Presentation Notes for Introductory Lesson: Dollars and Sense€¦ · Students should take Advanced...

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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved

Presentation Notes for Introductory Lesson: Dollars and Sense

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This lesson will provide you with a brief overview of this course.

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Copyright © Texas Education Agency, 2012. These Materials are copyrighted © and trademarked ™ as the

property of the Texas Education Agency (TEA) and may not be reproduced without the express written

permission of TEA, except under the following conditions:

1) Texas public school districts, charter schools, and Education Service Centers may reproduce and use

copies of the Materials and Related Materials for the districts’ and schools’ educational use without

obtaining permission from TEA.

2) Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for

individual personal use only, without obtaining written permission of TEA.

3) Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged

in any way.

4) No monetary charge can be made for the reproduced materials or any document containing them;

however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.

Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service

Centers, or Texas charter schools or any entity, whether public or private, educational or non-educational,

located outside the state of Texas MUST obtain written approval from TEA and will be required to enter into a

license agreement that may involve the payment of a licensing fee or a royalty.

For information contact: Office of Copyrights, Trademarks, License Agreements, and Royalties, Texas Education

Agency, 1701 N. Congress Ave., Austin, TX 78701-1494; phone 512-463-7004; email:

[email protected].

Copyright © Texas Education Agency, 2012. All rights reserved. 2

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Has anyone ever heard of Career and Technical Education? Have students brainstorm: What do you think it is?

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Definition #1:

Career and Technical Education (CTE) instruction aims at developing foundational skills, core workplace competencies, and specific skill competencies in various occupational areas.

Definition #2:

Career and Technical Education (CTE) prepares young people to manage the dual roles of family member and wage earner and enable students to gain entry-level employment in a high-skill, high-wage job and/or to continue their education


Allow a student to read the definitions for Career and Technical Education. Provide students with an index card and have them write a definition for CTE in their own words. Share responses. If you choose to further explore the topic of Career and Technical Education, please see About CTE Presentation http://cte.unt.edu/home/about.html

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Slide 5

Internships, practicum courses, career preparation courses, dual enrollment programs, and apprenticeships are a few venues that deliver career and technical education by providing meaningful opportunities for learners to apply their academic and technical skills.


Allow student a few moments to read the information on the slide and on the back of their index card write down all unfamiliar terms. Lead a brief class discussion on the contents of the slide. Define and provide examples of all unfamiliar terms. Inform students of CTE venues available in your district, your campus and your program.

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Historical Side Notes:

In the past, Career and Technical Education (CTE courses) were once referred to as Vocational, Voc Ed and Career and Technology Education (CATE) courses.

Another example of CTE historical changes include Family and Consumer Sciences courses once referred as Homemaking and Home Economics (Home Ec) courses.


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Slide 7

Historical Side Notes:

In the past, Career and Technical Education (CTE) was organized by program areas, but is now organized by career clusters.

Example:

Family and Consumer Sciences (program area) courses are now located in five career clusters:

Architecture and Construction (Interior Design courses) Arts, AV Technology and Communication (Fashion Design courses) Education and Training Hospitality and Tourism Human Services


Arts, AV Technology and Communication (Fashion Design courses) and Architecture and Construction (Interior Design courses) cluster information can be found at http://cte.unt.edu/

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Slide 8

You are currently enrolled in the course Dollars and Sense

Dollars and Sense is a CTE course

You are a CTE student

I am a CTE instructor

Copyright © Texas Education Agency, 2012. All rights reserved.

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A copy of this document can be found in the Attachments section of this lesson. The 16 clusters identified by the U.S. Department of Education, classify workforce preparation programs that are obtained through career and technical education. What cluster do you think Cosmetology falls under? Have students read the descriptors for each cluster.

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Dollars and Sense is in the Human Services Clusters. If time permits, allow students to discuss other CTE courses available at your campus and determine their career clusters.

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Slide 11


The Cluster icon above is used with permission of the State’s Career ClustersInitiative, 2007. For more information visit www.careerclusters.org

Dollars and Sense is in the Human Services Cluster.

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Texas Education Agency recommended sequence of courses

The Texas Education Agency has approved 12 high school courses in Human Services. Not all high schools offer all courses. What is meant by coherent sequence? The goal of CTE in high school is to progress through a sequence of courses that lead to the attainment of academic and technical skills. Discuss the sequence of Human Services on your campus/district. If applicable, discuss other Human Services courses/sequences offered at your campus and in your district. Inform students that it is possible to incorporate courses from other sequences or clusters into their personal program of study. Example: Sandra wants to someday own a hair salon. In addition to her cosmetology courses, she asks her counselor to enroll her in the course DOLLARS and SENSE (another Human Services course) so that she can learn about handling finances. In the future, Juan would like to work in a salon and eventually provide for a family of his own. In addition to his cosmetology courses, Juan asks his counselor to enroll him in CHILD DEVELOPMENT, so he can learn as much as he can about children. Encourage students to speak to their counselors.

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Recommended sequences for all cluster courses can be found at: http://www.tea.state.tx.us/index2.aspx?id=5415

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Slide 13


Review the sequence available for your course. If time permits, allow students to determine the sequences available for other CTE courses on their campus/district.

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Slide 14

• Consumer Services

• Counseling and Mental Health Services

• Early Childhood Development & Services

• Family and Community Services

• Personal Care Services


Each cluster has various Programs of Study. We have already established that Dollars and Sense is in the Human Services career cluster. What Program of Study do you think it follows?

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Slide 15

• Consumer Services

• Counseling & Mental Health Services

• Early Childhood Development & Services

• Family & Community Services

• Personal Care Services


Yes, Dollars and Sense is in the Human Services Cluster and is categorized under the Consumer Services Program of Study.

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Slide 16


Course Title

Career Cluster

Program of Study

Career Description

Career and Technical Education (CTE)

Consumer Services


Labeled diagram

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Review the contents of this chart with the students, helping them make a connection between the cluster, selected program of study/pathway and possible career/occupations available to them. This chart and frames for all career clusters can be found at: http://www.careertech.org/career-clusters/resources/career-frames.html

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Click on logo to link to AchieveTexas Human Services component.

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Career Options:

Accounting Clerk

Accounting Office Manager

Accounting

Banking Finance

Business Administration

Career Options: Family & Consumer Sciences

Financial Management

Financial Services

Human Services & Consumer

Sciences

Personal Financial Planning

COLLEGE CREDIT OPPORTUNITIES -- High School

American Institute of Certified Public Accountants

Business Professionals of America

Financial Planning Association

Service Learning Experiences:

Campus Service Organizations

Community Service Volunteer

Dynamic Leadership

Financial Fitness

Peer Mentoring/Peer Tutoring

Summer-Camp Counselor

Career-Related

Electives:

Business Administration Business Marketing Management

NOTE: These experiences may be started and/or completed as part of the high school experience.

Students should take Advanced Placement (AP), International Baccalaureate (IB), dual credit, Advanced Technical Credit (ATC), or locally

articulated courses (Tech Prep), if possible. List those courses that count for college credit on your campus.

Professional Associations:

Consumer Services Cluster Overview : Preparing individuals

for employment in career pathways that

relate to families and human needs.

Career Goal (O*NET Code ): Personal Financial Advisor (13-2052), Financial

Manager (11-3031), Loan Counselor (13-2071), Sales Agent, Security &

Commodity (41-3031), Compensation, Benefits, & Job Analysis Specialist (13-1072).

Student Name:_________________________________________________________________

Grade: _______________________________________School: ______________________________________________________________________

SUGGESTED COURSEWORK EXTENDED LEARNING EXPERIENCES

Mid

dle

Sch

ool

8th

HS Courses:

(Local districts may list high school credit courses here) Curricular Experiences: Extracurricular Experiences:

Language Immersion Programs

Math Tutor

School Organization Officer

School Newspaper

Student Government

UIL Academic Competition

Yearbook

Business Professionals of America

DECA

Hig

h S

choo

l

9th

Core Courses:

English I

Algebra I

Biology

Career-Related

Electives:Principles of Human Services

10th

Core Courses:

English II

Geometry

Chemistry

World Geography

Languages other than English I

Physical Education

Family, Career and Community Leaders of America

Future Business Leaders of America

World History

Languages other than English II Career Learning Experiences:

Career Preparation

Internship

Job ShadowingInterpersonal Studies or Dollars and Sense or Business Management

11th

Core Courses:

English III

Algebra II

Physics

United States History

Professional Communications

Career-Related

Electives:

Securities and Investments or Banking and Financial Services or Accounting I or Languages

other than English III

12th

Core Courses:

English IV

AP Statistics

AP Environmental Science

Government/Economics

Fine Arts

Career-Related

Electives:

Practicum in Human Services or Problems and Solutions or Languages other than English

IV

Account Collector

Bank Teller

Billing & Posting Clerk

Data Entry Clerk

Payroll & Timekeeping Clerk

Sales Consultant

NOTE: Students may earn all or part of these certificates as part of the high school experience.Cer

tifi

cate

sO

n-t

he-

Jo

b

Tra

inin

g

Customer Service OSHA CareerSafe

Future Business Leaders of America

Institute of Business & Finance

National Association of Personal Financial Advisors

Pos

tsec

ond

ary

Gra

du

ate

Deg

rees Accounting

Accounting-Audit &

Financial Accounting

Accounting-Government & NFP

Business Administration

Finance or Financial Management

Human Services & Consumer

Sciences

Personal Financial Planning

Ba

chel

or

Deg

rees

Ass

oci

ate

Deg

rees Bookkeeper

Procurement Clerk

Sales Manager

Accounting Business Management Financial Management & Services

Accountant

Financial Consultant

Loan Counselor

Personal Financial Advisor

Securities/Investment Broker

Students may select other elective courses for personal enrichment purposes. This plan of study serves as a guide, along with other career planning materials, for pursuing a career path and is based on the most recent

information as of 2009. All plans meet high school graduation requirements as well as college entrance requirements.

Career Options: Financial/Estate Planner

Financial Manager

Personal Financial Manager

Chief Financial Officer

Financial Analyst

LOTS OF OPTIONS are available to you.

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Provide students with a brief definition and explanation of the Texas Essential Knowledge and Skills (TEKS). TEKS - the state standards for what students should know and be able to do

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(3) The student identifies the importance of a well-written business plan. The student is expected to:

› (A) categorize a business plan and the need for a well-orchestrated business plan;

› (B) research business plan outlines, resources, and templates using web search engines;

› (C) explain a marketing plan, including price competition, non-price competition, market analysis, competition, marketing research, market segmentation, demographics, and sales forecasting;


Knowledge and Skills Statement

Stu

den

t E

xp

ecta

tio

n

Differentiate between the Knowledge and Skills Statement and the Student Expectations.

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(1) The student demonstrates management of individual and family resources such as finances, food, clothing, shelter, health care, recreation, transportation, time, and human capital. The student is expected to:

(A) analyze the economic rights and responsibilities of individuals as consumers;(B) apply management, planning skills, and processes to organize tasks and responsibilities;(C) develop and apply multiple strategies for individuals and families to make choices to satisfy needs and wants;(D) analyze the consequences of an economic decision made by an individual consumer such as the decisions to provide safe and nutritious foods, clothing, housing, health care, recreation, and transportation; and(E) analyze the impact of media and technological advances on family and consumer decisions.


Provide students with a copy of the course TEKS. Inform students that they will be referring to this document throughout the school year. Stress that all TEKS listed will be addressed. Provide students with sample course activities that correspond to the TEKS.

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(2) The student demonstrates management of financial resources to meet the goals of individuals and families across the life span. The student is expected to:

(A) evaluate the need for personal and family financial planning, including budgeting, expense records, and maintaining economic self-sufficiency;

(B) compare types of loans available to consumers and distinguish criteria for becoming a low-risk borrower;

(C) connect mathematics to the understanding of interest, including avoiding and eliminating credit card debt;

(D) collect evidence and data related to implementing a savings program, the time value of money, and retirement planning;

(E) explore how to be a prudent investor in the stock market and other investment options;

(F) investigate the benefits of charitable giving;

(G) compare types of bank accounts available to consumers and the benefits of maintaining a bank account;

(H) demonstrate the ability to balance a check book;

(I) investigate bankruptcy laws, including ways to avoid bankruptcy;

(J) apply management principles to decisions about insurance for individuals and families;

(K) evaluate personal and legal documents related to managing individual and family finances such as birth certificates, medical records, social security cards, financial records, and property records; and

(L) demonstrate the ability to use calculators, spreadsheets, computers, and software in data analysis relating to finance.


Provide students with sample course activities that correspond to the TEKS.

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(3) The student demonstrates effective consumer skills related to housing needs. The student is expected to:

(A) explain consumer rights and responsibilities associated with renting or buying a home;

(B) analyze legal and financial aspects of purchasing and leasing housing; and

(C) propose money-management skills necessary to make the transition from renting to home ownership.



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Slide 30

(4) The student analyzes the relationship of the environment to family and consumer resources. The student is expected to:

(A) analyze individual and family responsibilities in relation to environmental trends and issues;

(B) summarize environmental trends and issues affecting families and future generations;

(C) demonstrate behaviors that conserve, reuse, and recycle resources to maintain the environment; and

(D) explain government regulations for conserving natural resources.



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(5) The student analyzes relationships between the economic system and consumer actions. The student is expected to:

(A) analyze economic effects of laws and regulations that pertain to consumers and providers of services; and

(B) identify types of taxes at the local, state, and national levels and the economic importance of each.



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(6) The student integrates knowledge, skills, and practices required for careers in consumer services. The student is expected to:

(A) explain the roles and functions of individuals engaged in consumer services careers;

(B) analyze opportunities for employment and entrepreneurial endeavors;

(C) summarize education and training requirements for consumer services careers; and

(D) investigate professional organizations for consumer services.



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End of Course Project Options - Dollars and Sense


End of Course Project Options – Dollars and Sense instructional lesson can be found on the SIRDC website. Title on slide is hyperlinked to slide presentation for said lesson.

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Overview of Dollars and Sense


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Any questions, comments or concerns?

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Instruct students to create their interpretation of the information on this slide. It may be used as the coversheet for their class binder, folder or journal. Students may draw or use a computer to complete the task. See Independent Practice in lesson. Criteria used for assessment of project: Must include all five components Creativity Neatness Spelling and Grammar

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AchieveTexasEducation initiative designed to prepare students for a lifetime of success.http://www.achievetexas.org

Learning that Works for America ™ Sponsored by The National Association of State Directors of Career Technical Education Consortium (NASDCTEc). Aims to support an innovative CTE system that prepares individuals to succeed in education and their careers.http://www.careertech.org/career-clusters/glance/at-a-glance.html

Texas Education AgencyTexas Essential Knowledge and Skills. The mission of the Texas Education Agency is to provide leadership, guidance and resources to help schools meet the educational needs of all students.http://ritter.tea.state.tx.us/rules/tac/chapter130/index.html


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