more inclusive?

image of Heather smiling

~ Heather

New Learning Collaborative: Parent Engagement

Sometimes the only thing harder than being a parent, is engaging a parent.

In response to the feedback we’ve gotten through conversations and the needs assessment, we will soon begin a learning collaborative around parent engagement and parent education workshops. We’ll discuss best practices and what the most recent research tells us.  We’ll also ask you, the practitioners, what has worked, what hasn’t worked, and what you think the most obvious challenges are,  and we’ll dive into what some of the hidden challenges may be.

Open to both Health Educator Supervisors and Educators, this learning collaborative will meet every other week for an hour via a Zoom meeting, over the course of several weeks. If we get a large response, we may limit the amount of participants–we really want folks who are going to participate and, well, be engaged.

At the end, participants will create a topics and tips sheet to share with the rest of the CAPP and PREP providers.

Our first meeting will take place Thursday, May 3rd, at 1pm. During that initial meeting, I’ll poll the group to see what day/time work best and go with whatever works for the majority of people. A link to register will be emailed out early next week, so be on the lookout for it!

Looking forward to talking more about this with you!

 – Heather