1. Financial Planning Program® TEACHER TRAINING PROGRAM
NEFE High School
Financial Planning Program®
TEACHER TRAINING PROGRAM

2. 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

3. 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.

4. 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.

5. 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.

6. 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

7. HSFPP Units 5--Your Money: Keeping It Safe and Secure
6--Insurance: Protecting What You Have
7--Your Career: Doing What Matters Most

8. Program Materials

9. 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

10. Instructor Manual HSFPP 2007 One copy per teacher
Has most of the instructional materials
Tour the Instructor Manual

11. Data Disk with all Program Materials
Take-Home
Brochure
For
Parents
Spanish
Version
Via
Download

12. PowerPoint or PDF Format
Complete
Presentation Visuals
Interactive
Excel Spreadsheets
PowerPoint or PDF Format

13. Certificate of Completion
One available for each book you order

14. Web Sites
Web Tools
Web Games

20. Online Training

21. Student Guide
Instructor Manual
Presentation
Visuals
Data Disk
Web Sites / Web Tools / Web Games
Certificate of
Completion
Online Training
Take-Home
Brochure
Spanish
Version

22. 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.

23. 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.

24. 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 . . .

25. 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.

26. 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.

27. 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.

28. 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.

29. 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.

30. 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.

31. 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.

32. 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.

33. 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.

34. Tour the student materials
Student Guide
Student Web Site

35. Look at Training Module 2 Blue section – Training Materials
Work by yourself, with a partner or partners to complete Activity #7

36. Check out the teacher resources
Instructor Manual
Instructor CD Resources
Instructor Web Site

41. BACK

42. BACK

43. BACK

47. Four Phases of Learning
INSPIRE
INFORM
MENTOR
COACH
Four Phases of Learning
INQUIRE
GATHER
PROCESS
APPLY
STUDENT
TEACHER

48. INQUIRE
Instructor
Manual

49. GATHER
PROCESS
GATHER
Instructor
Manual

50. PROCESS
APPLY
GATHER
Instructor
Manual

51. APPLY
Unit
Assessment

52. Unit Sequence Schedules
Instructor Manual
Appendix C

53. Other human resources

54. 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

55. Order Material Online

56. 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.

57. Training Module 1 Training Module 2 Training Module 3 Training Module 4

58. 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)

59. 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

60. Remember, bring life and meaning to NEFE’s new HSFPP Theme….
“ALL ACROSS THE NATION, FINANCIAL EDUCATION, FOR A NEW GENERATION!”