1 / 14

Whose Job Is It, Anyway? Iowa Jump $tart Financial Literacy Conference July 20, 2012 Sandra Dop

Whose Job Is It, Anyway? Iowa Jump $tart Financial Literacy Conference July 20, 2012 Sandra Dop Iowa Department of Education. Curriculum. Curriculum is that which changes the mind of the young. ~ Elliot Eisner. Historical Perspective. Citizenship Kindergarten

acowell
Télécharger la présentation

Whose Job Is It, Anyway? Iowa Jump $tart Financial Literacy Conference July 20, 2012 Sandra Dop

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Whose Job Is It, Anyway? Iowa Jump $tart Financial Literacy Conference July 20, 2012 Sandra Dop Iowa Department of Education

  2. Curriculum Curriculum is that which changes the mind of the young. ~ Elliot Eisner

  3. Historical Perspective Citizenship Kindergarten Healthy Living

  4. Iowa Core Curriculum Math Social Studies Critical Thinking Complex Communication Creativity Collaboration Flexibility Adaptability Productivity Accountability 21st Century Skills Civic • Health • Employability • Technology • Financial Science Literacy

  5. So . . . Financially Thinking . . . What is one thing you wish someone, anyone, had told you—had really taken the time to explain—had “changed your mind” about when you were young? And who might have been able to have had that conversation with you—or better yet, helped you discover it for yourself? your parents . . . a friend . . . a teacher

  6. K-2 Financial Literacy • Demonstrate the ability to set goals based on wants and needs. • Identify monetary resources and distribution options for those resources. • Demonstrate an understanding of the concept of credit. • Develop awareness that each person has an identity. • Recognize various ways to save and the reasons individuals decide to save. • Distinguish between appropriate spending choices.

  7. 3-5 Financial Literacy • Create long and short term goals based on a prioritization of wants and needs. • Recognize how one’s personal career choice and attitude can impact financial planning decisions. • Identify the concept of debt and an individual’s responsibility for that debt. • Recognize common risks to one’s identity and demonstrate the ability to protect that identity. • Determine the importance of saving/investing in relation to future needs. • Recognize that spending choices differ between groups of people and settings.

  8. 6-8 Financial Literacy • Model the process of financial planning based on personal prioritization of wants and needs. • Create an effective spending plan using informed decision-making skills. • Recognize appropriate uses of credit and its impact on an individual’s financial security. • Evaluate various risks to personal identity and create a plan for ongoing protection. • Evaluate possible options for investing as a means to attain one’s goals. • Demonstrate ethical financial decision making skills and assess how these decisions might impact the broader community.

  9. 9-12 Financial Literacy • Demonstrate financial responsibility and planning skills to achieve financial goals for a lifetime of financial health. • Manage money effectively by developing spending plans and selecting appropriate financial instruments to maintain positive cash flow. • Make informed and responsible decisions about incurring and repaying debt to remain both creditworthy and financially secure. • Evaluate and identify appropriate risk management options, including types of insurance, non-insurance, and identity protection.

  10. 9-12 continued • Assess the value, features, and planning processes associated with savings, investing, and asset building, and apply this knowledge to achieve long-term financial security with personal and entrepreneurial goals in a global market. • Understand human, cultural, and societal issues related to financial literacy, and practice legal and ethical behavior.

  11. Possible resources: • www.ihaveaplaniowa.gov • http://tiny.cc/IFLP

  12. So today . . . consider • What do you think could do to promote this work for the students in your school? • Who can you enlist . . . encourage . . . persuade to help? • What do you need from others?

  13. Because whose job is it? It’s ours . . .

  14. Contact Information Sandra Dop Sandra.Dop@iowa.gov Nancy Ankeny Nancy.Ankeny@iowa.gov

More Related