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Published byNancy Brooks Modified over 9 years ago
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Financial Planning Program® TEACHER TRAINING PROGRAM
NEFE High School Financial Planning Program® TEACHER TRAINING PROGRAM
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ALL ACROSS THE NATION, FINANCIAL EDUCATION, FOR A NEW GENERATION!
Launching of the NEW High School Financial Planning Program Curriculum March 12-15, 2007 in Denver, CO 48 States in U.S. Represented by Cooperative Extension System and the Credit Union National Association
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About the HSFPP Basic money management curriculum.
Gives teens what they need in order to begin using the skills the program teaches Offers opportunities for family and trusted financial professionals to play a role.
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Why is this important for teens?
Financial security in adulthood is extremely important. The high bankruptcy rate among young people. High level of personal debt amongst young people after HS. Lack of experience handling money. They don’t always learn about this at home.
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Why do teens need this now?
Many ‘guaranteed’ benefits adults use to enjoy are being reduced or eliminated. Personal savings among adults have never been lower. There’s a need to get students out of a debtor mentality and into a saving state of mind.
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HSFPP Units 1--Your Financial Plan: Where it All Begins
2--Budgeting: Making the Most of Your $ 3--Investing: Making Money Work for You 4--Good Debt, Bad Debt: Using Credit Wisely
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HSFPP Units 5--Your Money: Keeping It Safe and Secure
6--Insurance: Protecting What You Have 7--Your Career: Doing What Matters Most
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Program Materials
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Student Guide HSFPP 2007 One copy per student
Student keeps their student guide when course is completed Order extras to replace when lost. Tour the student guide
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Instructor Manual HSFPP 2007 One copy per teacher
Has most of the instructional materials Tour the Instructor Manual
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Data Disk with all Program Materials
Take-Home Brochure For Parents Spanish Version Via Download
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PowerPoint or PDF Format
Complete Presentation Visuals Interactive Excel Spreadsheets PowerPoint or PDF Format
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Certificate of Completion
One available for each book you order
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Web Sites Web Tools Web Games
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Online Training
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Student Guide Instructor Manual Presentation Visuals Data Disk Web Sites / Web Tools / Web Games Certificate of Completion Online Training Take-Home Brochure Spanish Version
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NEFE Instructors are trusted to . . .
better prepare learners to manage their personal finances [Who has used the NEFE materials in a classroom setting? Workshop setting?] Whether in the classroom setting or a workshop, you are trusted to meet any of all of these expectations.
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HSFPP designed to provide instructors resources to . . .
Deliver relevant, current financial curriculum Clarify performance expectations for students Provide assessments that measure performance Align performance expectations, assessments, and learning activities Infuse state and national financial literacy standards [Who has used the NEFE materials in a classroom setting? Workshop setting?] Whether in the classroom setting or a workshop, you are trusted to meet any of all of these expectations.
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Performance-Based Learning (PBL)
Students know in advance what they are expected to do to show competence Students are required to show competence Learning experience allows students to develop competence with practice and feedback The WIDS model provides the structure to meet those expectations. Our approach is performance based. We can break down PBL into . . .
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Each Unit organized around a target competency
major skill that the student will be able to do as a result of the learning experience observable and measurable student performance Part of the What is to designate competencies for the learning experience. A competency is what the student will be able to do as a result of the learning experience.
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Unit Target Competencies
1: Create a personal financial plan 2: Prepare a personal budget 3: Propose a personal saving and investing plan 4: Select strategies to use in handling credit and managing debt 5: Demonstrate how to use various financial services 6: Create a personal insurance plan which will minimize your financial loss 7: Examine how a career choice and lifestyle affect your financial plan Part of the What is to designate competencies for the learning experience. A competency is what the student will be able to do as a result of the learning experience.
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Competencies supported by learning objectives
supporting facts, processes, principles, procedures, and concepts that will provide students with the skills, knowledge, or attitudes to achieve a competency serve as benchmarks in each HSFPP unit Part of the What is to identify learning objectives that will support mastery of a competency. The learning objectives identify the supporting skills and knowledge that are needed to achieve the competency. The Unit 2 learning objectives are shown here.
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Unit 2 Learning Objectives
Support competency: Prepare a personal budget Examine personal spending habits Summarize the advantages of having a spending plan Identify various sources of income Identify types of expenses Explain the role of saving in creating a budget Explain how to construct a budget Examine forms of record-keeping involved with budgeting and cash management Summarize how a budget will change throughout your life cycle Part of the What is to identify learning objectives that will support mastery of a competency. The learning objectives identify the supporting skills and knowledge that are needed to achieve the competency. The Unit 2 learning objectives are shown here.
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Performance standards specify satisfactory performance to demonstrate mastery of a competency
conditions in which the performance will be assessed criteria by which the performance will be evaluated Another layer in the What is to designate performance standards for each competency. The performance standards specify the conditions and criteria under which the student will demonstrate mastery of the competency. The performance standards for Unit 2 are shown here.
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Unit 2 Performance Standards
Measure mastery of competency: Prepare a personal budget Condition: by creating a personal budget for a week or month Performance will be satisfactory when Income is listed by source Budget includes savings Expenses are listed as fixed, variable, or periodic Budget is balanced so total income equals total expenses Budget contains realistic data for your current situation Budget includes label with title and date You indicate how the budget supports each of your personal financial goals Another layer in the What is to designate performance standards for each competency. The performance standards specify the conditions and criteria under which the student will demonstrate mastery of the competency. The performance standards for Unit 2 are shown here.
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Performance assessment tasks
Students complete criterion-referenced tasks to demonstrate when they have mastered the competencies. Assignments: opportunities for feedback Assessments: assess mastery of competencies For each unit, several assignments and one comprehensive assessment was produced to help instructors and students know When they have achieved competence. You might recognize a few of these assignments and assessments as adaptations of previous Learn by Doing activities.
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Unit 2 Performances Assignments:
Compare recent spending with the financial plan created in Unit 1 Categorize recent expenses as fixed, variable, or periodic Identify how much is needed to save each month or week to meet financial goals Outline a personal budget Assessment: Prepare a personal budget For each unit, several assignments and one comprehensive assessment was produced to help instructors and students know When they have achieved competence. You might recognize a few of these assignments and assessments as adaptations of previous Learn by Doing activities.
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Unit 2 Performance Assessment Task
Directions for student Required criteria for satisfactory performance is detailed in scoring guide A scoring guide is available for each unit assignment and assessment. The intent is to make this available to each student in advance to plan for the task. The instructor and the student can then use the scoring guide to assess the student’s performance.
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Tour the student materials
Student Guide Student Web Site
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Look at Training Module 2 Blue section – Training Materials
Work by yourself, with a partner or partners to complete Activity #7
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Check out the teacher resources
Instructor Manual Instructor CD Resources Instructor Web Site
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BACK
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BACK
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BACK
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Four Phases of Learning
INSPIRE INFORM MENTOR COACH Four Phases of Learning INQUIRE GATHER PROCESS APPLY STUDENT TEACHER
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INQUIRE Instructor Manual
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GATHER PROCESS GATHER Instructor Manual
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PROCESS APPLY GATHER Instructor Manual
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APPLY Unit Assessment
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Unit Sequence Schedules
Instructor Manual Appendix C
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Other human resources
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HSFPP curriculum aligned with financial literacy standards
National Academic Standards Jump$tart Coalition for Personal Financial Literacy National Council on Economic Education National Standards for Business Education National Standards for Family & Consumer Sciences Education National Council for Social Studies—Economics Standards for the English Language Arts Principles and Standards for School Mathematics
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Order Material Online
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Making It Happen What do you need to do to put the program in place?
Work with your local Credit Union and/or Junior Achievement to plan future teacher and credit union staff HSFPP Curriculum trainings.
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Training Module 1 Training Module 2 Training Module 3 Training Module 4
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Training Modules 1 – Meet the Program (1 hr)
2 – Use the IM materials (2-3+ hrs) 3 – Formulate plan to implement program (1- 2 hrs) 4 – Formulate plan to train instructors and financial professionals (1-2 hrs)
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Potential Training Agendas
1-2 Hour Orientation Module 1 1/2 Day Orientation Modules 1, 3 or Modules 1, 2 6-hr+ Teacher Training Modules 1, 2, 3 1- or 2-day Trainer Training Modules 1, 2, 3, 4
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Remember, bring life and meaning to NEFE’s new HSFPP Theme….
“ALL ACROSS THE NATION, FINANCIAL EDUCATION, FOR A NEW GENERATION!”
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