{"id":20992,"date":"2021-11-01T17:31:10","date_gmt":"2021-11-02T03:31:10","guid":{"rendered":"https:\/\/bigislandthieves.com\/?p=20992"},"modified":"2021-11-01T17:31:10","modified_gmt":"2021-11-02T03:31:10","slug":"hidoe-seek%ca%bbs-feedback-to-develop-financial-literacy-content-standards","status":"publish","type":"post","link":"https:\/\/bigislandthieves.com\/hidoe-seek%ca%bbs-feedback-to-develop-financial-literacy-content-standards\/","title":{"rendered":"HIDOE Seek\u02bbs Feedback to Develop Financial Literacy Content Standards"},"content":{"rendered":"

\u200bIntroduction<\/strong><\/p>\n

Financial literacy, or financial capability as it is currently defined at the federal level, is the capacity, based on knowledge, skills and access, to manage financial resources effectively. To develop this capacity, individuals must have appropriate access to and understanding of financial products, services, and concepts. Financial literacy empowers individuals to make\u00a0informed choices, avoid pitfalls, know where to go for help, and take actions to improve their\u00a0present and long-term financial well-being.<\/p>\n

The Hawaii State Department of Education, Office of Curriculum and Instructional Design, is currently investigating ways to ensure every student receives basic financial literacy before high\u00a0school graduation. At this time, efforts are focused on financial literacy education at the high school level.<\/p>\n

As part of this work, draft content standards have been curated for a one-semester introductory\u00a0level high school course on financial literacy designed to help students develop the capacity to describe, analyze, and evaluate many financial topics that most students will directly experience\u00a0in their personal and professional lives. While a one-semester course is not the only way in\u00a0which financial literacy education can be provided to students, the standards are a vital step toward ensuring consistent financial literacy education across the state.<\/p>\n

\"2017_NationalStandardsBook.png\"<\/a>The content standards<\/strong> are derived from the 2017 edition of the National Standards in K-12 Personal Finance Education<\/a>\u00a0(pdf, pictured to the right) from the Jump$tart Coalition. These standards are consistent with both state- and nationally-recognized concepts that are important to healthy financial literacy.<\/p>\n

The themes<\/strong> are aligned to the six major categories utilized in Jump$tart\u02bbs National Standards: 1) Spending and Saving; 2) Credit and Debt; 3) Employment and Income; 4) Investing; 5) Risk Management and Insurance; and 6) Financial Decision Making.<\/p>\n

The sample teacher guidance<\/strong> is a list of skills gleaned from Jump$tart\u02bbs benchmarks which describes what teachers may ask students to demonstrate in order to meet each content standard. The guidance is not intended to serve as an all-inclusive list; rather, the guidance\u00a0serves as a sample set of statements for teachers to consider how to best help their students meet the content standards.<\/p>\n

Special thanks to Kelly Lee, founder of the Hawaii Coalition of Jump$tart, for lending her content area expertise to this effort.<\/p>\n

\n\n\n\n\n\n
\u200b\u200b<\/strong>THEME 1: Spending and Saving<\/strong><\/td>\n<\/tr>\n
Content Standard<\/strong><\/p>\n

The student shall:<\/em><\/td>\n

\u200bSample Teacher Guidance<\/strong><\/p>\n

To help students meet the Content Standard, the\u00a0teacher may ask students to:<\/em><\/td>\n<\/tr>\n

\u200bContent Standard MD.PFL.1.1<\/strong><\/p>\n

Develop a plan for spending and saving.<\/td>\n

\n
    \n
  • \u200bDescribe ways that people can decrease\u00a0expenses to save more of their incomes.<\/li>\n
  • Discuss the components of a personal spending plan, including income,\u00a0planned saving and expenses.<\/li>\n
  • Compare the advantages and\u00a0disadvantages of saving for financial\u00a0goals.<\/li>\n
  • Investigate changes in personal\u00a0spending behavior that contribute to\u00a0wealth building.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u200bContent Standard MD.PFL.1.2<\/strong><\/p>\n

Describe how to use different payment\u00a0methods.<\/td>\n

\n
    \n
  • Compare and contrast different types of\u00a0local financial institutions and the services they provide.<\/li>\n
  • Summarize the advantages and disadvantages of checks, stored value cards, debit cards, gift cards and online and mobile payment systems.<\/li>\n
  • Compare the costs of cashing a check with various third parties, such as a bank or credit union, check-cashing services and retail outlets.<\/li>\n
  • Demonstrate how to schedule and manage bill payments.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n
    \n\n\n\n\n\n
    \n
    \u200b<\/strong>THEME 2: Credit and Debt<\/strong>\u200b<\/div>\n<\/td>\n<\/tr>\n
    \n
    \u200bContent Standard<\/strong><\/div>\n

    \n<\/em><\/div>\n
    The student shall:<\/em><\/div>\n<\/td>\n
    		\u200bSample Teacher Guidance<\/strong><\/p>\n

    To help students meet the Content Standard,\u00a0the teacher may ask students to:<\/em><\/td>\n<\/tr>\n

    \u200bContent Standard MD.PFL.2.1<\/strong><\/p>\n

    Analyze the costs and benefits of various\u00a0types of credit.<\/td>\n

    		\n
      \n
    • \u200bExplain how debit cards differ from credit cards.<\/li>\n
    • Discuss potential consequences of using \u201ceasy access\u201d credit.<\/li>\n
    • Calculate the total cost of repaying a loan under various rates of interest and over different periods.<\/li>\n
    • Compare the cost of borrowing $1,000 by means of different consumer credit options.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
    \u200bContent Standard MD.PFL.2.2<\/strong><\/p>\n

    Summarize a borrower\u2019s rights and responsibilities related to credit reports.<\/td>\n

    		\n
      \n
    • \u200bWeigh the potential payoffs of a positive borrowing reputation versus the potential consequences of a poor borrowing reputation.<\/li>\n
    • Explain the value of credit reports to borrowers and to lenders.<\/li>\n
    • Categorize the information in a credit report and how long it is retained.<\/li>\n
    • Analyze how a credit score affects creditworthiness and the cost of credit.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n

       <\/p>\n

       <\/p>\n

      <\/div>\n
      \n\n\n\n\n\n
      THEME 3: Employment and Income<\/strong><\/td>\n<\/tr>\n
      \n
      \u200bContent Standard<\/strong><\/div>\n

      \n<\/em><\/div>\n
      The student shall:<\/em><\/div>\n<\/td>\n
      		\u200bSample Teacher Guidance<\/strong><\/p>\n

      To help students meet the Content Standard,\u00a0the teacher may ask students to:<\/em><\/td>\n<\/tr>\n

      \u200b Content Standard MD.PFL.3.1<\/strong><\/p>\n

      Explore job and career options.<\/td>\n

      		\n
        \n
      • \u200bExplain the difference between a career and a job.<\/li>\n
      • Match personal skills and interests to various career options.<\/li>\n
      • Compare the education and training requirements, income potential and primary duties of at least two jobs of interest.<\/li>\n
      • Discuss how non-income factors such as child-care options, cost of living and work conditions can influence job choice.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
      \u200b Content Standard MD.PFL.3.2<\/strong><\/p>\n

      Compare sources of personal income and compensation.<\/td>\n

      		\n
        \n
      • \u200bExplain the difference between a wage and a salary.<\/li>\n
      • Calculate the future income needed to maintain a current standard of living.<\/li>\n
      • Identify typical sources of income in retirement.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n
        \n\n\n\n\n\n
        \u200bTHEME 4: Investing\u200b<\/strong><\/td>\n<\/tr>\n
        \n
        \u200bContent Standard<\/strong><\/div>\n

        \n<\/em><\/div>\n
        The student shall:<\/em><\/div>\n<\/td>\n
        		\u200bSample Teacher Guidance<\/strong><\/p>\n

        To help students meet the Content Standard,\u00a0the teacher may ask students to:<\/em><\/td>\n<\/tr>\n

        \u200b Content Standard MD.PFL.4.1<\/strong><\/p>\n

        Explain how investing may build wealth and help meet financial goals.<\/td>\n

        		\u200b\u25cf Describe reasons for investing.<\/p>\n

        \u25cf Devise an investment plan for accumulating money for a major expense such as a college education or the down payment on a car.<\/p>\n

        \u25cf Describe the importance of various sources of income in retirement, including Social Security, employer-sponsored retirement savings plans and personal investments.<\/td>\n<\/tr>\n

        \u200b Content Standard MD.PFL.4.2<\/strong><\/p>\n

        Evaluate investment alternatives.<\/td>\n

        		\u200b\u25cf Explain the difference between stocks and bonds.<\/p>\n

        \u25cf Give examples of investments for current income and investments for future growth.<\/p>\n

        \u25cf Compare the advantages of taxable, tax-deferred and tax-advantaged investments for new savers, including Roth IRAs and employer-sponsored retirement vehicles.<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n

        \n\n\n\n\n\n
        \u200b<\/strong>THEME 5: Risk Management and Insurance<\/strong>\u200b<\/td>\n<\/tr>\n
        \n
        \u200bContent Standard<\/strong><\/div>\n

        \n<\/em><\/div>\n
        The student shall:<\/em><\/div>\n<\/td>\n
        		\u200b\u200bSample Teacher Guidance<\/strong><\/p>\n

        To help students meet the Content Standard,\u00a0the teacher may ask students to:<\/em><\/td>\n<\/tr>\n

        \u200b Content Standard MD.PFL.5.1<\/strong><\/p>\n

        Identify common types of risks and basic risk management methods.<\/p>\n

        \n<\/div>\n<\/td>\n
        		\n
          \n
        • Predict the consequences of accepting risk with insufficient or no insurance.<\/li>\n
        • Illustrate how to use insurance to share the risk of financial loss.<\/li>\n
        • Discuss factors that affect insurancepremiums.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
        Content Standard MD.PFL.5.2<\/strong><\/p>\n

        Justify reasons to use health, disability, long-term and life insurance.<\/td>\n

        		\n
          \n
        • \u200bJustify reasons to have health\u00a0insurance.<\/li>\n
        • Compare sources of health and\u00a0disability insurance coverage, including employee benefit plans.<\/li>\n
        • Explain the purpose of long-term care\u00a0insurance.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n
          <\/div>\n
          \n\n\n\n\n\n
          \u200b<\/strong>THEME 6: Financial Decision Making<\/strong><\/td>\n<\/tr>\n
          \n
          \n
          \u200bContent Standard<\/strong><\/div>\n

          \n<\/em><\/div>\n
          The student shall:<\/em><\/div>\n<\/div>\n<\/td>\n
          		\u200bSample Teacher Guidance<\/strong><\/p>\n

          To help students meet the Content Standard,\u00a0the teacher may ask students to:<\/em><\/td>\n<\/tr>\n

          \u200bContent Standard MD.PFL.6.1<\/strong><\/p>\n

          Recognize the responsibilities associated with personal financial decisions.<\/td>\n

          		\n
            \n
          • \u200bAnalyze money-handling decisions that young adults commonly face.<\/li>\n
          • Compare the benefits of financial responsibility with the consequences of financial irresponsibility.<\/li>\n
          • Predict how influences such as current fashion trends, peer pressure and procrastination can affect financial decisions.<\/li>\n
          • Compare how financial responsibility is different for individuals with and without dependents.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
          \u200bContent Standard MD.PFL.6.2<\/strong><\/p>\n

          Make criterion-based financial decisions by systematically considering alternatives and consequences.<\/td>\n

          		\n
            \n
          • \u200bExplain how limited personal financial resources affect the choices people make.<\/li>\n
          • Determine the cost of achieving a financial goal.<\/li>\n
          • Give examples of how decisions made today can affect future opportunities.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n","protected":false},"excerpt":{"rendered":"

            \u200bIntroduction Financial literacy, or financial capability as it is currently defined at the federal…<\/p>\n","protected":false},"author":1,"featured_media":20993,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_lmt_disableupdate":"","_lmt_disable":"","footnotes":""},"categories":[633],"tags":[295,296],"class_list":["post-20992","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-hawaii-statewide-news","tag-doe","tag-hidoe"],"yoast_head":"\nHIDOE Seek\u02bbs Feedback to Develop Financial Literacy Content Standards - Big Island Thieves<\/title>\n<meta name=\"description\" content=\"The Office of Curriculum and Instructional Design is currently investigating ways to ensure every student receives basic financial literacy\" 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