Group Coach Handbook · Money Coach Volunteer Profile: Group Coach Money Coach Program...

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Group Coach Handbook

Transcript of Group Coach Handbook · Money Coach Volunteer Profile: Group Coach Money Coach Program...

Page 1: Group Coach Handbook · Money Coach Volunteer Profile: Group Coach Money Coach Program SecureFutures’ Money Coach program is a hands-on financial coaching program delivered to a

Group Coach Handbook

Page 2: Group Coach Handbook · Money Coach Volunteer Profile: Group Coach Money Coach Program SecureFutures’ Money Coach program is a hands-on financial coaching program delivered to a

My Money Coach Students

Name Interests

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Contact Information

Site Partner Name: _____________________________________________________

Email: _____________________________________________

Phone: ____________________________________________

Coach Name: __________________________________________________________

Email: _____________________________________________

Phone: ____________________________________________

Coach Name: __________________________________________________________

Email: _____________________________________________

Phone: ____________________________________________

Coach Name: __________________________________________________________

Email: _____________________________________________

Phone: ____________________________________________

Program Calendar

Session 1 Session 2 Session 3 Money Path

Session 4

Session 5 Progress Reports

Session 6 Session 7 Session 8 Progress Reports

Updated 7.29.19

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Session Structure Overview

Money Coach is an eight session program completed over a four month period with high school juniors and seniors.

Each session will include a lesson facilitated by a coach or coaches. One-on-one check ins will take place each session,

except for session 3 (Money Path).

Group Sessions

The group coach will lead the main lessons & activities. One-on-one coaches will assist during the first 30 minutes of the

session. Lesson plans have been developed to guide the coaches through each session. The lessons focus on specific

financial topics and are full of activities and discussion. Coaches should focus on driving as much interaction from

students as possible. NO LECTURING!

One-on-One Check Ins

One-on-one coaches will be assigned up to six students. They will meet privately with each of their students for about

10 minutes. Check ins should take place in the last 60 minutes of the session (except session 5), so that all students

understand the group lesson before being pulled out. Session 5 check ins will be 15-20 minutes each and should begin at

the beginning of the session. Upon returning to the group lesson, students should work with their peers to get caught

up.

Key areas of focus:

○ Get to know each student, what motivates them, and what challenges they may face.

○ Review each student’s progress using the Financial Goal Checklist. ○ Motivate students to hold themselves accountable.

○ Listen, guide, and coach students.

○ Assist students in setting a savings plan.

○ Help the students to address obstacles and mistakes.

Session Index

1. Welcome, Financial Goal Checklist & Banking Basics

○ One-on-One: Get to know you, goal setting with the Financial Goal Checklist

○ Take Home Assignment: Start to track expenses and build a budget

2. Expense Tracking and Budget Activity

○ One-on-One: Review first attempts at expense tracking & budgeting

3. Money Path App

4. Joining the workforce and Interviewing

○ One-on-One: Discuss Money Path plan, check in on goals before Progress Report

○ Take Home Assignment: How to dress for an interview by industry

5. Banking Review with Simulations, Open Discussion to Address Student Questions

○ Extended One-on-One: 15-20 minutes to complete Progress Reports, review interview assignment

6. To Your Credit

○ One-on-One: General check in, intro to FreeCreditReport.com

○ Take Home Assignment: Find & review your credit report

7. DIY session (topic chosen by coaches or whole group at the start of the program)

○ One-on-One: Answer any credit report questions, check in on goals before Progress Report

8. Building a Budget for the Future and Program Wrap Up

○ One-on-One: Progress Report

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Money Coach Volunteer Profile: Group Coach

Money Coach Program SecureFutures’ Money Coach program is a hands-on financial coaching program delivered to a small group of high school students by volunteer coaches. The program aims to provide a deeper understanding of financial concepts and hands-on goal-setting through a lesson plan that focuses on direct volunteer-to-student interaction.

The primary role of all SecureFuture volunteers is to engage students in financial education lessons by asking questions, leading discussions, and sharing professional and life experience.

The distinct role of the Money Coach volunteer is to coach. The Group Coach volunteer engages and encourages participants and leads small group lessons. The lessons serve to educate participants on financial literacy and to guide them in the development of action plans to achieve financial needs and goals. Students practice healthy money management skills and are provided the opportunity to earn a scholarship as they meet program benchmarks.

Volunteer Responsibilities ● Attend training and become familiar with the lesson plans. ● Provide SecureFutures with current contact information, preferences, and availability by maintaining

your Volunteer Profile (available by accessing the Volunteer Login on our website). ● Attend every session, with reasonable exceptions. If you will not be on time, communicate with the Site

Partner and Program Manager. ● Communicate planned absences with all stakeholders (Program Manager, Site Partner, other Coaches). ● Prepare for and lead the group lessons, as designed. ● Infuse the lesson plans with your own stories and activities, when appropriate. ● Communicate with your coaching team prior to each session to prepare and review the lesson plan. ● Determine and maintain the pace of the curriculum so that it matches the students’ progress and

capabilities. ● Conduct yourself in a professional and appropriate manner at all times. ● Operate in the best interest of the students and hold them accountable. ● Maintain and protect the confidentiality of program participants’ confidential information consistent

with the terms of the Responsibility & Commitment Pledge. ● Abide by all SecureFutures’ policies, especially the Cultural Sensitivity and Anti-Harassment policies.

Expected Commitment The Money Coach program follows a four month schedule. It is offered to sites twice per year. Volunteers are required to commit to 1 four month program. Sessions are held twice a month, for a total of eight sessions. Each session lasts 90 minutes, for a total of three hours per month. The total volunteer commitment is 12 hours of coaching time, plus five hours of training, over four months.

Preferred Talents and Interests ● Desire to work with teenagers who come from economically disadvantaged families and communities. ● Desire to build meaningful relationships with teenagers. ● Experience with public speaking, presenting, or teaching. ● Working knowledge of foundational personal finance concepts. (Training will be provided.) ● Basic computer skills.

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Money Coach

Volunteer Responsibility & Commitment Pledge

Contact Info

Name:

Preferred Address:

Preferred Email:

Preferred Phone:

Expectations For All Volunteers

● A�end training and become familiar with the lesson plans. ● Provide SecureFutures with current contact informa�on, preferences, and availability by maintaining

your Volunteer Profile (available by accessing the Volunteer Login on our website). ● A�end every session, with reasonable excep�ons. If you will not be on �me, communicate with the Site

Partner. ● Communicate planned absences with all stakeholders (Program Manager, Site Partner, other Coaches). ● Communicate with your coaching team prior to each session to prepare and review the lesson plan. ● Conduct yourself in a professional and appropriate manner at all �mes. ● Operate in the best interest of the students and hold them accountable. ● Maintain and protect the confiden�ality of program par�cipants’ Confiden�al Informa�on consistent

with the terms of this Pledge. ● Abide by all SecureFutures’ policies, especially the Cultural Sensi�vity and An�-Harassment policies.

One-on-One Coach Responsibilities ● Meet individually with assigned students for ten minutes during each session, except session 3.

○ Review each student’s progress using the Financial Goal Checklist . ○ Listen, guide, and coach students. ○ Assist students in se�ng a savings plan. ○ Monitor the students’ progress and help them to address obstacles and mistakes.

● Get to know your students and meet them where they are by building meaningful rela�onships. ● Communicate with your assigned students a minimum of once outside of the sessions. Use the method

of communica�on that the student prefers. ● Communicate student progress, via the Student Tracker (Google Sheet), to the Program Manager

within two business days of the fifth and eighth sessions. ● Guide students through the program and account enrollment processes, if they have not completed

them by the first session. Group Coach Responsibilities

● Prepare for and lead the group lessons, as designed. ● Infuse the lesson plans with your own stories and ac�vi�es, when appropriate. ● Determine and maintain the pace of the curriculum so that it matches the students’ progress and

capabili�es.

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Site Partner Responsibilities ● A�end mandatory Site Partner training. ● Secure a safe, quiet, and consistent loca�on to hold Money Coach sessions. ● Help to recruit students for the program. ● Collect completed student enrollment paperwork and keep it secure un�l the Program Manager can

retrieve it. ● Orient volunteers to the school and inform them of policies and procedures. ● Serve as the “day-of” contact for the volunteers and students. Have a presence at each mee�ng and be

available for the en�rety of the mee�ng, in case the group has unexpected needs. ● Record student attendance at the time of each session via the Student Tracker (Google Sheet).

● Serve as a liaison between students and Money Coach Program Manager in between sessions. ● Communicate with other school personnel to garner support for the program and ensure smooth

facilita�on of the program.

Program Manager Responsibilities

● Provide training to volunteers and site partners. ● Serve as liaison between site and volunteers. ● Collaborate with site partners on student recruitment. ● Troubleshoot obstacles with the site and banking partners. ● Provide volunteers and site partners with curriculum and materials. ● Provide support and guidance to volunteers, when necessary. ● A�end occasional group sessions to monitor the program and observe volunteers in ac�on. ● Maintain a�endance and progress report data to ensure proper disbursement of scholarships.

Confidentiality & Non-Disclosure Obligations

In connec�on with your role as a volunteer in the Money Coach Program, students and other program par�cipants will be disclosing to you certain personal financial data, banking informa�on and other proprietary, confiden�al and nonpublic informa�on (collec�vely, “Confiden�al Informa�on”). By signing this Pledge, you hereby agree to hold in confidence the Confiden�al Informa�on and hereby agree not to disclose or divulge any Confiden�al Informa�on, or use any Confiden�al Informa�on for any purpose (other than as may be appropriate or necessary directly in connec�on with the Money Coach Program), unless such Confiden�al Informa�on: (a) is known or becomes known to the public in general (other than as a result of a breach of this Pledge by you to any person or en�ty to whom you disclose the Confiden�al informa�on); or (b) is or has been made known or disclosed to you by a third party without a breach of any obliga�on of confiden�ality or duty; however, you may disclose Confiden�al Informa�on as may be required by law, provided that you promptly no�fy the Money Coach Program of such disclosure and take reasonable steps to minimize the extent of any such required disclosure. The obliga�ons set forth herein shall survive for two (2) years following the date hereof. Upon request from the Money Coach Program, you will destroy or return all Confiden�al Informa�on to Secure Futures, Inc.

By signing this Pledge, you agree to the foregoing and to fulfill the responsibili�es above that relate to your volunteer role.

Signature:

Date:

17468818.5

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Coach Observa�on Checklist

Delivery Skill On Track Suggestions/Ideas

Flexibility Coach is able to meet students at their academic, social, and/or emo�onal levels.

Confidence

Coach appears confident in presen�ng Money Coach material and answering students’ ques�ons.

Engaging

Coach is inclusive of all students and encourages their par�cipa�on throughout the session.

Energy and Body Language

Coach brings posi�ve energy and enthusiasm for program topics, crea�ng a mo�va�ng environment.

Checks for understanding

Coach monitors students’ level of understanding of topics presented throughout the session.

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Program Enrollment Guide

Students will receive the following checklist to guide them through the program enrollment process. They will be

expected to complete these tasks before the first program session, if possible.

Student Enrollment Checklist

1) Have your parent/guardian sign the Consent Form. This must be submitted at or before orientation in order for you to join the program.

a) The form will be provided to you during the program recruitment session. There is also an online version.

2) Complete the Registration Form at or before the first session. a) You will receive the link to the form in an email from the Program Manager (Stephaine or

Chineva), after you have submitted the Consent Form.

3) Open a savings account in your own name at a local bank or credit union, if you don’t already have one. Consider opening a checking account, too.

a) Enroll in online and mobile banking. b) Bring the Direct Deposit Authorization Form with you and have the financial

representative help you to complete it.

4) Complete the Direct Deposit Authorization Form. a) The form includes instructions. You will receive it at recruitment. b) Keep this form safe! It will have private financial information on it.

5) Return the completed forms to your site partner or the Program Manager at or before orientation.

a) Parent/Guardian Consent Form b) Direct Deposit Authorization Form

6) Attend the orientation session. a) Date and Time:

____________________________________________________ b) Location:

____________________________________________________

7) Complete Program Pre-Survey at or before the first program session. a) The survey link will be emailed to you after you have completed the Registration Form.

8) Attend the first program session. a) Date and Time:

____________________________________________________ b) Location:

____________________________________________________

Site Partners: ● Site Partners will be responsible for ensuring that all participating students make their best efforts to complete

all of the steps before the first program session. ● Site Partners will be responsible for collecting completed student paperwork and keeping it secure until the

Program Manager can retrieve it. ● If students experience obstacles, they will be addressed at the orientation and initial program sessions. Students

will be encouraged to reach out to staff and site partners with questions. Coaches:

● Volunteers will be responsible for assisting students with the enrollment process if they have not completed it by the first program session. 8

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Savings Account and Scholarship Payment Processes

In an effort to simplify the account set up and scholarship payment processes, students will be responsible for opening a

savings account at any financial institution that is convenient for them (if they don’t already have an account

established). Additionally, they will be paid via direct deposit and will submit documentation similar to what is required

from an employer, so as to increase their familiarity with that process.

Students:

● Students will be responsible for opening a savings account on their own. All students must have a savings

account, at a minimum, but will be strongly encouraged to open a checking account, as well.

● Students will be expected to open accounts in their own names within one month of the program starting.

● If a student already has a savings account, they will only need to provide their account and routing number, as

well as official documentation (voided check, deposit ticket, letter from financial institution) that verifies their

numbers, so that we can set up the direct deposit.

● Scholarship payments will be deposited into their savings accounts. Payments will be held back until a student

has opened their account and submitted their Direct Deposit Authorization Form and verification document.

● If a student has not opened their account and submitted their authorization form by the 3rd session, they will

forfeit the scholarship disbursements for the first 3 sessions. Payments will continue to be forfeited until the

student has their account in place.

Staff:

● SecureFutures staff will provide guidance on account enrollment and banking locations. Students will be

encouraged to set up non-custodial accounts through Educators Credit Union, UW Credit Union, or Tri-City

National Bank if they anticipate that having a cosigner will be an obstacle for them or would be fiscally unwise.

● Staff will assist students in opening their accounts if they are unable to do so themselves.

● All direct deposit set up and reporting will be managed by staff.

● Scholarship payments will be disbursed three times throughout the program. The two bonuses will be paid out

after the fifth and eighth sessions with the scholarship payments for those sessions.

Coaches and Site Partners:

● Coaches and Site Partners will be asked to support these efforts by checking in with students regarding whether

they have opened accounts and submitted their Direct Deposit Authorization Form with the verification

document.

● If students are facing obstacles with these processes, coaches, site partners, and staff will collaborate to assist

them. Please let staff know as soon as possible, if students are facing obstacles.

● Under no circumstances should a coach or site partner ever serve as a cosigner on a student’s account.

● Site Partners will be responsible for reporting attendance at the time of each session using the Student

Tracker (Google Sheet). This information will be used to determine scholarship payments. If the information is

not provided in a timely fashion, students will not receive their payments.

● Coaches will be responsible for establishing the program goals with the students and monitoring their progress

toward them. Coaches will submit progress reports to staff on the established schedule and using the Student

Tracker (Google Sheet). These reports will determine how much of the bonus the students earn. Staff has the

final say on how much a student earns through the bonus.

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Scholarship Payment Timeline and Deadlines

● Students will receive $25 for each session in which they participate. They will receive a maximum of $75 for each

bonus, depending on whether they are working toward the program goals. The total amount a student can earn

is $350.

● Site Partners will be responsible for reporting attendance at the time of each session. Attendance will be

reported using the Student Tracker (Google Sheet).

● Scholarship payments will be paid to the students three times over the course of the program.

● Fall Program Timeline:

○ Payment 1 - Sessions 1-3 (up to $75): October 31

○ Payment 2 - Sessions 4-5 (up to $50) + Bonus (up to $75): November 30

○ Payment 3 - Sessions 6-8 (up to $75) + Bonus (up to $75): December 31

● Spring Program Timeline:

○ Payment 1 - Sessions 1-3 (up to $75): March 31

○ Payment 2 - Sessions 4-5 (up to $50) + Bonus (up to $75): April 30

○ Payment 3 - Sessions 6-8 (up to $75) + Bonus (up to $75): May 31

Progress Report Bonus Timeline and Deadlines

● Bonuses will be determined by the progress reports that are submitted by coaches.

● Progress reports and bonuses will be discussed with students in the fifth and eighth sessions so that they are

aware of what they will be receiving. If a student needs improvement after the fifth session, the coach and

student will develop an action plan and monitor the student’s progress over the following sessions.

● Progress Reports will be submitted to the Program Manager via the Student Tracker (Google Sheet) within

two business days of the fifth and eighth sessions.

Session 5: Session 8:

● Bonuses will be paid along with the scholarship payments for the sessions 5 and 8.

● Students will be rated on the following scale:

○ “On Track” - Meets/exceeds expectations

○ “Needs Improvement” - Partially meets expectations

○ “Needs Significant Improvement” - Does not meet expectations or is not fully participating

● Students will be assessed in the following areas:

○ Whether they are managing their accounts responsibly

○ Whether they are tracking their expenses monthly

○ Whether they are evaluating their budget monthly

○ Whether they are making progress toward their savings goal

○ Whether they are making progress on their personal goal

● Progress Report Scoring:

○ Bonuses will be scored out of 100 points. Each assessment area will be weighted as 1/5th of the total

score. If a student is rated as “On Track” for an area they will receive 20 points. If they “Need

Improvement,” they will receive ten points. If they “Need Significant Improvement,” they will receive

zero points.

○ Their points for each section will be added up and their bonus will reflect the percentage of points that

they scored.

■ For example, if a student is rated as “On Track” in three areas and “Needs Improvement” in two

areas, they will have earned 80 points or 80%. They would then receive 80% of the total possible

bonus, which is $60 ($75 x 80%).

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Tips for Checking In with Your Students

Each student is unique and different, so one approach with a student may not yield the same

results with a different student. It is important to get to know your students and build a rapport

with each student. See below for helpful tips on how to build relationships and guide

conversations with your students.

● Look for opportuni�es for discussion. It is perfectly okay to talk with students about

topics other than finances. ○ “How was your day?” ○ “Did anything exci�ng happen since the last �me we met?” ○ “How’s school?” ○ “Any fun plans coming up this weekend?”

● Treat students as individuals and try not to compare one to another. Get to know each student based on who he/she is.

● U�lize your sense of humor - laughter always breaks the ice. ● Open up about your own experiences with money management, especially the mistakes

you have made. A li�le vulnerability goes a long way in building trust. ● Talk with the student and not at them. Ask ques�ons and truly listen to their responses.

Use their responses to make further conversa�on. ● Remember to involve the student in the process. Meet them where they are, not where

you want them to be. ● U�lize the Financial Goal checklist in all of your one-on-one sessions. It will help to

provide structure to your conversa�ons. Set clear and manageable ac�on steps to be taken before the next check in. Help your students to plan around obstacles when they arise.

● Recognize that all progress in the right direc�on is good progress, even if it doesn’t happen as quickly as you hoped it would.

● If they hit a roadblock or make a poor choice, be encouraging and remind them that each day is a fresh chance to get be�er at these skills.

● Let the rela�onship happen naturally. ● Do not be judgemental. The lives of these students may be different from what you

experienced as a teenager. Seek to understand and support.

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Helping Students with Decision Making Adapted from Jeremy Triblett’s Responsible Decision Making workshop

We ask a lot of our Money Coach students. Sometimes the tasks we assign them can be

overwhelming. Sometimes the students will face obstacles that they don’t know how to

overcome. When that happens, consider teaching them about different ways to make decisions

and problem solve. Below are two models that may be useful when working with your students.

Root Cause Analysis aka “The Five Whys”

Iden�fy your problem statement. Ask why the problem is happening at least five �mes to get down to the root cause. Once you know the root cause you can address it.

TIP: Don’t give the students the answers. Make them come up with the causes of the problem and help them to develop cri�cal thinking skills.

Problem Statement

⤷Why

⤷Why

⤷Why

⤷Why

⤷Why

Josephson Institute of Ethics’ Model

Our decisions affect more than just ourselves. It is important for teens to get into the prac�ce of weighing the ethical implica�ons of their choices. Use the steps below to help guide the students to the most responsible and ethical decisions.

1. Stop and think ● What decision(s) do I need to make?

2. Clarify goals ● Which of my goals are most important to achieve?

3. Determine facts ● What do I know for sure about this situation? Who can I get me accurate

information from?

4. Develop op�ons ● What are my options?

5. Consider consequences ● Who will be affected by my choices?

6. Choose ● What have I decided to do?

7. Monitor and modify ● How did my choices impact others? Did I make the right choice after all?

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Session Guides

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SESSION 1: Program Kick Off, Financial Goal Checklist, & Banking 101

KICK OFF: REGISTRATION, PRE-SURVEYS & INTRODUCTIONS 25 MIN

Before any learning occurs, students must complete the registra�on form and pre-survey. Some of them may have already completed it if they submi�ed all of their paperwork ahead of �me. Students can access the form and survey from links that were emailed to them by their program manager. Please take a few minutes at the start of the session to ensure that all students have completed the survey. Students must submit the

Parent/Guardian Consent Form before completing the registration form or survey.

Addi�onally, take this �me to introduce yourself to the students and tell them why you are excited to work with them. Tell them what you looking forward to most about the program. The Program Manager will be present, as well, to help open up the session, review materials, and collect paperwork.

PART ONE: FINANCIAL GOAL CHECKLIST 20 MIN

Objective

Students will: ● understand that the Financial Goal Checklist is the founda�on for developing strong money

management skills and behaviors, ● brainstorm goals that will help them prepare for their post high school path (college or career), and ● understand they will review their progress toward achieving the goals on the checklist with their one -

on - one coach each session.

Introduction

Review the Financial Goal Checklist with the students (page 17 in the Student Workbook) and explain its purpose and how students will use it throughout the program. Stress that mastering the financial skills and behaviors outlined in the checklist will prepare them to be financially successful and responsible.

Main Activity

1. Ask students to review each sec�on of the checklist and mark off any to set the founda�on for the Money Coach Program.

2. Have students write down at least one ac�on item in each of the “To-Do” lists. 3. Help the students to think about what goals they have for their �me in the program. The goals that

they set should be achievable over the next four months. Encourage them to aim high, but be realis�c. 4. A�er students have completed a first dra�, facilitate a discussion by asking the following ques�ons:

a. What do you think of the checklist? Do you have any ques�ons? b. How you think comple�ng these goals will help you now and in the future? c. Ask each student to share two items they wrote on their “To-Do Lists”.

Students will review their checklist with their One-on-One Coach. Reinforce that they should begin working on their “To-Do” list items right away. Opening their savings account should be the top priority for any students

who have not done so.

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PART TWO: BANKING 101 (Adapted from Money Sense & NextGen Personal Finance curriculum) 35 MIN

✩✩Coach Preparation✩✩

You can access the Prezi presenta�on needed for this part of the session by visi�ng the YOUR FUTURE webpage on the SecureFutures website ( www.securefutures.org/your-future ). Review the entire presentation

before the session so that you are familiar with the ques�on prompts and the way that they slides transi�on.

Objective

Students will: ● understand how to choose a financial ins�tu�on that fits their needs, ● describe the purpose of checking and savings accounts, and ● discuss and understand the various ways of making transac�ons with their accounts.

Introduction

Learning to u�lize and manage a savings and/or checking account is a core outcome measured in the Money Coach program. Use this session to assess what the students’ financial literacy knowledge level is currently. Ini�ate discussion around key concepts related to understanding and managing savings and checking accounts.

Main Activity

The Group Coach will deliver the Banking 101 presenta�on. Get through as much as you can, while ensuring that you leave 10 minutes at the end of the session to wrap up and discuss the take home assignment. If you do not get through the whole presenta�on, pick up where you le� off in the next session. The students have handouts and discussion ques�ons in their workbooks.

The presenta�on is designed as a conversa�on between you and the students. When you see a ques�on on the screen, be sure to get responses from the students before providing the answers. Talking points for each sec�on of the presenta�on are below.

💲 Banks, Credit Unions & Security

● ASK: Is your money safe at a bank or credit union? ● ASK: Does anyone recall seeing a sign at a bank or credit union promo�ng FDIC or NCUA insurance? ● ASK: Are you comfortable with the idea of keeping your money in a financial ins�tu�on? Why or why

not? ● Stress the safety banks and credit unions provide for your money. ● Share that you trust banks and credit unions to keep your money safe.

NOTE: Keep in mind some students and their families may not use a financial ins�tu�on and may not trust that their money is safe in one. Some communi�es have been discriminated against or have been underserved by financial ins�tu�ons and that can be difficult to overcome. Be careful not to shame students who may have trust issues with banks or credit unions or make them feel judged for their beliefs.

💲 Differences Between Banks and Credit Unions

● ASK: Do you know the difference between banks and credit unions? ● Play the video which gives a brief comparison. ● ASK: Which seems like the right choice for you? Why? ● Share what type of financial ins�tu�on you use and why.

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💲 Choosing a Bank or Credit Union

● Go through the series of tables on what students should consider when choosing a financial ins�tu�on. ● Students have the tables in their workbooks and should take notes. If they write it out word for word, it

will take too long. Have them pick one or two important points they want to remember. ● Have a student read each ques�on aloud, get some responses, and then reveal the answers.

💲 Overdraft Protection & ChexSystems

● We recommend that all students opt-out of overdra� protec�on so that they do not risk incurring fees. This also helps teach them to monitor their accounts so that they do not face the embarrassment of having a purchase declined.

● ASK: What happens if you frequently overdra� or mismanage your accounts? ● Explain that many financial ins�tu�ons protect themselves from customers that misuse their accounts

by checking if someone is already in ChexSystems before allowing them to open an account. ● Reassure students that if they make some mistakes and end up in ChexSystems, they can s�ll open

accounts in the future. They just need to correct the issues and pay any fees they may have incurred first. Some financial ins�tu�ons also have accounts specifically for people who are trying to correct their mistakes with other ins�tu�ons.

💲 Opening Accounts

● ASK : Who already has a bank account? ● ASK: What was the process like to open it? ● Remind students that opening a bank account is their #1 task for the program and that they should talk

to their One-on-One Coach or Program Manager if they face any obstacles along the way. ● Refer back to the Savings Account Guide in the Student Workbook if anyone has ques�ons.

NOTE: Some students may be undocumented. If you get ques�ons regarding their ability to open a savings account without a Social Security Number, share that they can apply for an Individual Tax Iden�fica�on Number (ITIN) through the IRS. This is a decision that should be made with their families.

💲 Check Cashing Stores

● ASK: Let’s say you have a job and you need to cash your paycheck. Where would you go if you didn’t have a checking account?

● ASK: Have you or someone you know ever used a check cashing store? ● ASK: How do they work and what does it cost to use them? ● Fees to cash a check typically run $5 - $8 for checks under $100.

NOTE: Students in urban environments are regularly exposed to check cashing stores. Some students and their families may use check cashing stores because they are unbanked. Be sensi�ve to the fact that there may not be many tradi�onal financial ins�tu�ons that serve their communi�es. There may also be mistrust of financial ins�tu�ons due to discrimina�on that they or others in their families or communi�es have faced, which can be difficult to overcome.

People may use check cashing stores for services other than cashing checks, such as for wire transfers and money orders, to pay u�lity bills and traffic �ckets, to purchase bus passes, or to exchange currency.

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Convenience and access are huge factors for people who choose check cashing stores over other ins�tu�ons or services. It may be difficult for them to access these services in other ways.

Ensure that your language around this topic is not judgmental or shaming, while s�ll stressing the importance of avoiding check cashing stores. It is important to review the trade-offs of using these services and reiterate the benefits of having accounts at a bank or credit union.

💲 Savings and Checking Accounts

● ASK: What are the two main types of accounts you can open? ● ASK: Why would you want two accounts? How are they different? ● Play the video that describes their different purposes. ● Share how you use your checking and savings accounts.

💲 Ways to Access Money

● The objec�ve of this sec�on is to make sure students understand the difference between debit cards, NetSpend/payroll cards, credit cards, and person-to-person payment apps.

● Go slowly through this sec�on and check for understanding. This can be confusing for students. ● When prompted by the Prezi, review these discussion ques�ons with the students. They are in their

workbooks. ○ Have you ever used an ATM before? How does it work? What are the steps?

■ Put your card in the ATM, enter your PIN, choose the transaction you want using the

options or buttons on the screen, remove your card, take your cash and your receipt, and

make sure the welcome screen has returned.

○ What is the first thing you should do when using an ATM? Why is it important? ■ Check that the area around you is well-lit and safe. Make sure that no one is standing

too close to you or watching you use the ATM. Put your hand over the keypad to protect

your pin when you punch it in.

○ Assume that your checking account has overdra� protec�on. Now, let’s say you forget to check how much money you have in your checking account, and you withdraw the $40.00 from your checking account even though you do not have enough money. What happens as a result?

■ The bank loans you the money, then takes it out of one of your linked accounts (usually

your savings), and charges you a fee for the convenience of not having your transaction

declined.

○ A checking account has cash that you can use at your disposal. Imagine you are at the pharmacy and you want to pay with your debit card. When the pharmacist asks “Cash or Credit?”, what do you say?

■ “I’ll pay with my debit card, please.” because the transaction is debiting your account.

Select “Debit” on the screen of the POS keypad. Credit cards are different because they

aren’t linked to your checking account, so charging a purchase is like taking out a loan

from the credit card company. ○ A lot of credit and debit cards now come with embedded chips for increased security. If your

card has a chip embedded, how is using it at a store different from using a card that doesn’t have a chip?

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■ You swipe cards without a chip and you insert the end of the card into the POS keypad

when you do have a chip. Not all stores have chip readers in their keypads. If that is the

case, you can still swipe your card with a chip.

○ Card machines can be confusing. Don’t worry - you are not alone! Many people make mistakes when using their cards at a machine. Why do you think this is? What should you do if you get confused?

■ Every store uses a different system. They are often similar, but sometimes they have

different prompts and steps for you to complete. Ask for help! The cashier can walk you

through it if you get stuck.

● Person-to-person payment apps are very popular with teens. Be sure to do some extra research if you aren’t familiar with them. Stress the importance of security and privacy when using these services.

● NetSpend or payroll cards are also very common. Many employers use these cards instead of payroll checks or direct deposit. They look just like debit and credit cards, which can be confusing for the students. Make sure they know that having one of these cards does not mean that they have a bank account and that there are o�en many fees associated with them.

● Credit cards will be discussed in greater detail in session 6. At this point, simply clarify the differences between debit cards and credit cards.

TAKE HOME ASSIGNMENT EXPENSE TRACKING & BUDGETING 10 MIN

Provide a very brief overview of expense tracking and budge�ng. Have students review the assignment and associated worksheets (pages 34-36 in the Student Workbook) and ask if there are any ques�ons. They should track their expenses for two weeks and then a�empt to dra� a budget before session two. They will review this assignment with their one-on-one coach during session two. There will also be an in-depth review of expense tracking and budge�ng in that session.

ONE-ON-ONE COACHING GET TO KNOW YOUR STUDENTS, ASSIGNMENT PREP

Your goal will be to get to know your students, determine their progress on the enrollment process, address any barriers that they are having, and review their Financial Goal Checklist. If students do not have their

accounts open and their direct deposit paperwork turned in by the third session, they will forfeit their

scholarship funds for those sessions.

Also, make sure that they fully understand the take home assignment.

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SESSION 2: Expense Tracking and Budgeting

WRAP UP: BANKING 101 TBD

If you did not get through the en�re Banking 101 presenta�on, start the session by picking up where you le� off. Transi�on from the banking discussion to expense tracking and budge�ng by talking about how the students need to learn how to keep track of what they are spending now that they know how to access the money in their bank accounts. Also, check-in with the students to see who opened an account a�er session one and what their experience was like. Remind students that opening a bank account is their #1 task for the

program and that they should talk to their One-on-One Coach or Program Manager if they face any obstacles

along the way.

PART ONE: EXPENSE TRACKING AND BUDGETING ACTIVITY 30 MIN

Objective

Students will: ● understand why and how to track expenses to understand their spending behavior and ● link expense tracking to the development of a personal budget.

Introduction

To be successful with a budget, students need to buy into the importance of understanding their current spending pa�erns and behaviors by tracking their expenses daily. Once they accomplish this, they can evaluate their spending, make decisions and changes to how they spend and save, and create a personal budget to hold themselves accountable.

This is one of the cornerstones of the Money Coach program and a necessary skill and behavior we want our

students to believe in and adopt.

Main Activity Direct the students to the “Tiffany’s Budget” ac�vity in their workbooks. (You have a completed version of the ac�vity on the following pages.) In this ac�vity, students will use predetermined expenses to evaluate how the money was spent and complete a budget.

Walk through the instruc�ons and sec�ons of the ac�vity to ensure students are clear on how to complete it. Pair students up or have them work in small groups. Provide assistance to students as they are comple�ng the ac�vity.

Once students have completed the worksheet, ask them the discussion ques�ons. Allow them to share their own observa�ons and debate their opinions and feelings. Share your own observa�ons of the hypothe�cal spending in this ac�vity and add personal stories and ac�vi�es.

PART TWO: DISCUSSION TBD

Students should have started tracking their expenses and dra�ed a budget a�er the previous session. They will con�nue to do so going forward. Use this �me to check in with them about how the first two weeks went, answer any ques�ons, and see if there are any obstacles to adop�ng this habit that they can iden�fy. Spend as

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much �me here as you can, while ensuring that you leave about 20 minutes at the end to plan for session seven.

● Ask them whether they will approach the tasks differently now that they completed the previous ac�vity and have them iden�fy the tracking tool they will use moving forward.

● Review the sample expense tracking worksheet (page 19 in the Student Workbook) . There is also an Excel version on the YOUR FUTURE webpage with a full year of trackers, if they would prefer to use a spreadsheet.

● Review the sample budget worksheet (page 23 in the Student Workbook) . There is also an Excel version for the full year on the YOUR FUTURE webpage . Walk through each sec�on of the budget worksheet.

○ Ensure students understand that they will be developing a projected monthly budget, i.e.

setting a spending limit/goal, a�er reviewing their spending habits detailed on their expense tracking worksheet, spreadsheet, or app. Their projected monthly budget should be entered in the first column of their budget worksheet or spreadsheet.

○ Explain that they will enter their actual income, savings, and spending into the worksheet or spreadsheet on a monthly basis, compare it to their projected budget, and evaluate how well they are managing their budget. They should not be crea�ng a new budget each month.

● Students may also opt to track their expenses and monitor their budget via an app. We recommend using one of the apps below. They are free, easy to use, and provide easily reviewed summaries.

○ For use with any operating system: Dollarbird (link is on the YOUR FUTURE webpage ) ■ This will be the best choice for most students. It is accessible via an internet browser and

smartphone app (Android & iPhone available). ○ For Android: Expense Tracker by Indo Apps ○ For iPhone: Spending Tracker by MH Riley Ltd.

● Ask ques�ons to confirm the students’ understanding of the process going forward.

PART THREE: PLANNING FOR SESSION 7 - DESIGN-YOUR-OWN LESSON 20 MIN

Use this �me to discuss with the group what they want to do for session seven. That session can be used to cover topics of interest that aren’t otherwise included in the program curriculum. This could be learning about taxes, how to buy or lease a vehicle, how to rent an apartment, how to start your own LLC, or anything else that will help the students reach their goals. Get student input so that there is good buy-in when session seven comes along. This would be a great opportunity for a guest speaker. It is the responsibility of the coaching

team to design, plan, and facilitate session seven.

SESSION 7 TOPIC:

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ONE-ON-ONE COACHING EXPENSE TRACKING & BUDGETING, ASSIGNMENT REVIEW

Check in with your students about how the last two weeks of expense tracking and budge�ng went. Review their personal budget, make sure it is complete and realis�c, and suggest any adjustments that are needed. Have them copy their corrected budget into the tool or app of their choice.

Review their Financial Goal Checklist and Program Enrollment Guide. Address any obstacles to ge�ng their paperwork submi�ed and savings account open that they may be experiencing. Let the Program Manager know if assistance is required.

Tiffany’s Budget - Coach Version with answers

Before you can build a budget and make decisions about how you plan to use your money in the future, you need to know

how you are currently using it. One way to do that is to track your expenses and note the trends you see. This will give

you a realistic starting point for building a budget. This activity will give you practice with tracking expenses, making

observations about spending habits, and building a budget.

Step One: Track Expenses! On the next page, you will find a list of expenses for a 17 year old named Tiffany. The list represents one month of her expenses. Categorize and summarize her spending to get a picture of how she typically spends her money. Directions:

1. Review the list of transac�ons below ( Figure 1 ). 2. For each transac�on, select a spending category from the list below and enter it in the Spending Category

column. a. Food/Groceries b. Entertainment c. Auto/Gas d. Personal items (clothing, shoes, personal care items) e. Miscellaneous f. Savings

3. Add up the totals for each type of expense using the Spending Summary table ( Figure 2 ). 4. Answer the discussion ques�ons with your small group.

Discussion Questions:

1. What did you no�ce about Tiffany’s spending habits? 2. Which of these expenses are needs and which are wants? 3. Which of these expenses are recurring and which are one-�me?

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Figure 1

Tiffany’s Monthly Spending & Saving

Date Transaction Amount Spending Category

5/2/17 Mobil Gas Sta�on (20.00) Auto

5/4/17 McDonalds (7.00) Food

5/4/17 Kohl’s (25.00) Personal Items

5/5/17 Transfer to Savings (10.00) Savings

5/8/17 AMC Theater (15.00) Entertainment

5/8/17 Starbucks (5.00) Food

5/9/17 Subway (6.00) Food

5/10/17 Pick N Save (10.00) Groceries

5/12/17 Walgreens (15.00) Personal Items

5/15/17 Transfer to Savings (10.00) Savings

5/15/17 Starbucks (5.00) Food Figure 2

5/18/17 Concert Tickets (45.00) Entertainment Expense Type Amount

5/18/17 Taco Bell (7.00) Food Savings 20.00

5/20/17 Mobil Gas Sta�on (20.00) Auto Food/Groceries 52.00

5/22/17 Haircut (35.00) Misc Entertainment 75.00

5/23/17 Cra� Store (8.00) Misc Auto/Gas 40.00

5/24/17 Jimmy Johns (7.00) Food Personal Items 40.00

5/26/17 AMC Theater (15.00) Entertainment Miscellaneous 43.00

5/28/17 Jamba Juice (5.00) Food Total 270.00

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Step Two: Build a Budget! Now that you can see how Tiffany likes to spend her money, make a realis�c budget for her. You may have to reduce spending in some categories in order to make sure that Tiffany has enough money to cover her necessi�es. Keep in mind that the goal is to create a budget that Tiffany can realis�cally s�ck to. Take her spending habits and preferences into considera�on. Directions:

1. A�er reviewing Tiffany’s spending habits and trends, come up with a monthly spending limit for each category. Enter the amounts into the table below ( Figure 3 ).

2. Add up all of the amounts and determine if you have a surplus or a deficit. If you have a deficit, adjust your budget so that it balances.

3. Answer the discussion ques�ons with your small group.

Discussion Questions:

1. Do you think Tiffany will be able to s�ck to this budget? 2. Could you s�ck to this budget? How would yours be different? 3. Imagine that, in 6 months, Tiffany will be going on a trip and needs $150 of spending money.

a. How much should she save each month? Each week? b. How would you adjust her budget to make sure that she reaches her goal? c. Aside from decreasing her spending, how else could she reach her goal?

Figure 3

Tiffany’s Budget

Monthly Spending Limit Weekly Amount (divide by 4)

Income

Part-�me Job $200 $50

Expense Category

Savings ( Pay Yourself First) 20.00 5.00

Food/Groceries 60.00 15.00

Entertainment 50.00 12.50

Auto/Gas 40.00 10.00

Personal Items 20.00 5.00

Miscellaneous 10.00 2.50

Total $200.00 $50.00

Surplus/Deficit Expense total - income = 0 0

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SESSION 3: Money Path

MONEY PATH 80 MIN

✩✩Coach Preparation✩✩

Addi�onal training is required for this session. Decide amongst your team who will be the lead for this session. It does not have to be the Group Coach. This person will be required to complete a one-hour training on how

to facilitate Money Path. The lead should be someone who is comfortable guiding students through a simple browser-based app and whose computer skills are at least somewhat above “basic.”

All coaches are encouraged to complete the training and serve as addi�onal support to the lead during the session. They will be responsible for assis�ng with keeping the students on track with the instruc�ons being provided to them. Instructor Notes, materials, and training dates will be provided later in the year.

MONEY PATH LEAD:

Objective

Students will: ● consider different educa�on and career op�ons for life a�er high school, ● explore how today’s choices can impact a person’s financial security and likelihood of achieving their

financial goals, and ● understand what financial planning is and why it is important.

Introduction

Money Path is a lesson focused on career and financial planning for young adults. Students will explore different educa�on and career op�ons, build a personalized profile of themselves as a 23 year old, learn how to build a real realis�c budget based on that profile, and consider the effect of their plan on how easy it is for them to achieve their financial goals.

Main Activity Materials will be provided before the session. All students will need access to individual computers, laptops, or Chromebooks.

Program Enrollment Check-In 10 MIN

Do a quick check in with the group to see how they are doing with submi�ng their paperwork, forms, and surveys. Encourage anyone who is struggling with opening a savings account to talk to their One-on-One Coach or Program Manager.

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SESSION 4: Joining the Workforce & Interviewing Adapted from NextGen Personal Finance curriculum

PART ONE: JOINING THE WORKFORCE 45 MIN

Objective

Students will: ● iden�fy strategies to use for finding a job during high school; and ● successfully complete a job applica�on with the proper informa�on.

Introduction

Securing an a�er-school or summer job is one of the most common goals for Money Coach students. It is an excellent way for students to increase their savings and develop valuable, real-life skills. This lesson will walk the students through finding their first job, comple�ng a job applica�on, and following up with an employer.

Main Activity

TIP: There is a lot to cover in this lesson. Consider setting a timer for each section so that you can get

through it all.

✤ Opening Discussion (10 min)

Begin the lesson by having the students get into groups of two or three to discuss the following ques�ons. A�er they discuss for about five minutes, have a few students share out to the whole group.

● Why is having a job as a teen good for your future? ● If you’re already working, what led you to choose this job? Do you think it was a good choice? ● If you don’t currently work, what quali�es would you value in your next job? How would you know the

job is a good fit for you? ● Where would you start if you wanted to find a job? How do you know where the open posi�ons are? ● Is it smart to get a job as a teen? Why or why not? ● What lessons can you learn from working your first job? ● What quali�es/a�tudes are important to keep in mind when you start that first job?

✤ Complete a Practice Job Application (25 min)

Pair the students up. Each student should access the “Prac�ce Job Applica�on” on the YOUR FUTURE webpage. A blank copy is also in their workbooks. They should spend about 5 minutes comple�ng it. Then, they should save a copy and email it to their partner. Give them about 5 minutes to dra� the email as if they were actually applying for a job. They don’t need to write a cover le�er, just a couple professional sentences that will make a good impression. If they aren’t using computers, they can write out the body of the email.

Students will then take 10 min to review their partners applica�on and email using the “PEER EDITING” rubric in their workbooks and share their feedback. Once everyone has completed the ac�vity, have a few students share out what they learned.

Spend the final 5 minutes reviewing the important sec�ons of the job applica�on and give them �ps on comple�ng it.

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✤ Following Up After Submitting an Application (7 min)

Discuss how and when you should follow up a�er submi�ng an applica�on. Talk about what you should do if you don’t know who the hiring manager is or if you don’t have complete contact informa�on.

EXTRA RESOURCES JOINING THE WORKFORCE

For addi�onal informa�on on these topics, refer students to the YOUR FUTURE webpage where they can find: ● What Your First Job Can Teach You About Life (video) ● How to Find a Job with No Experience (video) ● Fi�een Best Part-Time Jobs for High School Students (ar�cle)

PART TWO: INTERVIEWING 40 MIN

Objective

Students will: ● prepare themselves physically and mentally for a job interview, ● iden�fy characteris�cs of an effec�ve interview strategy, including posi�ve and nega�ve responses to

ques�ons; and ● understand appropriate follow-up a�er an interview.

Introduction

Comple�ng the applica�on and ge�ng a call back is only half the ba�le. The second sec�on of this lesson will focus on preparing for an interview and how to follow up a�er one.

Main Activity

✤ Ten Best Job Interview Tips for Jobseekers (7 min)

Have students skim the related ar�cle. There is a copy in their workbooks and a link on the YOUR FUTURE webpage. They should read the “headline” for each of these ten �ps, and then do further reading into any that interest them or require more explana�on. Answer the following ques�ons as a group.

● In your mind, what are the TWO most important �ps on this list? Why do you believe them to be most important?

● What is one �p you, personally, would need to work on if you were trying to secure an awesome internship or job for next summer?

✤ Mock Interviews (20 min)

Have students pair up. They should take turns being the interviewee and interviewer and switch off a�er five minutes. Interview ques�ons are in their workbooks. A�er they have all had a chance to experience both roles, debrief the exercise as a whole group.

✤ Questions to Ask Your Interviewer (5 min)

Discuss with the group the importance of having a few ques�ons prepared to ask at the end of the interview. Explain that it demonstrates preparedness, maturity, though�ulness, ini�a�ve, and genuine interest in the posi�on. A list of example ques�ons is included in the student workbook.

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✤ Four Things You Need to Do After the Interview (5 min)

Have students read the final ar�cle for this session and construct a �meline of what you should do from the moment the interview ends to about two weeks a�erwards. The ar�cle is in their workbooks and on the YOUR

FUTURE webpage.

TAKE HOME ASSIGNMENT HOW TO DRESS FOR AN INTERVIEW BY INDUSTRY

Students should read the ar�cle and review the infographic found in their workbooks or on the YOUR FUTURE page. Then they should describe, draw, screenshot, or clip from a magazine what they would wear to an interview and label five elements of their chosen ou�it that are appropriate to the industry or level of professionalism of the job they hope to have. One-on-One Coaches will review this with them at the next session.

ONE-ON-ONE COACHING PROGRESS REPORT PREP, MONEY PATH REVIEW, ASSIGNMENT PREP

Use this �me to check in and make sure that your students are on the right track for a successful Progress Report in session five. Also, ask them about the plan they created in session three with Money Path. Use that as a way to get to know them be�er and understand their long-term goals. Use that informa�on to help mo�vate them to accomplish their short-term goals. Review the take home assignment (page 59 in the Student Workbook) with them and make sure that they don’t have any ques�ons.

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SESSION 5: Banking Review & Open Discussion Adapted from NextGen Personal Finance curriculum

PART ONE: BANKING REVIEW 50 MIN

✩✩Coach Preparation✩✩

This session has students working through online simula�ons to review banking ac�vi�es. Please go through all of the simula�ons yourself, before the session, so that you can assist the students. You will find the link to the simula�ons on the YOUR FUTURE webpage.

Objective

Students will get hands on experience with common banking and money management ac�vi�es, including: ● paying bills, ● using an ATM, ● wri�ng a check, ● making a deposit, and ● making a purchase with a debit card.

Introduction

As you are now halfway through the program, it is a good �me to make sure all the students are feeling comfortable with the most common ac�vi�es related to managing their accounts and their money.

Main Activity

Each student will be working on their own computers, laptops, or Chromebooks for this sec�on of the session. Students should visit the YOUR FUTURE webpage and click on the bu�on that is �tled “Banking Simula�ons.” They will download a worksheet with links to the simula�ons and discussion ques�ons. They should spend about 10 minutes working through each simula�on and answering the discussion ques�ons that follow. If students get stuck, encourage them to use each other as resources. If you wrap up this sec�on early, review the discussion ques�ons as a group. Students should save a copy of this worksheet and email it to themselves for future review.

PART TWO: OPEN DISCUSSION 40 MIN

Spend the rest of this session discussing any ques�ons that the students may have about the program, their goals, the topics they have learned about, or managing their accounts. Come up with a few ques�ons to get the ball rolling and record them on the next page. If students have ques�ons that you can not answer, be sure to write them down and research the answers before the next session.

EXTENDED ONE-ON-ONE COACHING PROGRESS REPORT, ASSIGNMENT REVIEW

Take 15-20 minutes to complete each student’s Progress Report . Talk with them about their successes and struggles. Are there any obstacles you can help with? Review their progress on their Financial Goal Checklist and record their account balance(s). Addi�onally, check in with them about the assignment from session four.

Complete the Progress Report Tracker for each student. Enter the information for each student into the

Student Tracker (Google Sheet). This must be completed within two business days of session five.

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OPEN DISCUSSION: SAMPLE QUESTIONS, IMPORTANT POINTS, NOTES TO FOLLOW UP ON

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SESSION 6: To Your Credit

TO YOUR CREDIT 80 MIN

✩✩Coach Preparation✩✩

The Group Coach will deliver SecureFutures’ To Your Credit Money Sense lesson. It is important to complete

training regarding the delivery of this lesson. If you are the Group Coach and you have not completed Money Sense training, please log into the Volunteer Portal and click on Online Training. From there, navigate to the To

Your Credit overview to view a short video walk through of the lesson. Be sure to review the Instructor Notes prior to delivering the lesson. A hard copy will be provided to you later in the year.

Objective

Students will: ● understand what credit is, ● understand how credit cards work and how to use them responsibly, ● learn what a credit score is and what determines the score, and ● learn about credit reports and how their financial habits are tracked.

Introduction

Credit is an important financial concept for students to understand. All will begin to receive credit card offers and some will be taking out student loans. It is cri�cal that they build a good understanding of credit and the role it plays in financial livelihood.

Main Activity

The Instructor Notes and Prezi presenta�on can be found on the YOUR FUTURE webpage. The Instructor Notes men�on pre & post surveys for this lesson, but you will skip them. All handouts for this lesson are included in the Student Workbook.

TAKE HOME ASSIGNMENT CREDIT REPORT 10 MIN

Review the assignment (page 79 of the Student Workbook) with the group. Before the next session, students should find and review at least one of their credit reports via AnnualCreditReport.com . Stress that if the site they go to requires them to pay to view their report, they are on the wrong site. If students have any ques�ons about their reports or if they find any mistakes on them, they should bring it in and discuss it with their One-on-One Coach at the next session.

ONE-ON-ONE COACHING GENERAL CHECK IN, ASSIGNMENT PREP

Use this �me as a general check-in with your students. Focus on the personal goals they set for themselves. Addi�onally, review their progress on their Financial Goal Checklist and record their account balance(s).

Review the take home assignment with them and show them how to access AnnualCreditReport.com.

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SESSION 7: Design-Your-Own Lesson

LESSON TOPIC: 90 MIN

This session will be for the topic that your group chose in session two. If the students chose to learn about taxes or vehicle acquisi�on, resources to support that discussion can be found on the YOUR FUTURE webpage. Alternately, electronic lessons on these topics and many others can be found on the same page under “Financial Fitness E-lessons.”

LESSON PREP NOTES:

ONE-ON-ONE COACHING GENERAL CHECK IN, ASSIGNMENT REVIEW

Use this �me as a general check-in with your students. Focus on what they need to complete before the final session and Progress Report. Addi�onally, review their progress on their Financial Goal Checklist and record their account balance(s).

Ask your students about their credit reports. Discuss any ques�ons they have.

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SESSION 8: Preparing Your Future Budget & Program Wrap Up

PART ONE: PREPARING YOUR FUTURE BUDGET 45 MIN

Objective

Students will: ● complete a budget based on their chosen path for next year (college, workforce, or high school), ● understand the importance of developing a plan for saving money for their future, and ● understand why comple�ng FAFSA early will help them to solve for how much money they will need to

find for college.

Introduction

A major event in a student’s life will be their transi�on from high school to living independently. For students pursuing higher educa�on, managing financial aid, student loans and personal spending can be complicated and stressful. For students going directly into the workforce, managing independent life and income from a full-�me job will be a new experience that can be stressful. Students who are younger and will not be gradua�ng also face new decisions, experiences, and expenses that they will need to plan for. Building a budget now will help prepare them to transi�on into those new stages of life.

Main Activity Have students navigate to the YOUR FUTURE webpage. They should click on and download the appropriate budget based on their plan for the next year. Once downloaded, they will need to click the “Enable Edi�ng” bu�on at the top of the window. If computers aren’t available, students can complete the ac�vity using the appropriate budget in their Student Workbook.

NOTE: You should have each budget open and projected to help facilitate the activity.

Describe the sec�ons of each budget (these will be different depending on which budgets the students choose) to ensure students know how to complete the spreadsheets or worksheets. Monitor their progress, providing coaching as needed. This is also a good opportunity for students to use the informa�on in their Money Path profiles, if they will be gradua�ng soon.

Students that plan to attend college should research the costs of a school that they want to a�end and use that data in their budget. A great website for that is College Scorecard ( h�ps://collegescorecard.ed.gov/ ). If they have received their financial aid package, they can reference the informa�on from there. Stress the importance of comple�ng the budget in a way that minimizes their student loan payments as much as possible.

Students that plan to enter the workforce or begin an apprenticeship should research how much they can expect to earn in the first year and use that when building their budget.

For students who will still be in high school have them consider the following ques�ons: Where will their money come from? Will they get a job? What will they be saving for?

When complete, make sure the students save a copy of their budget and email it to themselves. Encourage them to come back to the YOUR FUTURE webpage if they ever want to access any of the other budgets.

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PART TWO: PROGRAM WRAP UP 45 MIN

Objective

Students will: ● complete the post-survey (on a computer) which will show us what skills, behaviors and goals have

been achieved since the beginning of the program, ● engage in a discussion about what they learned and what they would like to learn more about, and ● provide direct feedback regarding the program benefits and share ideas on how to improve the

program.

Introduction

Students will complete the post-survey. Next, you will direct a student discussion regarding what their key learnings were and how they feel the program helped prepare them for their future.

Main Activity

● Review the key concepts from the program. Students will fill out the answers in their workbooks (page

82) . ○ What is a budget? ○ Why is it important to track expenses? ○ How can you manage your accounts and avoids fees?

● Have students complete the post-survey using a computer. Students will have received the link to the

survey in an email from their Program Manager. Students should take their �me and be sure they answer each ques�on accurately.

● Facilitate an open discussion with students to generate feedback about their Money Coach experience. ○ What were the top financial skills and behaviors you learned and can put into prac�ce now? ○ What financial skills and concepts do you want to learn more about? ○ Describe what you liked about the program. ○ Describe ideas of how to improve the program. ○ How would you like to stay connected to Secure Futures and the Money Coach program? What

are the best ways for us to stay in contact?

Celebrate the accomplishments of the students and encourage them to con�nue to prac�ce what they learned in the program. Coaches are encouraged to share what they enjoyed about the program and working with their students. Remind them that they can access the YOUR FUTURE webpage and MONEY PATH APP any �me in the future.

Share a heartfelt charge for a successful future. Let them know their future is bright!

ONE-ON-ONE COACHING PROGRESS REPORT

Use this �me to review each student’s accomplishments in the program. Complete the Progress Report

Tracker for each student. Enter the information for each student into the Student Tracker (Google Sheet).

This must be completed within two business days of session eight.

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Program Managers:Stephaine Crosley | [email protected] | 414-310-5919

Chineva Smith | [email protected] | 414-310-5923

710 N Plankinton Avenue, Suite 1400Milwaukee, WI 53203

(414) 273-8101 | www.securefutures.org

SecureFutures empowers teenagers with the knowledge, tools, and mentoring for a lifetime of financial capability. Our engaging volunteers, dynamic schools, and

generous supporters share a vision of stronger communities built by an investment in “money smart” teens.