Frequently Asked Questions

Please use the drop-down menu to select the appropriate FAQs.

Center for Adolescent Resiliency FAQs United Future Leaders FAQs Community Advocacy Project for Students FAQs

Center for Adolescent Resiliency

For students and families

coming soon 

For teachers and other youth professionals

What are the requirements to serve as an advocate?

• Have a desire to work with youth at risk
• Pass an LISD background check
• Have reliable transportation
• Attend a four-hour training

What is the time commitment?

• After the four-hour training, the time commitment is approximately an hour per week, during the school day. The expectation is to serve at least one full semester, preferably two.

For campus administrators and school district leadership

Is there a designated curriculum used by the advocates?

• Advocates use an original curriculum, Comprehensive Wellness. The lessons and activities address topics that look at the whole child, their social, emotional, and physical wellness. Topics include mission and purpose, identity, belonging, emotional security and physical safety. They also address relationships, competence, body image and nutrition. Other activities and games are used to enhance the lessons. 

How are students identified for the program?

• Students are interviewed by a CAPS staff member to explain what an advocate does and what we can offer the student. The program is voluntary, students are not required to participate. 
• There are two main ways students enter our program: 
  
  1. when students are sent to an alternative campus, their enrollment packet contains a permission form for the CAPS program
  2. school counselors refer students who have gone repeatedly to an alternative campus, and need extra support to break that cycle.

For other youth-serving agencies and community programs

Coming Soon

United Future Leaders

How do you join UFL?

• Requirements for Students
  • Be enrolled as a 5th or 6th grade student
  • Have a desire to grow as a leader
  • Commit to participate in scheduled sessions
• Requirements for Parents
  • Attend a parent meeting either online or face to face
  • Complete and turn in registration forms
  • Commit with your child to participate in scheduled sessions

What is the time commitment?

• The time commitment is approximately 1-1.5 hours per week, after school. *Note: Covid has affected scheduling the past two years and created an opportunity for online sessions which are shorter in duration. A schedule will be provided with ample time to plan accordingly. 

How are students identified for the program?

• The UFL program is voluntary and designed to enrich a child's leadership development, especially during their transition from elementary to middle school. 

Community Advocacy Project for Students

What are the requirements to serve as an advocate?

• Have a desire to work with youth at risk
• Pass an LISD background check
• Have reliable transportation
• Attend a four-hour training

   

What is the time commitment?

• After the four-hour training, the time commitment is approximately an hour per week, during the school day. The expectation is to serve at least one full semester, preferably two.

How are students identified for the program?

• Students are interviewed by a CAPS staff member to explain what an advocate does and what we can offer the student. The program is voluntary, students are not required to participate. 
• There are two main ways students enter our program:  
  1. when students are sent to an alternative campus, their enrollment packet contains a permission form for the CAPS program, 
  2. school counselors refer students who have gone repeatedly to an alternative campus, and need extra support to break that cycle.

Is there a designated curriculum used by the advocates?

• Advocates use an original curriculum, Comprehensive Wellness. The lessons and activities address topics that look at the whole child, their social, emotional, and physical wellness. Topics include mission and purpose, identity, belonging, emotional security and physical safety. They also address relationships, competence, body image and nutrition. Other activities and games are used to enhance the lessons.