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Tonawanda Business/Technology Department


Title: Can We Afford NOT To? Author: cchoi Last modified by: TCSD Created Date: 10/12/2008 10:44:26 AM Document presentation format: On-screen Show – PowerPoint PPT presentation

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Title: Tonawanda Business/Technology Department

Tonawanda Business/Technology Department
  • Who Are We? (Scott Benson, Robin DAmato, Julie
    Schork, Gary Novits)
  • A department of 4 teachers who will each teach
    approximately 100-150 students per semester this
  • 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
    todays society.

Who Are We.
  • We have 1 half year graduation requirement in our
  • 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.

Can We Afford NOT To?
Tonawanda Senior High School
  • Career Financial Management Requirement

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.

  • 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
  • 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.

Why its Important!
  • Less than a quarter of students (24) say they
    are very well prepared to deal with lifes
    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
    (Jumptart, 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

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

Society doesnt help
  • A culture that views shopping as entertainment
    and spending as patriotic.
  • Too many schools and collegesstillwith 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
  • 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

  • 91 of respondents said they supported requiring
    financial education be taught in every high
    school in the country.

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
  • how financing works for large purchases such as a
    car or a home (74),
  • investing money (72),
  • identity theft and how to protect themselves
  • saving money (62),
  • budgeting (58),
  • stocks (58),
  • checking accounts (55),
  • credit cards (55).

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
  • 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..
What We Want our Students to Know
  • Knowledge about credit, debt, budgeting, saving,
    investment, and tax (terminology and norms).
  • More rational financial decision-making.
  • Cost consciousness and financial management
  • 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.

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.

Student Survey Results After Financial Literacy
Our Response
  • 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

Career and Financial Education?
  • Can we afford NOT to require this course for ALL
    our students?

Standards Addressed in this CourseEnglish
Language Arts
  • ELA 1 Language for Information and
  • Students will listen, speak, read, and write for
    information and understanding.
  • ELA 2 Language for Literary Response and
  • 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
  • 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 CourseMathematics,
Science, and Technology
  • MST 2 Information Systems
  • Students will access, generate, process, and
    transfer information using appropriate
  • 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

Standards Addressed in this CourseCareer
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
  • CDOS 2 Integrated Learning
  • Students will be demonstrate how academic
    knowledge and skills are applied in the
  • 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 CourseSocial 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

Standards Addressed in this CourseHealth,
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 Juniors Schedule
  • 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?
  • 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..
  • 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
  • We are prepared, willing, and able
  • Will we do it?

What Could This Entail?
  • 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.