1. ASEC Spring Partner’s Meeting
Training the Trainers: Tools, Trends and Tips for Those Who Help Others Make Better Financial Decisions
April 9, 2014
Brent A. Neiser, CFP®
Senior Director of Strategic Programs and Alliances
National Endowment for Financial Education

2. NEFE Reaches Consumers
Tools & Strategies for Community Financial Literacy Programs
November 18, 2011
NEFE Reaches Consumers

3. Financial Workshop Kits

4. FWK Video Resources for Presenters

5. Financialworkshopkits.org Workshops indexed against 10 categories
Aging
College Series
Diversity
General Financial Education
Health & Disability
Human Services
Low Income
Special Situations
Workplace
Youth

6. NEFE Financial Workshop Kits
Tools & Strategies for Community Financial Literacy Programs
November 18, 2011
NEFE Financial Workshop Kits
Workshops
Former Inmates
Domestic Violence
Addiction
Income Savings and Assets
Living with MS
Transitional Housing
Family Money Skills
Saving Through Tax Refunds
Military Personnel
Your Spending Your Savings Your Future
40 Money Management Tips
Children with Disabilities

7. NEFE Financial Workshop Kits
Tools & Strategies for Community Financial Literacy Programs
November 18, 2011
NEFE Financial Workshop Kits
College Series
Budgeting: Keeping Track of Your Money
Budgeting for Life After Graduation
Dealing with Debt
Money Management: Actions You Can Take Today
Preventing Identity Theft
Money Potholes

8. New FWK Topics First-time Homebuyers (for Low Income Population)
Managing Utility Bills (future)
Homeownership (Risk & Protection)
Homeownership Foreclosure Issues
Making Adoption an Affordable Option
Problem Gambling (future)
Money Learning: Connecting Generations (future)
Auto Financing (future)
My Retirement Paycheck (future)
Disasters: Financial Preparation and Recovery (American Red Cross/AICPA Foundation) (future)

9. Workshops

10. Financial Workshop Kit
Tools to enhance effectiveness
Customizable programs and presentations
Content
Delivery
Each workshop consists of
Presentation
Script (facilitator's guide)
Handouts
Other resources
FAQs
Relevant information for audiences

11. Agreement
The content on this site may be used only for non-profit, non-commercial
educational purposes. You must agree to the Content License terms to
download or use the content on this site. By clicking the “I Agree” button below, you acknowledge that you have read and agree to the
Content License Agreement.
__________
[ I AGREE ]

12. Kahn Academy Videos

13. Social Service Microsite on Financial Workshop Kits
Case Management Tools for Social or Human Services
Blueprint for Community-Based Financial Education
Smart About Money
Money Resolution Strategies (2 versions)
Your Spending, Your Savings, Your Future
Managing My Money.com

14. Tools & Strategies for Community Financial Literacy Programs
November 18, 2011
Blueprint for Community-Based Financial Education In Cooperation with Catholic Charities USA
[introduce section with question to parallel other sections]
[Brent present section

15. FWK Outreach: E-Newsletter

16. myretirementpaycheck.org
Consumer Tool

17. My Retirement Paycheck
Interactive feature
Outlines a range of decision areas and shows interrelatedness
Asks questions, provides insight
Encourages critical decisions to stretch retirement paycheck

18. 8 Decision Areas Work Social Security Home & Mortgage Insurance
Retirement Plans
Savings & Investments
Debt
Fraud 18

19. Work How long should I continue working before retirement?
Make sure you can afford it: Don’t stop working until you prove you can afford to – as long as you are healthy.
Work until full retirement age: Aim to work at least until your full retirement age (66-67). This produces many benefits including:
Larger monthly Social Security payment: By delaying taking Social Security, you will receive a much larger monthly payment, and all Social Security retirement benefits are adjusted for inflation.
Increased savings: You will keep adding to your retirement nest egg instead of depleting it too quickly.
Health-care: You will keep your health-care benefits longer.

20. Social Security When should I start collecting Social Security?
Delaying taking Social Security can increase your payments significantly. Let's look at the numbers:
 Deciding when to take Social Security is one of the most critical decisions affecting your retirement.
You may be eligible to claim Social Security at the age of 62, but you can significantly increase your payments by waiting longer:
If you wait until age 66, your payments may be as much as 30 percent higher than if you start claiming at 62.
If you wait until age 70, the monthly payments are at least 75 percent more than if you start claiming at 62.
Articles include: “How are Benefits Calculated?,” “When Should I Start Claiming?,” and “Special Situations to Consider”

21. JumpStart Teacher Training Alliance Teacher Training

22. Historical Background
School-based financial education decreased post-World War II
Limited shelf space in schools
Assessments indicate declining financial knowledge among high school students

23. Increased Interest
The recession triggered great national interest in financial literacy
Significant increase in financial literacy research
Strong government interest
Rapid growth in state mandates
46 today vs. 21 in 1998
School-based programs are growing:
313,000 NEFE High School Financial Planning Program student guides were requested in 2000.
We sent over 700,000 student guides in 2010.

24. Background Way & Holden (2009) Lack of Knowledge and Confidence
CEE (2011); Gutter, Copur, & Garrison (2010)
Increasing state mandates
Hira (2010); Schuchardt, Hanna, Hira, Lyons, Palmer, & Xiao (2009)
Deeper examination needed

25. Research-Based Need K-12 Teacher Preparedness Study
Teacher responses . . .
students should study financial literacy (89%)
do not feel competent to teach financial education (< 20%)
feel unqualified to use financial literacy standards (63.8%)
willing to get formal financial education training (> 70%)
NEFE-Funded Study; University of Wisconsin-Madison, 2009
The basis for this initiative stems from independent research, conducted by University of Wisconsin-Madison researchers and funded by NEFE, which found that relatively few teachers believe they are adequately prepared to teach personal finance topics.  Wendy L. Way, Ph.D., and Karen Holden, Ph.D., surveyed more than 1,200 K-12 teachers and found fewer than 20 percent reported feeling “very competent” to teach any of the six personal finance topics outlined in the National Standards for K-12 Personal Finance Education.  Nearly 64 percent did not feel well qualified to use their state’s financial literacy standards. Yet, 89 percent agreed or strongly agreed that students should take a financial literacy course or pass a test for high school graduation.
The Teachers' Background and Capacity to Teach Personal Finances: Results of a National Study is available for review at

26. Research-Based Need State Mandate Study
Students from states with FL mandates in place were . . .
less prone to compulsive buying
more likely to accept average financial risk
more likely to pay off credit cards each month
more likely to save money
NEFE-Funded Study; University of Florida, 2010

27. Response Meeting at the U.S. Department of Education held March 2010
Goal
Develop a shared teacher training program focused on:
Making it easy for teachers (Interviewed Teachers)
Core financial knowledge
Teacher needs
Inclusive of all quality providers
Alignment with emerging standards/core competencies
Portability
Inclusion of reinforcement/follow-up
Common front door for teachers
Disseminated through Jump$tart Coalition

28. Response
Provide opportunity for educators to build financial literacy confidence
Establish a model framework for teacher financial literacy programs across the country

29. Core Financial Knowledge/Skills
Vision
Create a shared teacher training program through Jump$tart
Core Financial Knowledge/Skills
Relevant
Adaptable
Scalable
Aligned
Easy
Inclusive
Measureable
Quality
Common

30. The Model
As a result of this model, teachers will increase their own personal finance knowledge and skill to build confidence to teach personal finance in the classroom.

31. Model Description Locally-based Planning Teams
Assistance & Guidance from Alliance
Nonprofits
Educators
State agencies
Businesses
Financial planners
University partners
Numerous Disciplines
Locally Relevant Credential/Credit
Timing
Various strength of local Jump$tart Coalitions

32. Model Description Three-hour classes
1. Examine how economic trends impact personal financial situations;
2. Develop personal finance strategies;
3. Identify ways to build wealth through saving and investing;
4. Assess how career planning impacts earning power;
5. Compare and contrast financial services and products;
6. Specify strategies to protect from fraud;
7. Consider options when using credit and managing debt;
8. Devise plans to minimize financial risk; and
9. Explore personal finance resources.

33. Program Content Workshop Topics Methodology Econ 101
Spending and Planning
Borrowing
Saving and Investing
Earning Capability
Financial Services
Fraud
Insurance/Risk Management
Targeted learning outcomes
Applied learning
Relevant and personalized
Prep work / Post work
Credible resources
“Expert” facilitators
Classroom application
Assessment

34. Participant Materials
Learning plans
Handouts
Resources
Pre-work
Scenarios
Action

35. Facilitator Materials
Orientation with expectations
Prescribed outcomes
Facilitator guides
Customizable presentations
Supporting materials

36. Planning Toolkit Event planning guide (suggested timeline)
Learning expectations/outcomes
Materials for 7 topical seminars
Presenter orientation guide
Assessment template
Budget template
Collaboration strategies

37. Tested 5 pilots; over 700 K-12 educators Varied formats
ILLINOIS (Chicago Public Schools)
COLORADO
VERMONT
ARIZONA
SOUTH CAROLINA
Varied formats
Three-day, week-long, blended
Assessment (pre and post)

38. Assessments Measuring Impact Attitude & Confidence Behavior
Pre/Post Assessment
Focus Groups
Behavior
Credential/Graduate Credit
Locally relevant

39. Findings (73%) volunteered to participate in the surveys
Practically all teachers (99.1%) in both 2011 and 2012 reported that they learned something new.
This is encouraging considering several teachers had previously attended training or taken a class (56.4% of those from 2011 and 38.2% of those from 2012)

40. Findings
Nearly all (99.1%) of participants indicated that they think other teachers would find a similar training opportunity helpful
Had a positive impact on their own personal finances (93%) and also on their classroom instruction (94.7%).

41. Change in Behavior
Participants demonstrated significant gains in mean pre/post behavior change scores.
28 percent  56 percent: Participants who calculated the amount of money they would like to have when they retire and are making contributions to a retirement account based upon attaining that amount.
39 percent  71 percent: Participants who took steps to improve their credit score.
50 percent  72 percent: Participants who had reviewed their credit report.

42. Change in Confidence
Those with no previous training in financial education topics nearly closed the gap in measured confidence gained compared to those who had participated in some sort of previous training.
38 percent  80 percent: Participants who agreed they have the knowledge necessary to effectively teach their students about personal finance.
61 percent  90 percent: Participants who had integrated financial education into their classroom instruction.
A low of 35% were teaching PFL in Colorado prior to the training
A high of 100% were teaching PFL in Vermont 6-months after the training

43. Additional Results Key Findings: Demographics
Those with no previous training in PFL topics nearly closed the gap in measured confidence gain than those who had taken a previous PD or courses
No Previous Training: to 74.21
Previous Training: to 75.33
Similar findings for measured behavior change
No previous Training: to 20.28
Previous Training: to 21.00

44. Conclusions & Implications
If, by way of effective teacher training models, personal finance topics are presented in a way to increase teacher knowledge for personal use, it is demonstrated here that educators will become more comfortable with the subject area and begin to teach the topics more frequently and hopefully effectively.

45. Conclusions & Implications
While this approach is not the single answer to address the gaps identified by Way & Holden (2009), it is an effective step forward.
Building a research-based, replicable model of teacher professional development has the potential to touch individual lives (both teachers and students—and even parents) at the state, district, community, and school-level.

46. Successes Collaborative planning Enthusiasm for financial literacy
Educator incentives
Applied and relevant learning
Qualified presenters … learn from the experts
Prepared presenters

47. Use the Model
Any organization/institution can conduct training based on the model
Host organization utilizes local experts, local funders, partner marketing
Host agrees to follow curriculum elements of the model and participate in assessment

48. Rules of Engagement Follow the model.
Focus on specified learning outcomes.
Facilitate at least 18 hours of learning.
Conduct pre- and post-assessments; share results.
Collaborate with local organizations.
Host event within 12 months of securing permission.
Credit the J$TTA Model.

49. Final Thoughts A teacher-participant said it best,
“This was one of the best conferences I've ever been to. I wish I had learned some of this 20 years ago when I was just starting my career.”

50. For More Information

51. For More Information

52. Tools Available from NEFE

53. Contact Brent A. Neiser, CFP®
Senior Director, Strategic Programs and Alliances
National Endowment for Financial Education
(303)