Transcript Can We Afford NOT To?

Tonawanda Business/Technology
Department
Who Are We? (Scott Benson, Robin D’Amato, Julie
Schork, Gary Novits)
A department of 4 teachers who will each teach
approximately 100-150 students per semester this
year.
We are a department that offers 18 electives for our
students both full year and half year.
Our electives are often innovative, offer real world
examples, are constantly meeting the needs of the
students and their success in
today’s society.
Who Are We…….
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We have 1 half year graduation requirement in our
department.
We have inherited the Student Leadership class
We have 3 extracurricular clubs among us: FBLA, Mentor
Club, and Mock Trial.
We offer 2 classes that are Advanced Studies in which our
students can obtain transferable college credit through Erie
Community College.
We offer 2 classes that have articulation agreements with
NCCC for advanced placement.
We coordinate 50-70 job shadow placements every year for
Juniors.
Tonawanda Senior High School
Can We Afford NOT To?
Career & Financial
Management Requirement
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2008-2009
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Why should all Tonawanda
students take Career & Financial
Management?
According to the Bureau of Labor
Statistics, by the age of 38 our students
will have changed jobs 13-15 times within
3 to 5 different industries.
Do You Know?
American teens confidently predict a future
in which, based on the career that
interests them most, they will be earning
an average annual salary of $145,500
(boys expect $173,000 vs. girls
$114,200).
The 2007 annual Teens & Money survey conducted by Charles Schwab & Co., Inc.
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2008-2009
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However fewer than half consider themselves
knowledgeable about:
• how to budget money (41%),
• how to pay bills (34%),
• how credit card interest and fees work (26%),
• whether a check cashing service is good to use
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(24%).
Even fewer teens know how income taxes work
(14 percent) or what a 401(k) plan is (13%).
The 2007 annual Teens & Money survey conducted by Charles Schwab & Co., Inc.
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2008-2009
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Why it’s Important!
Less than a quarter of students (24%) say they are
very well prepared to deal with life’s financial
challenges (Hartford Financial Services Group, 2007)
68% of high school seniors today do not understand
the basics of personal finance and only 21% have taken
a personal finance class (Jump$tart, 2008).
Universities lose more students to credit card debt
than to academic failure
US consumer debt stands at $2.4 trillion and exceeds
household income by over 8%
Our families are in trouble:
Consumer revolving credit grew again in January
[2008] as Americans tacked on $5.6 billion in
net new debt, mostly credit card debt,
compared to the prior month.
Consumer bankruptcy filings in February [2008]
rose to 76,000 compared to 66,000 in the prior
month. Chapter 13 filings made up about 46%
of all consumer cases, down slightly from last
month.
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2008-2009
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Our students do as their
parents…
A recent survey by Sallie Mae found that more
than half of college students accumulated
more than $5,000 in credit card debt while in
school. Of the 13,000 respondents, one-third
piled on more than $10,000 in credit card
debt while in school. Only 19 percent said
they did not acquire any credit card debt
while in school.
This does NOT include student loan debt…
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2008-2009
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Society doesn’t help…
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A culture that views shopping as
entertainment and spending as patriotic.
Too many schools and colleges—still—with
no financial education initiatives.
Advertisers that target very young children
although research shows that children under
age 8 are cognitively and psychologically
defenseless against advertising.*
*Committee on Communications Pediatrics 2006. American Academy of Pediatrics
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2008-2009
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But…
The 2007 back-to-school cardholder
survey from Visa revealed that:
Only 5% of adults learned about the vital
life skill of money management in
elementary or high school.
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2008-2009
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And…
91% of respondents said they supported
requiring financial education be taught in
every high school in the country.
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2008-2009
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Students WANT to know:
The 2007 annual back-to-school survey from Capital One found
that:
When asked about the topics they'd most like to learn about, teens
express interest in:
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how financing works for large purchases such as a car or a
home (74%),
investing money (72%),
identity theft and how to protect themselves (68%),
saving money (62%),
budgeting (58%),
stocks (58%),
checking accounts (55%),
credit cards (55%).
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2008-2009
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What we want our students to
know:
•That they will have to work 40-50 years in a job before retirement
•That they should be introduced to a multitude of career options
•What their interests, abilities, skills, and aptitudes are
•To begin to prepare for a career that fits their characteristics
•How to properly interview for a college or job
•How to create a resume
•The importance of setting long term and short term goals
•How to properly fill out a job application
College is an expensive
venture…..
•There are no statistics to document the
precise number of undecided freshmen,
but some experts estimate the number at
25 percent or more of the nation's
incoming freshmen.
•Studies show that between 60 percent and
75 percent of college students who begin
their studies in declared majors change
their minds at least once before they
graduate.
•That's because those students are
undecided, but often pick a major based
on pressure from peers or parents.
What We Want our Students to
Know:
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Knowledge about credit, debt, budgeting, saving,
investment, and tax (terminology and norms).
More rational financial decision-making.
Cost consciousness and financial management
skills.
Willingness to develop early saving habits and
understand compound interest.
More personal responsibility for career paths,
education, and the outcomes of their choices.
Early planning for retirement needs.
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2008-2009
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Possible State Mandates
Two bills were introduced by our legislatures:
Senate: S00851
Assembly: A09972
This bill would require that high school
students have financial education integrated
into their curricula for high school
students, including personal financial
planning and budgeting, understanding of the
income and property tax systems, and
understanding state and federal laws
concerning personal and commercial finance.*
http://assembly.state.ny.us/leg/?bn=A09972
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2008-2009
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Student Survey Results After Financial Literacy
Program
How have your spending habits changed as a result of
being taught personl finance?
100%
83%
82%
75%
80%
68%
64%
75%
63%
56%
60%
40%
64%
85%
50%
38%
20%
0%
Used a spending
plan/budget
Had a bank
account
Saved money on Talked about
regular basis
money matters
w ith parents
Before
After
Had financial
goals
Compared prices
Our Response
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Required full year course offered to
Juniors
Course will devote 1 semester to Career
Development, 1 semester to Financial
Literacy
Real world learning examples
Develop Independent Study Skills
Life Long Success
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2008-2009
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Career and Financial Education?
Can we afford NOT to require this course
for ALL our students?
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2008-2009
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Standards Addressed in this
Course:
English Language Arts
ELA #1 – Language for Information and Understanding
Students will listen, speak, read, and write for information and
understanding.
ELA #2 – Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts
and relate to their own lives.
ELA #3 – Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation
ELA #4 – Language for Social Interaction
Students will listen, speak, read, and write for social interaction.
Standards Addressed in this Course:
Mathematics, Science, and Technology
MST #2 – Information Systems
Students will access, generate, process, and transfer information using appropriate
technologies
MST #3 – Mathematics
– Students will understand mathematics and become
mathematically confident by communicating and reasoning mathematically by applying
mathematics in real-world settings
MST #5 – Technology
– Students will apply technological knowledge and sills to design,
construct, use, and evaluate products and systems
MST #6 – Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect
mathematics, science, and technology and apply these themes in other areas of
living.
MST #7 – Interdisciplinary Problem Solving
Students will apply the knowledge of thinking skills of mathematics, science, and
technology to address real-life problems and make informed decisions.
Standards Addressed in this Course:
Career Development & Occupational
Studies (CDOS)
CDOS #1 – Career Development
Students will be knowledgeable about the world of work, explore career options,
relate personal skills, aptitudes, and abilities to future career decisions
CDOS #2 – Integrated Learning
Students will be demonstrate how academic knowledge and skills are applied in the
workplace.
CDOS #3a – Universal Foundation Skills
Students will demonstrate mastery of the foundation skills and competencies
essential for workplace success.
CDOS #3b – Career Majors
Students who choose a career major will acquire the career-specific technical
knowledge and skills necessary to progress toward gainful employment, career
advancement, and success in postsecondary programs.
Standards Addressed in this Course:
Social Studies
Social Studies #4 – Economics
Students will use a variety of intellectual
skills to demonstrate their understanding
of how the US and other societies
develop economic systems and
associated institutions to allocate
resources.
Standards Addressed in this Course:
Health, Physical Education, and
Family & Consumer Sciences
Health, PE, and Family and Consumer
Sciences #3:
Students will understand and be able to
manage their personal and community
resources.
An Average Junior’s Schedule
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Period 1 – English
Period 2 – Social Studies
Period 3 – Math
Period 4 – Science
Period 5 - Lunch
Period 6/7 – PE/Lab
Period 8/9 – Art/Music/Business/Technology/Lote
Period 10 – Career & Financial Management
Period 11 – Study Hall/AIS/Guided Study/Resource
Why Junior Year?
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This is when students begin to seriously
consider colleges (career decisions, financial
aid)
This is when students begin to drive
(insurance, budgeting, payments, gasoline,
bank accounts)
Students become mature enough and are
engaged in experiences meaningful to this
content.
The Bottom Line……..
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We are trained and have experience in
the topics we see over and over again in
SPT minutes, BOE minutes, and student
discussion.
YOU are telling us this is what our
students need.
We are prepared, willing, and able
Will we do it?
What Could This Entail?
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A .5 FTE Added Business Teacher
OR
A reduction in the number of elective
options we offer students per year. Use
an alternating schedule of when courses
will be offered.