# data[].attributes.body
This session will include the creation of 3 or more short-range and 3 or more long-range goals. Students will also focus on how to tackle setbacks and obstacles rather than giving up when things are difficult.

# data[].attributes.body
1. Review the annual salary and unemployment chart on page 2 of the Student Orientation Guide.
2. Briefly discuss the difference between average salaries (w/ college degree and without).
3. Review criteria chart for universities and colleges and talk about how it relates to long-range goal setting. Encourage students to think of three long-range goals they hope to achieve in life.
4. Discuss how long-range goals will dictate the three short-range goals they create. (Basically, that these are steps they can take to reaching their long-range goals.) Give students time to create three short-range goals for this school year. Consider having students share goals with the group.
5. Explain to students that it is important for them to recognize that we all face setbacks and obstacles when trying to reach our goals and that we cannot allow those to keep us from being successful. Acknowledge that sometimes students find themselves in situations they don't want to be in. Stress that rather than giving up, students need to focus on finding ways to overcome setbacks and obstacles using the resources available to them.
6. As a class or small group, have the students discuss solutions to the What if? scenarios on page 3 of the Student Orientation Guide. Teachers should encourage collaboration among the class or in small groups. Try to think of various ways in which students can approach each situation provided.

# data[].attributes.body
This session will provide students with an overview of how to use the Schoology calendar feature and advice and suggestions for keeping a planner.

# data[].attributes.body
1. Discuss with your students the following question: How do you currently keep track of your due dates, deadlines, and events?
2. Introduce students to the Schoology calendar as another method of keeping track of things by explaining that it allows them to see all of the due dates/events, etc. for their classes and groups that are housed or posted in Schoology. This is a great way to keep track of all work and things that you have going on.
3. Play the short video below that explains how the calendar function works.
4. Direct students to page 4 in the Student orientation Guide. Have students complete the tasks listed on the page to familiarize themselves with the Schoology calendar.
5. Discuss with your students the following question: What are the advantages of keeping a planner?
6. Skim the article titled 6 Reasons Why You Should Use a Planner. (https://www.psychologytoday.com/us/blog/living-the-questions/201808/6-reasons-why-you-should-use-daily-planner) Ask students: Is there anything we missed in our discussion?
7. Discuss with students the advantages of keeping a written planner vs. an electronic calendar.

Written planner is easy to pull out and view.

Written planner allows you to map out steps to complete assignments.

Written planner can easily be shared with others (advisors, teachers, counselors, etc.).

Research shows that writing something down increases retention of information.

Explain how doing both can be helpful for students.

Students will have information in two locations.

Repetitive recording of information will help with remembering to complete tasks.

Helps you be efficient.

8. Refer students to page 5 of the Student orientation Guide for tips on keeping a planner. Have students open their Schoology calendar and add things into their planner.

# data[].attributes.body
During this session, students will have time to plan out a typical school day and differentiate between activities that are time-users and time-wasters.

# data[].attributes.body
1. Refer students to page 6 of the Student Orientation Guide. Start by discussing the importance of planning out the activities you have to complete in a given day and allotting time for completing those activities. (Basically, affirming the idea that students will be more likely to complete things if they have written them out in a schedule rather than filling their time at random.)
2. After initial discussion, have students move on to Part I of the activity. Help students determine whether the activities they listed are time-wasters or time-users. Time-wasters = Things that keep us from accomplishing the things we must do or allow us to avoid accomplishing the things we need to do.
Time-users = Things that we need to get done out of necessity or requirement.
(Students will have learned about these during the Time Management session on the 8-period day on 9/3.)
3. After completing Part I, have students move on to complete Part II. Assist them with the following as they complete this activity:

Students should identify a wake-up time and a healthy bedtime in order to figure out how much time they actually have to accomplish their tasks.

Discuss how they can decide how much time to allot to certain activities.

Remind students that time dedicated to fun and ''brain breaks'' is ok and necessary, as long as they prioritize accordingly.

# data[].attributes.body
This session will help students determine how they use their time wisely vs. wasting their time.

# data[].attributes.body
1. Discuss with your students the following question: How do you know when you have been wasting time? How do you feel when you realize how much time you have wasted? (Students will likely identify excessive phone use as a major time waster. See this article of statistics, if needed, as further discussion material - https://techjury.net/blog/how-much-time-does-the-average-american-spend-on-their-phone/#gref)
2. Refer students to page 7 of the Student Orientation Guide and have students complete the activities provided. Work through the activities with students and debrief with the group.

# data[].attributes.body
This session will help students review available tech tools, including the Microsoft My Apps Portal, One Drive, Google Tools, and Google Drive.

# data[].attributes.body
There is significantly more information here than can be covered in this session, so pick and choose what will be most beneficial to your students.

# data[].attributes.body
1. Refer students to page 8 of the Student Orientation Guide.
2. Explain to students that BCPS-approved technology is available through the Microsoft My Apps Portal located at https://myapps.microsoft.com. Students can log in using their regular BCPS userid and password. Explain that all of the Microsoft Tools are available through this Apps Portal, including Word, PowerPoint, Excel, etc. Show students this portal and the tools that are available OR you can show the video below called Accessing BCPS Approved Tech Tools.
3. Have students open up Microsoft Word Online, name the file, and type their name on the document. Then, explain to students how to share this document with others and change viewing permissions. Page 9 of the Student Orientation Guide has directions on how to share documents and change viewing permissions. (This is also shown in the video below titled Sharing Files in Microsoft Online Tools.) Have students share the document they created with you. Check to see that you have received it and can access the file.
4. If time remains, encourage the students to explore the available tools in the My Apps Portal.

# data[].attributes.body
1. Refer students to page 9 of the Student Orientation Guide. Explain that One Drive is the tool that organizes all files from the Microsoft tools. This includes Word, Excel, PowerPoint, files that may be shared with you through your BCPS email accounts, and more. There is both an online version and a desktop version. Although they talk to each other and may sync together, they do have some differences in functionality. The One Drive page will share information on what these look like along with suggestions for how to organize them so that students do not lose files.
2. Share the video below called Organizing One Drive with students. This video will explain how One Drive works and how to organize it.
3. Have students spend some time setting up and organizing their One Drive.

# data[].attributes.headline
Google Tools and File Sharing Information

# data[].attributes.subject
Google Tools and File Sharing Information

# data[].attributes.body
1. Refer students to page 10 of the Student Orientation Guide. Remind students that they also have access to Google Tools through BCPS. The page in the Student Reorientation Guide will show students how to log in to Chrome and their Google account with their BCPS credentials. This is also shown in the video below called Google Tools and File Sharing.
2. Have students open up a Google Doc, name the file, and type their name in the document. Then, explain to students how to share this document with others and change viewing permissions. Page 10 of the Student Orientation Guide has directions on how to share documents and change viewing permissions. (This is also shown in the video below.) Have students share the document they created with you. Check to see that you have received it and can access the file.

# data[].attributes.body
1. Refer students to page 11 of the Student Orientation Guide. Explain that Google Drive is the tool that organizes all files from the Google tools. This includes Docs, Slides, Pages, Jamboard, etc. Explain that Google Drive lives exclusively online and files created with Google tools are housed online only. Unlike One Drive, there is NO folder on your computer labeled Google Drive.
2. Share the video below called Organizing Google Drive with students. This video will explain how Google Drive works and how to organize it.
3. Have students spend some time setting up and organizing their Google Drive.

# data[].attributes.body
This session will provide students with an understanding of how grades are determined daily and through the end of the year.

# data[].attributes.body
1. Discuss how major and minor grades are weighted differently, including how this will vary depending on the level of class.
2. Talk about how ETHS does not utilize the LS (lowest score) that students might be used to from middle school.  They should understand that teachers will give zeroes for missing assignments and possibly for work turned in that is not worthy of credit.
3. Discuss the importance of not relying on re-do's but still knowing individual teacher's policies regarding work that can be improved upon for a higher grade.
4. Show students the final grade calculation formula.  Point out that AP tests replace the final exam.
5. Direct students to page 12 in the Student Orientation Guide and have them complete the activities provided there. See answers for these activities below.

# data[].attributes.body
Answers to Questions:
1. minor summatives are weighted higher, but major summatives tend to be work more points
2. 5 school days
3. No
4. No, the teacher determines which assignments are redoable
5. I should meet with each teacher to negotiate a due date for missing assignments.
6. No, your are given more than 7 days to complete the project, so you do not get the additional grace period.
7. You have one week to make up the missed test.
Grade Calculation Scenario Activity:
Total current points = 135
Student has earned = 80
Average Overall % = 59%

If the missing assignment were removed altogether, the student would have an 80% with just the other four assignments.

If the student had submitted the missing assignment and only earned 20/35, their grade would be 74%.

If the student had submitted the missing assignment and only earned 25/35, their grade would be 78%.

If the student had submitted the missing assignment and only earned 30/35, their grade would be 81%.

# data[].attributes.body
This session will be an opportunity for teachers and students to discuss what academic integrity means, what constitutes cheating, and how it is different from legitimate collaboration.

# data[].attributes.body
This session will focus on helping students understand the supports available to them at Eastern Tech.

# data[].attributes.body
1. Discuss with students that Eastern Tech offers lots of supports to help students navigate academic, personal, and social/emotional issues.
2. Share with students the two support wheels available below - academic and school counseling - as well as the documents titled Sharing Student Ideas and Concerns and Parent Questions and Concerns.
3. Using the resources provided, help students work through the questions provided in the Student Orientation Guide on page 15. An answer key is provided at the bottom of this column.

# data[].attributes.body
1. The first person students should go to is the teacher. If the issue it not resolved, then they should go to the department chair.
2. Students can see their teacher at MAV Time or after school. They can also attend tutoring sessions provided by various school organizations.
3. Students can explore MAV Time options and visit different organizations to see what interests them. They can reach out to class advisors and class officers to see how they can get more involved in their classes. They can see Mr. Deutsch (ddeutsch@bcps.org) for athletics. They can see Ms. McCullagh (rmeiller@bcps.org) for art-based activities or to participate in morning announcements.
4. To get transcripts, students should see their school counselor.
5. If students are experiencing social/emotional issues, they should see their school counselor.
6. If a student is being bullied or witnesses bullying, they should see the first available assistant principal.
7. For technology issues, students should see Mr. Michocki (tmichocki@bcps.org) or Ms. Annis (ehitchcock@bcps.org).
8. Teachers, counselors, clubs sponsors, coaches - Students should give all recommendation writers 2-3 weeks notice.
9. To obtain a locker, students should see one of the secretaries in the main office.
10. If a student has an injury during school, they should tell the classroom teacher right away, who will direct them on next steps. If a student has an injury outside of school, they should have their parents notify the school nurse in case any accommodations are needed, such as elevator access, etc.
11. If a student has problems with their bus or bus stop, they should see Mr. Powell (bpowell6@bcps.org), the assistant principal in charge of transportation.

# data[].attributes.body
This session will focus on helping students understand how to make the most of MAV Time and how to prioritize the sessions that they attend.

# data[].attributes.body
1. Introduce students to the concept of MAV Time and the freedom that is associated with it. Explain what it will be like once students have the opportunity to self-select activities and plan out their sessions each day.
2. Explain that students need to sign up for their sessions using the MAV Time app.
3. Emphasize to students that MAV Time is a special opportunity that requires planning so that students can make the most of the time available to them.
4. Review the contents of page 19 in the Student Orientation Guide to help students understand what they should consider when planning out their week of MAV Time sessions.
5. Have students then visit the MAV Time app and plan out their first week of self-selected MAV Time sessions (Sept. 12-16). Provide support, as needed.

# data[].attributes.body
1. Have students review the information about academic integrity and types of work on the page titled Academic Integrity Information located below.
2. Use the scenarios provided on page 14 of the Student Orientation Guide to elicit discussion among students.  Teacher can lead or students can discuss in groups and then debrief as a class.
3. Discuss why academic integrity is important and how it relates to your character.
4. Talk about how an infraction could affect your ability to run for a class or club officer position, how it could inhibit your acceptance into an honor society, and/or how it could make soliciting teacher recommendations difficult.