Me & My Decisions (Pdf)

Session 1 Me & My Decisions

Overview Session 1 is designed to introduce the mentors and students to each other and the program, to high school choice, and the decision-making process.

Session Spotlights • Group Connection • Self-Awareness • Decision Making

Learning Objectives By the conclusion of this session, students will: • Get to better know the mentors and students in their cohort. • Know how and why to make good choices.

Mentor Pre-Work • View My Name Activity video instructions video (provided by True2U). • Create a My Name poster. • Review worksheets to be used in the session: o My Name Poster o My Name worksheet o Welcome to True2U! o Cleveland Metropolitan School District High Schools by Career Cluster o Say Yes to Education o Steps to Making Good Choices o Making Good Choice Scenarios o Tips for Understanding Choices

Group Size and Physical Setting Session will take place remotely within a virtual platform.

© 2020 Neighborhood Leadership Institute Page 1.1 Materials and Supplies • My Name Poster (on page 2 in True2U Tracker) • My Name worksheet (on page 3 in True2U Tracker) • Welcome to True2U! (on page 1 in True2U Tracker) • Cleveland Metropolitan School District High Schools by Career Cluster (on page 5 in True2U Tracker) • Say Yes to Education (on page in 4 True2U Tracker) • Steps to Making Good Choices (on pages 6 in True2U Tracker) • Making Good Choices Scenarios (on pages 7-8 in True2U Tracker) • Tips for Understanding Choices (on page 9 in True2U Tracker) • True2U Trackers • Markers • Pens/pencils

Session At-a-Glance Session Element Time Activity 1(a): Welcome & My Name 20 minutes Activity 1(b): High School Choice Intro 5 minutes Activity 1(c): Making Good Choices 20 minutes Session Reflection and Debrief 5 minutes Total Time 50 minutes

© 2020 Neighborhood Leadership Institute Page 1.2 Session 1 Step-by-Step Session Element Time Description Activity 1(a): 20 minutes Mentors: Welcome & My • Welcome students. Name • Introduce My Name Activity by sharing their My Name worksheets. • Introduce the students to the program by providing an overview of what to expect. • Review the session agenda.

Students: • Introduce themselves by sharing their My Name worksheets. Activity 1(b): High 5 minutes Mentors: School Choice Intro • Check in with students about the High School Choice Process. • Review the Say Yes to Education requirements. Activity 1(c): Making 20 minutes Mentors: Good Choices • Engage students in role-playing scenarios and discussions that will help them think about decisions and consequences. Session Reflection 5 minutes Mentors: and Debrief • Close this session by highlighting the key learnings and soliciting comments from students. Total Time: 50 minutes

Opening/Introductions The teacher/mentor(s) welcome students to the first session of the True2U program.

• Mentors introduce themselves by sharing their My Name worksheet. Share each corner. Also, include how aspects of your name worksheet relate to your chosen career path and why you are a True2U Mentor, if applicable.

Activity Goal Students and mentors share their My Name worksheets to get to know each other better.

Materials Needed • My Name Poster (on page 2 in the True2U Tracker) • Completed My Name worksheet (on page 3 in the True2U Tracker) • Welcome to True2U! worksheet (on page 1 in the True2U Tracker) • True2U Trackers • Markers • Pens/Pencils

Room Set-Up Activity will take place remotely within a virtual platform.

Activity Detail/Recommended Pacing

Student Pre-Work Students have watched an instructional video prior to the session. The video guided them through creating their My Name worksheet. During the mentor session, students will present their My Name worksheet to their mentors and classmates.

Introduction “Now that you know a little bit about us, we want to get to know you and want you to get to better know each other. In a little bit, we’ll go through the Welcome to True2U! page (page 1) in your Tracker to talk about what you can expect from this program.

You will now be sharing your My Name worksheets so you can get to know each other better and we can get to know you.

© 2020 Neighborhood Leadership Institute Page 1.4 Whole Group Exercise (15 minutes) • Ask each student to introduce themselves and share one or two corners of their My Name worksheet. o Be sure to ask students to hold their name worksheet in a manner that allows everyone to view what they have created. • After all students have shared, thank them for their participation.

Program Overview Introduce students to the objectives of the program and give them an idea of what they can expect throughout the year.

Activity Detail/Recommended Pacing

Introduction “Now that we know each other better, we want to talk about the True2U program and what you can expect from our sessions together this year. Please turn to the Welcome to True2U! page (page 1 in Tracker) to help give you a better idea of what you can anticipate this year.”

Large Group Activity (5 minutes) • Review the Welcome to True2U! page in the True2U Tracker. o Discuss and answer any questions the students may have. • Next, share the Session’s agenda: o “Today, we will chat about making good decisions and a decision you have coming up – where to attend high school!”

Welcome to This year you’ll be asked to really think about where you’re interested in attending high school. Although that may seem far away, it’s important to start thinking about what you want for yourself – for this year, high school, and beyond. Your True2U mentors are here to help you with that.

This year we’ll focus on learning more about:

What we’re Careers we might Who we are. want to pursue.

interested in. You’ll meet with y

You’ll meet with your mentor(s) typically once a month for about an hour. In order to prepare for your sessions with your mentor(s) you’ll be asked to do some pre-work that you’ll share with the group during your virtual session.

During your time with your mentor(s) you’ll do activities and have discussions that will help you think more about yourselves and your interests. This is meant to be a fun program, but serious at the same time. These are important things to think about so that you can build the best possible future for yourself.

Most things we do in life are as rewarding and fulfilling as we make them – we get out of them the effort and dedication that we put in.

This is a program about you and your future.

We can’t think of anything more important so we’re going to put in the effort and dedication, and we hope you will too, because this is all for you.

“An exciting aspect of your 8th grade experience in CMSD is that you can choose what high school you want to attend next year! Can you tell me a few things about what you already know about the high school choice process in CMSD?” • Ask students to raise their hands if they watched the session about High School Choice in CMSD. • Ask one or two students who watched the session or video to share something they learned about the choice process. • Encourage students who didn’t watch the video to go back to watch it before they participate in the High School Choice Fair. “As you likely know, high schools in CMSD are aligned with different career paths. On page 5 in your True2U Tracker there’s information about high schools and careers that you can use as a reference as you move through the high school choice process. We’ll talk more about careers and how high schools in CMSD offer pathways to different careers in our next session, but as you’re thinking about high school choice, we want to make sure to highlight the opportunities available to you through Say Yes to Education. Next week you’ll participate in this year’s version of the High School Choice Fair – you’ll get to explore more about the 30+ high schools in the District. As you’re exploring we want you to remember that in order to take advantage of all that Say Yes has to offer for high school and after high school, you have to start in a CMSD high school beginning in 9th grade.” • Ask students to turn to the Say Yes to Education page in their True2U Tracker (page 4). o Ask students to volunteer to read each of the four bullet points on the page. o Discuss with students the importance of thinking about the opportunities available to them as they make their high school choices. . *Highlight the importance of high school choice for the college scholarship opportunities.* o Cleveland is one of four Say Yes cities in the country! “Don’t forget that the High School Choice Portal is already open, so you can make your choices now or right after the High School Choice Fair! We hope you’re able to continue to make choices that allow you to benefit from Say Yes to Education. We know that the more you learn about yourself the better you’ll be able to decide which high school and career are right for you.”

• East Tech High School • • East Tech High School • • Rhodes School of Environmental Studies • • Facing History New Tech • • Ginn Academy • • John Marshall Civic and Business Leadership • • Bard High School Early College West • Lincoln-West School of Global Studies • • Campus International High School • • Cleveland Early College High School • • Rhodes College & Career Academy • • Cleveland School of Science & Medicine • • Glenville High School • • Lincoln-West School of Science & Health • • Cleveland High School for Digital Arts • • Cleveland School of the Arts • • Design Lab Early College High School • • East Tech High School •

• East Tech High School • • East Tech High School • • Ginn Academy • • Facing History New Tech • • John Marshall Civic and Business Leadership • • Garrett Morgan School of Leadership & Innovation • • Ginn Academy • • Cleveland School of Architecture & Design • • Lincoln-West School of Global Studies • • Max S. Hayes High School •

• Collinwood High School • • Ginn Academy • • Facing History New Tech • • Garrett Morgan School of Engineering & Leadership • • Cleveland Early College High School • • John Adams College & Career Academy • • Cleveland School of Architecture & Design • • John Marshall School of Information • Cleveland School of Science & Medicine • Technology • • Collinwood High School • • Max S. Hayes High School • • Davis Aerospace & Maritime High School • • MC2STEM • • East Tech High School • • New Tech West • • Facing History New Tech • • Garrett Morgan School of Engineering & Leadership • • Davis Aerospace & Maritime High School • • John Marshall School of Information • Ginn Academy • Technology • • Glenville High School • • John Marshall School of Engineering • • Lincoln-West School of Science & Health • • Max S. Hayes High School • • Max S. Hayes High School • • MC2STEM • • John F. Kennedy High School • • New Tech West •

• East Tech High School • • East Tech High School • • Rhodes Environmental Studies Academy • • Davis Aerospace & Maritime High School • • Max S. Hayes High School •

Activity 1(c): Making Good Choices (20 minutes)

Background/Pre‐Work

Many people today (young and older!) struggle with making good decisions. Many of us make snap decisions, or make no choice at all – leaving future consequences to fate and wishful thinking. Having a process for responsible decision‐making can help students be successful in high school, college, and in their career.

Activity Goal At the conclusion of this activity, students will: • Know the steps in making good decisions

Materials Needed • Steps to Making Good Choices (on pages 6 in True2U Tracker) • Making Good Choices Scenarios (on pages 7-8 in True2U Tracker) • Tips for Understanding Choices (on page 9 in True2U Tracker)

Activity Detail/Recommended Pacing

Introduction (5 minutes)

“Now we’re going to talk more about choices. Each and every day you make hundreds of choices. We know that not all choices are equally important, but we want to do our best to make sure we’re making good choices. You can make a good choice by considering others and your future before making a decision. You should consider the consequences (good or bad) based on the choice you plan to make. By thinking beyond yourself and beyond the moment, you are more likely to select choices that have positive social and future benefits (www.aces.edu/teens).”

“Turn to page 6 in your True2U Tracker. Let’s take a few minutes to talk about the steps in making good choices.”

• Step 1: Identify the challenge or opportunity. • Step 2: Brainstorm possible solutions. • Step 3: Explore and evaluate possible choices. Evaluate means to think of the pros and cons of the possible choices. • Step 4: Predict consequences. • Step 5: Make a decision, plan the best way to execute the decision, and act on the decision. • Step 6: Evaluate the results of the decision and accept responsibility for the results of the decision.

Activity (15 minutes) • Have the students turn to pages 7-8 in their True2U Tracker to view the Making Good Choices Scenarios worksheet. • Read the first scenario and decision choices out loud to students. • Results of decisions should not be revealed until later in the activity, during the group discussion about the choices they decided to make. • Have the students choose which decision they would make and write a sentence or two, in the space provided, explaining their choice. • After a few minutes, explain that students will show which choice they made by showing the number of the decision they chose with their fingers. • If they chose the first option they will hold up one finger, if they chose the second option they will hold up two, etc. • When everyone shows what they chose, ask for a few volunteers to explain why they made their choice. • Talk through the results of the different choices with the group. • Repeat this process with the second scenario.

Making Good Choices Scenarios

Scenario 1 Cameron is an 8th grader and a star student. He’s trying to decide which high school he should attend. He thinks he wants to go into engineering as a career but most of his friends think they want to go into business. If Cameron is interested in engineering, then John Marshall School of Engineering would be the best fit for him. Because of his interests, he should also list other science schools in his top five high school choices. Most of Cameron’s friends are listing Jane Addams Business Careers Center as their top choice and general high schools in their top five high school choices. Cameron could list science high schools in his top five choices to match up with his interests. If he goes to a science focused high school, Cameron probably won’t end up going to high school with his friends. He could still see his friends outside of school but it would be less time than if they attended the same high school. What are Cameron’s options and what should he do?

Scenario 1 Decision Choices

1. Cameron lists science high schools that match his interests. Result: He gets a great education, experiences throughout school, and makes great friends. He discovers a true passion for science and pursues a degree in a scientific field after high school.

2. Cameron lists business and general high schools like his friends. Result: Although Cameron gets a great education, and Cameron is with his friends, he wishes they had a program more in line with his interest. As he grows older he realizes he should have followed his dream and shouldn’t have followed his friends as much when making his choice. 3. Cameron is confused and can’t make a decision. He fails to complete his high school choice. Result: Cameron gets enrolled in a general high school. He gets a great education but doesn’t get a head start on his post high school education. As he grows up, Cameron reflects that he should have made his own choice for high school. 4. Cameron participates in the High School Choice fair – he’s prepared with questions and has conversations with representatives from the high schools. Result: Cameron feels he is better informed. He feels confident that he’s making the right decision when he chooses his high school.

Scenario 2 Anthony has noticed that his friend Charles hasn’t signed into their class in over two weeks. Anthony has texted Charles to see what’s up but Charles says he just has some things going on and he’s not sure when he’ll be back at school. Anthony knows that Charles has some stuff going on with his family right now, but Anthony also knows how much he learns when he signs into class – he’s becoming concerned that Charles might be considering dropping out completely. What are Anthony’s options and what should he do?

Scenario 2 Decision Choices

1. Anthony e-mails the teacher about his concerns and asks for help. Result: The teacher talks to Charles and his mother and finds a way for Charles to continue with his studies and get him the help he needs. 2. Anthony tells his mother and asks that she call Charles’ mother. Result: Charles’ mother appreciates the call but nothing changes. 3. Anthony does nothing and hopes for the best. Result: Charles drops out of school and Anthony loses touch with him. 4. Anthony tries to help Charles deal with his family situation. Result: Charles still doesn’t attend school and Anthony starts to feel overwhelmed.

Based on time remaining, choose some of the “Tips for Understanding Choices” below to share with students (found on page 9 in True2U Tracker).

1. You can always change your mind about a decision you’ve made. 2. There is probably no one right choice; and few decisions are totally wrong. 3. Deciding is a process, not a fixed, one‐time event. We are constantly re‐ evaluating based on new information. A decision may not have had the consequences you expected so you can start the process over again. 4. When it comes to a career decision, remember you are not choosing for a lifetime; in all probability, you will have several jobs during your working life. The workplace is constantly changing and you will need to change with it. 5. There’s a big difference between decision and outcome. You can make a good decision based on the information at hand and still have a bad outcome. The decision is within your control, but the outcome is not. All decisions have the element of chance or risk. 6. Think of the worst outcome. Could you live with that? 7. Indecision is a decision not to decide. There are probably risks involved in not deciding or taking action. What might be some risks? 8. Try to avoid “either/or” thinking; usually there are more than two options. Be imaginative and creative. 9. You may want to consult others for information but eventually you must make up your own mind. Sometimes it may be a good idea to consult more than one source so that your information is not biased. 10. Listen to your inner voice; trust your intuition. What feels right? If you are making a decision that can have long time consequences, take your time. Don’t rush and make an impulsive decision.

End the activity. You may wish to say something like:

“Hopefully now you understand the power of being able to make choices in your life. There may be times in your life when you feel you have made a good decision, and there may be times where you realize after you’ve made a decision that it probably wasn’t the best choice. It’s important to think about the possible consequences of decisions and to always keep learning – even from bad decisions. Keep in mind that as you get older, you become increasingly responsible for the choices you make, good and bad.

As you’re thinking about your high school choices and other upcoming choices you have to make – try to think back on the steps to making good choices and these tips.”

Steps to Making Good Choices

Step 1: Identify the challenge or opportunity.

Step 2: Brainstorm possible solutions.

Step 3: Explore and evaluate possible choices. Evaluate means to think of the pros and cons of the possible choices.

Step 4: Predict consequences.

Step 5: Make a decision, plan the best way to execute the decision, and act on the decision.

Step 6: Evaluate the results of the decision and accept responsibility for the results of the decision.

Making Good Choices Scenarios

Scenario 1 Cameron is an 8th grader and a star student. He’s trying to decide which high school he should attend. He thinks he wants to go into engineering as a career but most of his friends think they want to go into business. If Cameron is interested in engineering, then John Marshall School of Engineering would be the best fit for him. Because of his interests, he should also list other science schools in his top five high school choices. Most of Cameron’s friends are listing Jane Addams Business Careers Center as their top choice and general high schools in their top five high school choices. Cameron could list science high schools in his top five choices to match up with his interests. If he goes to a science focused high school, Cameron probably won’t end up going to high school with his friends. He could still see his friends outside of school but it would be less time than if they attended the same high school. Cameron’s dad wants him to go to a science high school to get a head start on his post-high school education. Cameron’s older sister says he should go with his friends so high school is more fun. What are Cameron’s options and what should he do?

Scenario 1 Decision Choices

1. Cameron lists science high schools that match his interests. 2. Cameron lists business high schools like his friends. 3. Cameron is confused and can’t make a decision. He fails to complete his high school choice. 4. Cameron goes to the High School Choice fair prepared with questions and has conversations with representatives from the high schools.

Your Choice: _____

Which choice do you think Cameron should make and why?

______

Scenario 2 Anthony has noticed that his friend Charles hasn’t signed into their class in over two weeks. Anthony has texted Charles to see what’s up but Charles says he just has some things going on and he’s not sure when he’ll be back at school. Anthony knows that Charles has some stuff going on with his family right now, but Anthony also knows how important it is to be in school – he’s becoming concerned that Charles might be considering dropping out completely. What are Anthony’s options and what should he do?

Scenario 2 Decision Choices

1. Anthony e-mails the teacher about his concerns and asks for help. 2. Anthony tells his mother and asks that she call Charles’ mother. 3. Anthony does nothing and hopes for the best. 4. Anthony tries to help Charles deal with his family situation.

Your Choice: _____

Which choice do you think Anthony should make and why?

______

Tips for Understanding Choices

1. You can always change your mind about a decision you’ve made. 2. There is probably no one right choice; and few decisions are totally wrong. 3. Deciding is a process, not a fixed, one‐time event. We are constantly re‐evaluating based on new information. A decision may not have had the consequences you expected so you can start the process over again. 4. When it comes to a career decision, remember you are not choosing for a lifetime; in all probability, you will have several jobs during your working life. The workplace is constantly changing and you will need to change with it. 5. There’s a big difference between decision and outcome. You can make a good decision based on the information at hand and still have a bad outcome. The decision is within your control, but the outcome is not. All decisions have the element of chance or risk. 6. Think of the worst outcome. Could you live with that? 7. Indecision is a decision not to decide. There are probably risks involved in not deciding or taking action. What might be some risks? 8. Try to avoid “either/or” thinking; usually there are more than two options. Be imaginative and creative. 9. You may want to consult others for information but eventually you must make up your own mind. Sometimes it may be a good idea to consult more than one source so that your information is not biased. 10. Listen to your inner voice; trust your intuition. What feels right? If you are making a decision that can have long time consequences, take your time. Don’t rush and make an impulsive decision.

Closing/Debrief: What? So What? Now What? (5 minutes)

Mentor Tip: One mentor per group - please take notes on student feedback for program improvement efforts.

What? • Ask 2-3 students to recap the session by talking about what they learned. • Ask 2-3 students to share which activity they liked the most and what they learned from the activity. • Ask 2-3 students to provide feedback on how the activities/session could have been improved.

So What? • Ask 2-3 students to share why they think learning about making good decisions is important.

Now What? • Mentors share with students the pre-work for next session. o Next session we’ll be discussing careers. o To prepare for the session students will: . Watch Instructional Videos . Complete the Career Clusters activity

Mentor notes on Student Feedback