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 ** Fiscal Year 2010  **  ** Financial Education for College Access and Success Program  ** ** NJDOE Grant Application   ** ** ABSOLUTE PRIORITY:  ** This application meets the Absolute Priority in that it is specifically designed to 1) develop, implement, and evaluate personal financial literacy instructional materials that enable students to make sound financial decisions regarding student financial aid and other financial matters in order to access, persist in, and complete post-secondary education for all NJ students – including those identified as high needs students; and 2) train teachers how to integrate this material in a variety of courses in both comprehensive and Career and Technical Education as it corresponds to the (mandatory) New Jersey Core Curriculum Content Standards in Financial Literacy, adopted by the state board of education in 2009 (Adoption details described below in Historical Overview [|www.njcccs.org]). The interests of the New Jersey Department of Education ( NJDOE) in this project are twofold. Given that there are newly adopted K-12 Financial Literacy Standards aligned to the national Jump Start standards, a newly adopted financial literacy high school graduation requirement, and legislatively mandated Financial Literacy Pilot program, the Department is interested in 1) ensuring that districts have the capacity to deliver the required financial literacy content in an impactful way; and 2) ascertaining the most effective means of delivering instructional content (with or without state intervention). This will require that a) qualified teaching personnel have deep content knowledge in financial literacy; b) districts have enough appropriately certified, knowledgeable teachers to deliver the content; c) teachers have access to rich financial literacy instructional materials which enable students to meet the rigorous demands of the state standards; and d) districts without enough qualified personnel to deliver financial literacy content can expand that capacity by accessing online instruction offered via articulation agreements with the state’s two and four year colleges, universities, and industry partners. Furthermore, New Jersey’s teachers are required to undergo ongoing professional development. The NJDOE recently released newly designed professional development planning templates and processes, developed in 2009 (and authorized in Academic Code - **N.J.A.C. 6A:9- **** 15 **SEE Appendix ;lk;lk;lk ) in conjunction with the Professional Teaching Standards Board, the advisory body to the Commissioner. Based on current research on teacher efficacy and best practices, the plans have been designed to facilitate both school planning and district level planning. Each plan includes detailed, user-friendly guidance to assist professional development committee members, administrators, teachers and other members of the school community understand the elements of high quality professional development. The 2010-2011 planning and implementation process should build direct connections between what teachers learn as they improve their practice and how students achieve success. The new guidelines stipulate that the content of each teacher‘s professional development must align with the Professional Standards for Teachers as set forth in [|N.J.A.C. 6A:9-3.3]. Professional development experiences may include: formal courses and conferences sponsored by the colleges, district boards of education, and professional associations, training organizations or other providers as well as collaborative learning experiences in school or district level teams. Learning communities for all districts are strongly encouraged in these standards. The NJDOE shall leverage this opportunity for targeted learning / teacher professional development in financial literacy associated with this project. The NJDOE looks forward to the opportunity to optimize the timing of the grant cycle in that it coincides with the calendar of the legislatively mandated 3-Year Financial Literacy Pilot program referenced above, and detailed later in this narrative. ** COMPETITIVE PREFERENCE PRIORITY:  ** This application meets the Competitive Preference Priority in that it involves significant in-kind contributions through the Department of Education, the state Department of Banking and Insurance, the NJ Coalition for Financial Literacy, the State University system, the New Jersey County College system, as well as industry partners identified later in the narrative (See Appendix lklk for a more comprehensive list of partnering institutions). As evidence of the depth of commitment from the financial community, over 35 passionate representatives from the banking and insurance industries, higher education and other organizations attended the first organizational meeting for the Financial Literacy Summit on June 10, 2010 and volunteered to serve in various capacities on the planning committees. This unprecedented support for the education of the youth of New Jersey was applauded by the words of Jon Trombly, NJ/VA, Rockland County, NY Regional Executive/Market President of Capital One Bank when he said, “We are here to support change, not a conference!” The Financial Literacy Summit, scheduled for October 13, 2010 will serve as the inaugural event of this project proposal. Moreover, the NJDOE has enjoyed a longstanding partnership with the [national] Council for Economic Education (CEE). The CEE is currently conducting workshops coordinated by the New Jersey Council for Financial Education (NJCFE) for teachers at partner sites at William Paterson University and Stockton College. The CEE also provides workshops at Montclair State University. This foundational network will be expanded upon to meet the objectives of this project proposal as detailed in the project narrative. Examples of in-kind donations already committed to this project by the NJDOE project partners include Stockton College’s contribution of the use of its Carnegie Library technology lab and meeting facility in Atlantic City, the New Jersey Institute of Technology is donating free meeting and tech lab space to the project, and the NJ Coalition for Financial Education is availing the project $35,000 in-kind dollars to support professional development training related specifically to the goals and activities associated with this grant. NJDOE staff is also contributing in-kind hours of service dedicated to this project. Additional in-kind contributions from the NJDOE and its project partners are elucidated in the budget narrative. ** INVITATIONAL PRIORITY:  ** This application meets the Invitational Priority in that it includes an extensive Service Learning component. High schools and college students will serve in advisory capacity as members of teacher Professional Learning Communities that will be responsible for vetting and developing instructional work products / learning objects. Additionally, college students participating in the project will be trained as financial literacy mentors and FAFSA coaches for high school students. Participating high school students will engage with elementary and middle school students through the Junior Achievement [JA] High School Heroes Program for financial literacy. In addition The NJDOE will be reliant on its project partners to identify, enroll and mange students in service learning situations. Partnering organizations for this endeavor include the Department of State Governor’s Office of Volunteerism, the NJ Higher Education Student Assistance Authority, the New Jersey Coalition for Financial Education (NJCFE), Stockton State University, Rutgers University, the New Jersey Institute of Technology, the New Jersey Education Association and others (detailed in Appendix lk;lk;lk;lk;lk ) ** APPLICATION REQUIREMENTS / PROJECT NARRATIVE  ** ** DEVELOPMENT AND IMPLEMENTATION OF INSTRUCTIONAL MATERIALS:   ** ** Demonstration of improved ability of students to make sound financial decision regarding financial aid and other financial matters:  ** The NJDOE will use a Quasi-Experimental Design to determine the effects of action research on instruction by posing the question; // does action research vs. turnkey instruction lead to higher achievement? // In this portion of the study the Department will examine the impact of // action research // on teacher content knowledge and ultimately student competency in financial literacy. In other words, is it more efficacious for teachers to collaboratively develop curricular strategies by analyzing and expanding upon existing curricular resources within professional learning communities? Or does teaching from well-designed, pre-packaged curricula impact student outcomes as well or better? The ultimate goal is to avail all New Jersey High Schools with high impact teaching resources that yield increased rates of financial literacy, especially among students in high needs districts. Note this objective is in keeping with the recommendations from the recent RAND / LABOR & POPULATION research, published in the Federal Financial and Economic Literacy Programs, 2009 report emphasizing the importance of clearing houses for materials, program information, and evaluation results in support of financial literacy. The NJDOE will assess the effects of the project on all students in both (action research and turnkey) groups to determine if students in the higher quartile groups, as measured by the Working in Support of Education (W!SE) Financial Literacy Exam ( [|www.moneypower.org] ), are more likely to complete the Free Access to Federal Student Aid (FAFSA) or not? That is, is the W!SE a good estimator of FASFA completion. Under these circumstances, does knowledge lead to action? The NJDOE will be use a “fixed effects model” that quantifies growth in Financial Literacy represented by, 1) the number of that students pass the Financial Literacy Certification Test administered by W!SE; and 2) financial acuity represented by the number of students from among the total sample population that complete the FAFSA (data collected through the FAFSA completion program).  We will observe how many students in the tested sample of this study access the FAFSA, enter, and continue their pursuit of post-secondary education. Financial acuity will be determined from the FAFSA completion program data. The results will be one measure of the efficacy of the Financial Literacy training. Currently we have access to this data for 17 schools that are participants in New Jersey’s FAFSA completion project. This data gathering process will be expanded through our partnership with the NJ Higher Education Student Assistance Authority. With their support, we will have tight follow-up reporting on the participating students. Using a fixed effects statistical approach lessens the concern for the need to factor out variables related to learning environments, such as whether or not  the guidance counselors get "better" at counseling everyone, or that changes in the behaviors of other stakeholders (financial literacy awareness campaigns by teachers, university partners and community stakeholder’s etc) effect student outcomes. The independent variable will be the changes in competency, as measured by the pre and post-test metric. Instead, we are most interested in noting whether there are a significant number of students whose behaviors regarding financial literacy and the pursuit of post-secondary education changed (i.e. accessing FASFA, entering and completing post-secondary education). In addition, the NJDOE will assess the effects of the project on a secondary treatment group in order to ascertain the impact of peer mentoring as an impendent variable on Financial Literacy. Over the course of the grant cycle, 36 high school classes of 25 students (equally dispersed throughout northern, central, and southern regions of the state) will be recipients of the Junior Achievement / New Jersey // (JANJ) High School Heroes // // Program. //This program gives high school students the opportunity to volunteer with Junior Achievement at a local elementary school in New Jersey. JA’s activity-based financial literacy and workforce readiness programs are taught over the course of ten school days. The curricula, delivered by college student volunteers trained and managed by JA, will consist of 10 one-hour lessons. Eight of the lessons are already embedded in the existing JA curricula. Two additional lessons will be adapted from the New Jersey Higher Education Student Assistance Authority ( [HESAA] ([|www.hesaa.org/]) instructional materials that focus on loans, loan repayment, and the steps to completing the FAFSA forms. HESAA has already committed to training the JA college volunteers regarding their materials. The schools that are involved in this portion of the study will receive pre-and post testing using the W!SE Financial Literacy Certification Test, but no other treatment as part of this study, other than what financial literacy information they may already receive as part of their home school instruction. Note: The W!SE Financial Literacy Certification Test is administered in a secure online environment. Tests are administered by teachers and scored by W!se. Scores are reported to schools with an analysis of performance outcomes. The test evaluates student’s knowledge of budgeting, money, interest, credit, banking, insurance, investing, regulatory agencies, housing, financial and retirement planning, and certifies their ability to manage their own finances. The NJDOE will gather data on financial literacy competency rates, FAFSA completion, and post-secondary educational status from all three groups that comprise this study for a period of the three years of the grant cycle. We envision begin our study beginning in October 2010, subsequent to the statewide financial literacy summit currently being planned for October 13. Students from participating pilot schools (as well as those from a non-pilot school control group) will be tested in spring 2011 (prior to PLC-driven instruction) for the purpose of establishing baseline data. Testing results from student populations involved in the study in years two and three, and the fall of year four will provide the basis for corollary evidence relating potential increases in Financial Literacy levels and access to FASFA resulting in post-secondary enrollment as an incentive for all of the state’s high schools to take advantage of these new and/or refined teaching resources. The Department shall retain the services of a ¾ time project manager and a ¼ time staff member for project data analysis. Additionally 10% of the project funds have been dedicated to an independent program evaluator to manage the statistical study. New Jersey law precludes us from naming these key personnel at this time, as the will have to be hired through an open bid selection process. Within the NJDOE several people will help coordinate the efforts of this study. Dr. Dan Heisey, from the NJDOE STEM Office will moderate the data collection and analysis. Dr Heisey is a trained psychometrician who all has experience working with econometric models. <span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 13.0pt;">Dr. Bari Erlichson, Director, Office of Research and Evaluation will work in an advisory and support role to the data collection and analysis. Dale Schmid, the 21st Century Skills Coordinator from the Office of Academic Standards (under which the Financial Literacy standards fall); and the Title II coordinator Sandy O’Neil (Office of Educational Technology) will serve as NJDOE project advisors. Additional project personnel and their responsibilities are detailed in the Project Personnel section of this document. (SEE appendix ;lk;lk for resumes) <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> Throughout the grant cycle, project participants will be divided into curriculum development teams, charged with reviewing and expanding upon existing resources including but not limited to the Federal Deposit of Insurance Corporation (FDIC) // Money Smart //financial education curriculum. In addition the curriculum development teams (treatment groups) will utilize a wide variety of other existing Financial Literacy curricular resources (e.g. JA Project Hero…from Sandy’s list) as well as NJDOE developed backwards design graphic organizers for Projects-Based Learning Scenarios known to the Department as for Classroom Applications Documents (CADS) and Units of Instruction ( SEE Appendix lklkj for CAD graphic organizer) as the basis for the development of // learning objects // supporting Financial Literacy. These learning objects can include but are not limited to (Examples here of multi-unit, portable instructional materials). <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> The study will include control groups of teachers (and their students) using the FDIC // Money Smart //financial education curriculum; a comprehensive financial education curriculum designed to combat the lack of financial literacy among youth. (SEE Appendix lkjlkjlkj). The Control Groups in this study will utilize // Money Smart // as their curriculum but will not be participants in the Professional Learning Communities focusing on financial literacy curricula and pedagogy. <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> # Students pre-& post tested for Financial Literacy during the grant cycle using the W!se Financial Literacy Exam throughout the granting cycle. The following figure include control the and JA College Hero treatment schools. Figures are based on a rate of 25 students per class: <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** Year 1:  ** 750 Students, pre-testing only to gather baseline data <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** Year 2: 1,500  ** Students pre-& post tested <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** Year 3: 2,700  ** Students pre-& post tested <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** Year 4: 1,500  ** Students pre-& post tested <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> Total Students Tested Throughout Grant Cycle = 6,000 <span style="line-height: normal; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> To facilitate the creation of new materials, as well as the review and refinement of existing materials, curriculum development teams will be divided into small groups (Professional Learning Communities, heretofore referred to as PLCs. Each PLC will consist of a:  <span style="line-height: normal; margin-left: .5in; mso-list: l6 level1 lfo32; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> 1) Regional PLC coordinator (one of four university professor and/or industry professionals representing the three geographic regions of the state) <span style="line-height: normal; margin-left: .5in; mso-list: l6 level1 lfo32; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> 2) Teacher or from one // high needs //school district with a District Factor Group (DFG) rating of A or B (methodologies used for identifying // high need // based on the DFG system appear in italics below);  <span style="line-height: normal; margin-left: .5in; mso-list: l6 level1 lfo32; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> 3) NJ Financial Literacy Pilot School teacher &/or Gear UP High school teacher that may be a non-high needs district (See Appendix ;lk;lk;lk for additional information on NJ GEAR Up Program…From FLYER) ; <span style="line-height: normal; margin-left: .5in; mso-list: l6 level1 lfo32; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> 4) County Vocational School teacher of Banking, Business or Finance or a Career & Technical Education teacher delivering financial literacy instruction in a comprehensive high school (SEE Appendix lklk;lk;lk for CTE program definitions and CIP codes for Banking, Business and Finance) ;  <span style="line-height: normal; margin-left: .5in; mso-list: l6 level1 lfo32; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> 5) NJ State College/University, NJ County College professor, or New Jersey Institute of Technology instructor. <span style="line-height: normal; margin-left: .5in; mso-list: l6 level1 lfo32; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> 6) CTE Banking, Business, or Finance high school student <span style="line-height: normal; margin-left: .5in; mso-list: l6 level1 lfo32; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> 7) College (peer mentoring) student from one of the participating state college/universities or county colleges. <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> The PLCs will be organized geographically, north, central, and south, reflecting the three regions of the state. Each PLC will be assigned a corresponding control group from their region. These students will receive the FDIC // Money Smart //Curriculum and will be tested for financial literacy using the W!SE Financial Literacy Exam. However their instructors will not be PLC participants. The data on their FASFE completion will be collected but disaggregated from the total sample population. <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> The PLCs will meet face to face for a total of five days during the calendar year. They will convene for a two-day training seminar during the summer months, and meet three times during the school year in the October, January, and April at which time they will be asked to present evidence of teaching and learning. During the interim between these meetings the PLC participants will be expected to participate regularly in ongoing online dialogues via Wikiversity and attend bi-weekly interactive 90-minute online webinars. These face to face meetings and online webinars will model the characteristics of adult learning such as a) expert training offered by the project industry partners; b) active engagement of time and prior knowledge; c) expert and peer mentoring, coaching and feedback; d) flexibility in choosing one’s preferred content areas and projects; and e) rigorous inquiry and self-reflection (based on Sparks & Loucks-Horsely, 1989).  <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> The number of PLCs will increase over the life of the project to increase peer mentoring and instructional delivery capacity utilizing the state colleges and university and county college systems. (See Chart Below).   <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">**  Year 1 of Grant Cycle:  ** 4 universities & 8 PLC groups <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** Year 2 of Grant Cycle:  ** 4 universities & 8 PLC groups <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** Year 3 of Grant Cycle:  ** 8 universities & 16 PLC groups <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** Year 4 of Grant Cycle:  ** 8 universities & 16 PLC groups <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> Years one is a planning and training year. We will also pre-test students for baseline data. Years two and three of the grant cycle will be dedicated to the development and refinement of new financial literacy education resources and the vetting of existing as the curricular materials utilizing the templates/frameworks for project-based learning scenarios (Classroom Applications Documents) developed by the NJDOE <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> Put revised chart here…4 universities & 8 PLCs (Pilot Schools in Year ** ONE **…) <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> PROJECT PARTICIPANTS <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> YEAR ONE GOALS: <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> YEAR ONE GOALS: <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> YEAR ONE GOALS: <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> YEAR ONE GOALS: <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** In Year 1 and 2 of the Grant Cycle  **, the schools participating in the Financial Literacy Pilot are also those schools that were part of the legislatively mandated Financial Literacy Pilot Program launched in June 2010. Those districts include: The ** Financial Literacy Pilot Districts  ** include: || Region Elizabeth Public Schools || Principal, Absegami HS || Five of the eight districts named above are “high needs” districts (indicated in red: Elizabeth, Paterson, Phillipsburg, Bridgeton, Greater Egg Harbor Regional High School District). The mechanism used to determine “high need” schools for the purposes of this grant is the Factor Grouping (DFG) system. Of these, all but Westfield, Warren & Cherry Hill are "high needs" districts. They will be divided into eight small professional learning communities (PLCs), each consisting of a pilot school (five of which are already identified as high needs districts); a CTE teacher/program in Banking, Business or Finance; and one of the eight state university partners. ** // Methodology for Identifying High Needs Districts:  // **//  The New Jersey Department of Education introduced the DFG system in 1975 as a means of ranking school districts in New Jersey by their socioeconomic status (SES). The first DFG was based on data from the 1970 decennial Census. A revision was made in 1984 to take into account new data from the 1980 Census and to slightly change the theoretical model of socioeconomic status. Following is a description of the work undertaken in the construction of the third DFG, reflecting data from the 1990 Census (as well as subsequent modifications to the system). // <span style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">**// <span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Socioeconomic Status and Educational Performance: //**// <span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The DFG was motivated by research conducted in the late 1960's and early 1970's that showed a strong relationship between socioeconomic status and educational outcomes. The creators of the DFG were concerned that educational policymakers, after reviewing the educational outcomes obtained in different circumstances, would make unjustified inferences about the importance of various, school-based inputs to the educational process. Because the research showed that students (i.e. what students bring to school, including socialization that takes place before they step inside the school building) are the most important determinant of educational outcomes, the effectiveness of school systems cannot be sensibly judged without reference to the socioeconomic background of their students. // <span style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">**// <span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The Development of the DFG for Analysis of Test Results: //**// <span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The DFG was developed by the Department for its own use in the reporting of test scores. The use of this measure is mandated neither by statute nor by regulation. In its publicly released testing reports, the Department shows district-by-district results, arranged by DFG. Comparisons are made between districts of like SES, rather than on a geographic basis. The intent of this procedure is to reduce the variation in reported scores, which is due to factors beyond the control of local educators. // <span style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">**// <span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The Application of the DFG in School Finance: //**// <span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">At the same time as the DFG was being developed for use in the reporting of test scores, New Jersey's debate over how schools could be equitably financed had already become a state Supreme Court case (__Robinson v. Cahill__). Arguments made before the courts in __Robinson__ and later in __Abbott__ took explicit account of the DFG and socioeconomic status in calculating spending differences between districts. Because the Supreme Court explicitly used the DFG as a means of identifying the districts for which special funding provisions would apply, as well as those districts whose spending levels are to be the target, the DFG has taken on new and increased significance. // <span style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">**// <span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The DFG Model: //**// <span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The DFG is an index of socioeconomic status that is created using data for several "indicators" available in the decennial Census of Population. Socioeconomic status cannot be measured directly. Rather, the literature holds that it is a function of other, measurable quantities (traditionally, the basic three are income, occupation, and education). Therefore, the DFG is a composite statistical index created using statistical procedures, a "model" of socioeconomic status, and input data for various socioeconomic traits. Seven indices were developed from the census data as follows: // // These seven indices were utilized in a principal components analysis to produce a statistical score, which was used to rank the districts. Districts were then grouped so that each group would consist of districts having factor scores within an interval of one tenth of the distance between t // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">// The categories are updated every ten years when the Census Bureau releases the latest Decennial Census data. Since the DFGs were created, the DFGs played a significant role in determining the initial group of districts that were classified as Abbott districts. Additionally, subsequent to the Abbott IV court ruling, the DFGs were also used to define the group of school districts on which Abbott v Burke parity remedy aid would be based. // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">// The DFGs represent an approximate measure of a community’s relative socioeconomic status (SES). The classification system provides a useful tool for examining student achievement and comparing similarly situated school districts in other analyses. The DFGs do not have a primary or significant influence in the school funding formula beyond the legal requirements associated with parity aid provided to the Abbott districts. // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">// In updating the DFGs using the data from the most recent Decennial Census, efforts were made to improve the methodology while preserving the underlying meaning of the DFG classification system. After discussing the measure with representatives from school districts and experimenting with various methods, the DFGs were calculated using the following six variables that are closely related to SES:  // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">// 1) Percent of adults with no high school diploma   // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">//  2) Percent of adults with some college education   // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">// 3) Occupational status   // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">//  4) Unemployment rate   // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">// 5) Percent of individuals in poverty   // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">//  6) Median family income. // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">// Unlike the model used to create the DFGs based on the 1990 census data, this model has omitted population density as a relevant variable. The same statistical method (principal components analysis) was used to determine districts’ relative SES. The method used to group the districts into DFG categories was also the same. // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">// A number of methodological decisions were made to avoid classifying a school district in an inappropriate DFG category. First, communities in which there were fewer than 70 respondents to the Census questionnaire are omitted. Second, school districts in which more than half of the school-aged population is enrolled in non-public schools were not classified in a DFG. Both of these limitations are consistent with methods used in the previous DFG report. Third, school districts’ DFG ratings are adjusted to account for students who are part of sending-receiving relationships and, as such, live in other communities. This is the first time that such a method has been used. // <span style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">// For the purposes of ranking districts according to socioeconomic status, those in h  //// <span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">ighest need are ranked as “A” districts while those of increasing affluence scale up to the letter “J”. // <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** In year 3 and 4 of the grant cycle  **, the number of PLC’s will be doubled using the same configuration of working groups. The additional PLC representatives from higher education will be drawn from Rider University (who has an existing financial education program) and from the NJ County Community College system. The participating highs schools will be primarily invitees from those districts that initially expressed interest in participating in the Financial Literacy Pilot Program. They include: || Region The seven districts highlighted in RED have already been identified as high needs districts. The remaining // high needs // districts anticipated to be participants in Year 2 of the grant cycle have yet to be identified. ** In Year 3 of the Grant Cycle  **, each of the participating PLCs will be asked to enter into a mentoring relationship with a high needs schools district to vet and expand upon this training materials. This would expand the number of targeted districts to a total of (36 FIX NUMBER INTERT CAROL’S CHART) districts. ** In Year 4 of the Grant Cycle  **, the intent is to make all of the materials that have been developed, vetted, refined, and expanded upon to all 350 high schools in the state, including all of the high needs districts as indicated by a DFG Code of A or B. To accomplish this scaling up of instructional delivery capacity and knowledge of pedagogic strategies, eight of the two and four-year colleges and universities (with the support of their financial industry community partners) shall be in the position to offer online Financial Literacy instruction to NJ high school students via articulation agreements with the districts under the Departments // Option 2 Plan //. INSERT OPTION 2 LANGUAGE HERE <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> The configuration of the PLCs consists of a representative or representatives from: <span style="line-height: normal; margin-left: 1.25in; mso-list: l9 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · High Needs High School 25 students <span style="line-height: normal; margin-left: 1.25in; mso-list: l9 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · Non-High Needs School 25 students <span style="line-height: normal; margin-left: 1.25in; mso-list: l9 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · State University or County College Partner <span style="line-height: normal; margin-left: 1.25in; mso-list: l9 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · CTE program teacher <span style="line-height: normal; margin-left: 1.25in; mso-list: l9 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · CTE student <span style="line-height: normal; margin-left: 1.25in; mso-list: l9 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · College Student Mentor <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** Project Participants  ** <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** Year 1   ** <span style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** 5 State University &/or County College  ****  Community  ** ** Partners ** <span style="line-height: normal; margin-left: 1.25in; mso-list: l27 level1 lfo20; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · High Needs School <span style="line-height: normal; margin-left: 1.25in; mso-list: l27 level1 lfo20; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · Non-High Needs School <span style="line-height: normal; margin-left: 1.25in; mso-list: l27 level1 lfo20; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · State University or County College Partner <span style="line-height: normal; margin-left: 1.25in; mso-list: l27 level1 lfo20; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · CTE program teacher <span style="line-height: normal; margin-left: 1.25in; mso-list: l27 level1 lfo20; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · CTE student <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> College Student Mentor ** Year 2  ** <span style="line-height: normal; margin-left: 1.25in; mso-list: l9 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · High Needs School <span style="line-height: normal; margin-left: 1.25in; mso-list: l9 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · Non-High Needs School <span style="line-height: normal; margin-left: 1.25in; mso-list: l9 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · State University or County College Partner <span style="line-height: normal; margin-left: 1.25in; mso-list: l9 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · CTE program teacher <span style="line-height: normal; margin-left: 1.25in; mso-list: l9 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · CTE student <span style="line-height: normal; margin-left: 1.25in; mso-list: l9 level1 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · College Student Mentor <span style="margin-left: .75in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** Year 3   ** <span style="margin-left: 1.25in; mso-list: l1 level1 lfo23; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · ** Add 10 State University &/or County Community College Partners  ** + <span style="line-height: normal; margin-left: 1.25in; mso-list: l1 level1 lfo23; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · High Needs School <span style="line-height: normal; margin-left: 1.25in; mso-list: l1 level1 lfo23; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · Non-High Needs School <span style="line-height: normal; margin-left: 1.25in; mso-list: l1 level1 lfo23; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · State University or County College Partner <span style="line-height: normal; margin-left: 1.25in; mso-list: l1 level1 lfo23; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · CTE program teacher <span style="line-height: normal; margin-left: 1.25in; mso-list: l1 level1 lfo23; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> · CTE student <span style="margin-left: .75in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> College Student Mentor <span style="margin-left: .75in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** Year 4  ** <span style="margin-left: .75in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> Universities & County College Partners Offer Programs to schools (Partially fee-based) Students sit on advisory panel to design and create social networking site for HS students, suggest content, contests, online evaluations Students sit on panel to create Apps, Blogs, etc. <span style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;"><span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> <span style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;"><span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** Open Education Resource Development:  ** Personal financial instructional materials developed or enhanced through this process will reside in the public domain (linked to the NJDOE website). All posted materials will have been released under an intellectual property license permitting their free use and/or repurposing. The NJDOE has entered into preliminary discussions with Rod Dunican, Education Program Manager at the Wikimedia Foundation for the use of Wikiversity as a mechanism for analysis of existing Financial Literacy teaching resources. Wikiverstiy is a Wikimedia Foundation project devoted to learning resources, learning projects and research for use in all levels, types, and styles of education from pre-school to university including professional training and informal learning. It is an open source web coding resource. The NJDOE will work with the Wikimedia Foundation and the state’s teachers to create an annotated bibliography, including teacher’s notes on existing resources indicating: <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l11 level1 lfo18; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> a) Alignment of Units of Instruction &/or Lesson Plans to NJCCCS in Financial Literacy <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l11 level1 lfo18; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> b) Grade Level Appropriateness <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l11 level1 lfo18; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> c) Clarity of Materials <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l11 level1 lfo18; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify; text-indent: -.25in;"> d) Adaptability <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> All materials developed and refined by the PLC’s will be made electronically accessible to all NJ schools via the NJDOE website. In addition, participating State University and County Colleges systems will the content utilize Financial Literacy educational materials derived from this project accompanied by a peer mentoring system revised and refined through this project. Articulation agreements between the colleges and the state’s high schools (supported by online coursework) will be used as a mechanism to scale up the capacity for the state’s high schools to deliver high quality instruction that positively impacts student financial literacy. The NJDOE will employ a Train the Trainer model for the purpose of preparing the colleges and community partners to deliver this content. <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;"> In year four the grant cycle “lessons learned” from the pilot program will be showcased at a financial literacy summit with project participants as presenters. The summit will be facilitated by our project partners, the NJ Coalition for Financial Education ( See Appendix ,m;lk;lk;l for additional information on the project partners). The department will also publish it findings online and in limited print for school districts around the state to utilize. <span style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"> ** PROJECT TEAM  ** The State must –
 * County  ||   District   ||   Contact   ||
 * Central || Union ||  ** ELIZABETH **    || Richard Esperon, Principal
 * Central || Union  ||  ** WESTFIELD **   || Peter Renwick, Principal ||
 * North || Warren  ||  ** NORTH WARREN REGIONAL SCHOOL DISTRICT **   || Louis Melchor, Principal ||
 * North || Passaic  ||  ** PATERSON **   || Karen Johnson, Principal, Eastside HS ||
 * North || Warren <span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"> || **<span style="color: red; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">PHILLIPSBURG **<span style="color: red; font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">   || Gregory Troxell, Principal <span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"> ||
 * South || Cumberland ||  ** BRIDGETON **   || <span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 14.0pt;">Lynn Williams, Principal <span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 14.0pt;"> ||
 * South || Camden ||  ** CHERRY HILL TOWNSHIP **   || John O’Breza, Principal, Cherry Hill East HS  ||
 * South || Atlantic ||  ** GREATER EGG HARBOR REGIONAL HIGH SCHOOL DISTRICT **   || Jeri-Lynn Gatto, Ed.D.
 * 1) <span style="color: black; line-height: normal; mso-list: l21 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-align: justify;">// <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Percent of population with no high school diploma  //
 * 2) <span style="color: black; line-height: normal; mso-list: l21 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-align: justify;">// <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Percent with some college  //
 * 3) <span style="color: black; line-height: normal; mso-list: l21 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-align: justify;">// <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Occupation  //
 * 4) <span style="color: black; line-height: normal; mso-list: l21 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-align: justify;">// <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Population density  //
 * 5) <span style="color: black; line-height: normal; mso-list: l21 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-align: justify;">// <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Income  //
 * 6) <span style="color: black; line-height: normal; mso-list: l21 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-align: justify;">// <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Unemployment  //
 * 7) <span style="color: black; line-height: normal; mso-list: l21 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-align: justify;">// <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Poverty  //
 * County ||  District  ||
 * Central ||  Union  || ** ELIZABETH ** (DFG – A)  ||
 * Central ||  Mercer   || ** EWING TOWNSHIP ** (DFG- DE)  ||
 * Central ||  Mercer   || ** HAMILTON TOWNSHIP ** (DFG – FG)   ||
 * Central ||  Monmouth   || ** KEYPORT ** (DFG – CD)  ||
 * Central ||  Middlesex   || ** PERTH AMBOY ** (DFG - A)  ||
 * Central ||  Middlesex   || ** PISCATAWAY TOWNSHIP ** (DFG - GH)  ||
 * Central ||  Monmouth   || ** RUMSON-FAIR HAVEN REGIONAL H.S. ** (DFG – J)  ||
 * Central ||  Union   || ** WESTFIELD ** (DFG - I)   ||
 * North ||  Sussex  || **  HIGH POINT H.S.  ** (DFG - DE)  ||
 * North ||  Warren   || ** NORTH WARREN REGIONAL SCHOOL DISTRICT ** (DFG - FG)  ||
 * North ||  Bergen   || ** NORTHERN HIGHLANDS REGIONAL ** (DFG - J)  ||
 * North ||  Passaic   || ** PASSAIC COUNTY VOCATIONAL SCHOOL DISTRICT ** (No DFG)  ||
 * North ||  Passaic   || ** PATERSON ** (DFG – A)  ||
 * North ||  Warren <span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">  || **<span style="color: red; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">PHILLIPSBURG **<span style="color: red; font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"> (DFG - B)  ||
 * North ||  Bergen   || ** RAMAPO INDIAN HILLS REGIONAL HIGH SCHOOL DISTRICT ** (DFG – I)  ||
 * North ||  Bergen   || **  Rutherford High School  ** (DFG – GH)   ||
 * North ||  Bergen   || ** TEANECK ** (DFG – GH)  ||
 * South ||  Cumberland   || ** BRIDGETON ** (DFG - A)  ||
 * South ||  Atlantic   || ** BUENA REGIONAL ** (DFG - A)  ||
 * South ||  Camden   || ** CHERRY HILL TOWNSHIP ** (DFG - GH)   ||
 * South ||  Atlantic   || ** EGG HARBOR TOWNSHIP ** (DFG -CD)   ||
 * South ||  Atlantic   || ** GREATER EGG HARBOR REGIONAL HIGH SCHOOL DISTRICT ** (DFG - CD)   ||
 * South ||  Cumberland   || ** VINELAND CITY ** (DFG - A) <span style="color: red; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">  ||
 * (a) Demonstrate that the project team proposed by the State that will work with the State to carry out the project - - **
 * (1) Has experience and expertise in each of the following areas - - **

Materials Development ||  ** (ii) **Teacher training  ||  ** (iii) **Program evaluation  ||  ** (iv) **Financial Literacy  ||  ** (v) **Student Debt  ||  ** (vi) **College access and success programs  || (P28–step 4) || Manage the statistical study ||  || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;">  ü   || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;">  ü   || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;">  ü   || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;">  ü   || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;">  ü   || Irma Camilo || Assist with clerical activities specific to this grant || || || || || || || positions TBD || oversees college students who mentor high school students || || || || || || || positions TBD || Coordinate Professional Learning Communities across regions || || || || || || ||
 * ** Person ** ||  ** Role **  ||  ** (i) **Instructional
 * Project Director TBD (P28–step 4) || Oversee all fiscal and programmatic activities || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;"> ü   || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;">  ü   || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;">  ü   || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;">  ü   || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;">  ü   || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;">  ü   ||
 * Project Data analysis Specialist TBD
 * Data Director Bari Erlichson || Advisory/support role to data collections that will be utilized in conjunction with data that is already collected by the NJDOE || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;"> ü   ||   || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;">  ü   || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;">  ü   || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;">  ü   || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l24 level1 lfo36; text-align: center; text-indent: -.25in;">  ü   ||
 * Clerical Support -
 * Fiscal Coordinator – Carol Schilling || Oversee fiscal responsibilities for this grant || || || || || || ||
 * Psychomatrician – Dan Heisey || moderate the data collection and analysis || || || || || || ||
 * Project Evaluator Contracted person - TBD || Design and implement eval. plan || || || || || || ||
 * Student Competency Evaluations – David Anderson – w!se || design, validate and report on w!se financial literacy competency test and || || || || || || ||
 * Junior Achievement – Tannisha Troutman || Coordinate College Heroes program training to include additional requirement according to this grant || || || || || || ||
 * NJ Coalition for Financial Education – Maryanne Evanko || Coordinate regional PLC coordinators || || || || || || ||
 * Higher Ed. Student mentor
 * Regional PLC Coordinator
 * NJ Higher Education Student Assistance Authority (HESAA) || Train college mentors, assist with FAFSA completion project || || || || || || ||
 * Federal Deposit Insurance Corporation (FDIC) || Coordinate specific training for grant participants || || || || || || ||
 * Standard 9: 21st Century Life and Careers Curriculum Content Coordinator – Dale Schmid || Assure DOE goals and objectives are aligned with Core Curriculum Standards || || || || || || ||
 * Standard 9.2: Personal Financial Literacy content assistant – Sandy O’Neil || Assure DOE goals and objectives are aligned with Core Curriculum Standards and pilot program || || || || || || ||

All State organizations work with students in high-need LEAs.
 * (2) Includes individuals who represent the needs of or work with students in high-need LEAs; **

(** 3) Includes representatives from – **

(3.v.b.1) The title and position description of each confirmed and potential member of the project team, including the project director, principal investigator, and other key project personnel;  ||  ** Key Responsibilities ** (2) A description of the roles and responsibilities of each member. || ** (i) **State agencies administering elementary and secondary education, career and technical education (CTE), and post-secondary Education (both two-and four-yr. institutions)   ||  ** (ii) **State agencies, commissions, or other entities focused explicitly on financial literacy, college access, or student financial aid issues; and,  ||||||  ** (iii) at the discretion of the State,  ** || ** IHEs **  ||  ** (iv) LEAs **  ||  ** (v) non-profit, companies, or philanthropic organizations **  ||
 * ** Title and position description **
 * ^  ||^   ||^   ||^   ||  ** (iii) **
 * Project Director TBD (P28–step 4) || Oversee all fiscal and programmatic activities || || || || || ||
 * NJ Commission on Higher Education || Liaison between NJDOE and IHEs || || || || || ||
 * Department of State Governor’s Office of Volunteerism || Advisory capacity regarding service learning in NJ || || || || || ||
 * Department of Banking and Insurance || Coordinate DBOI training and speakers || || || || || ||
 * NJ Higher Education Student Assistance Authority (HESAA) || Train PD providers, teachers, mentors and guidance personnel; assist with FAFSA follow-up in postsecondary education || || || || || ||
 * NJ Coalition for Financial Education (NJCFE) || Continue and expand contact with business, finance, insurance etc. partners and potential partners and coordinate meetings || || || || || ||
 * NJ Coalition for Financial Education (NJCFE) || Continue and expand contact with business, finance, insurance etc. partners and potential partners and coordinate meetings || || || || || ||

(3) A description of how the project team will function, including how the project team will elicit ongoing input from stakeholders to ensure the continuing success of the project;

(4) When and how often the team will meet; and

(5) A resume for each of the confirmed members of the project team (as an attachment to the appendix to the application.)

Invitational priority: Add Higher Education Student Assistance Authority (HESAA) as a partner

Rowena Madden / Director of the Department of State Governor’s Office of Volunteerism ** EXISTING FINANCIAL LITERACY ACTIVITIES  ** ** Historical Overview of New Jersey’s Financial Literacy Initiatives:  ** Currently the NJDOE has several important initiatives focusing on Personal Financial Literacy. Funding from this grant program would make it possible to proceed with several important (yet currently unfunded or underfunded) pilot programs that will help accelerate our efforts to equip teachers with the tools they need to support the acquisition of Personal Financial & Entrepreneurial Literacy for New Jersey’s students. These ongoing initiatives include but are not limited to the following (Details Follow): <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l20 level1 lfo7; text-align: justify; text-indent: -.25in;"> 1) Newly adopted Financial Literacy Standards for ALL students <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l20 level1 lfo7; text-align: justify; text-indent: -.25in;"> 2) Financial Literacy High School Graduation Requirement <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l20 level1 lfo7; text-align: justify; text-indent: -.25in;"> 3) Newly adopted Financial & Entrepreneurial Literacy Legislation <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l20 level1 lfo7; text-align: justify; text-indent: -.25in;"> 4) Financial Literacy Pilot Program <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l20 level1 lfo7; text-align: justify; text-indent: -.25in;"> 5) Financial Literacy Summit(s) <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l20 level1 lfo7; text-align: justify; text-indent: -.25in;"> 6) Financial Literacy Teacher Professional Development Initiatives <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.5in; margin-right: 0in; margin-top: 0in; mso-list: l20 level2 lfo7; text-align: justify; text-indent: -.25in;"> a. NJDOE Professional Development Seminars <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.5in; margin-right: 0in; margin-top: 0in; mso-list: l20 level2 lfo7; text-align: justify; text-indent: -.25in;"> b. Identification of Existing Financial Literacy Resources <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.5in; margin-right: 0in; margin-top: 0in; mso-list: l20 level2 lfo7; text-align: justify; text-indent: -.25in;"> c. Financial Literacy Boot Camp (NJ Coalition for Financial Literacy) ** Financial Literacy Standards & Graduation Requirements:  ** In 2008, the New Jersey State Department of Education Office of Academic Standards created K-12 Standards in Personal Financial Literacy as part of its periodic review and revision of Academic Code. ** N.J.A.C. 6A:8-5.1(a)1v **requires ** “At least 2.5-credits in financial, economic, business, and entrepreneurial literacy, effective with the 2010-2011 grade nine class.” **The goal of this requirement, adopted by the State Board of Education on June 17, 2009, is to ensure that students demonstrate understanding about how the economy works and their own role in the economy, and also develop the necessary skills to effectively manage personal finances by the time they graduate. The 2.5‑credit requirement at N.J.A.C. 6A:8-5.1(a)1v may be met in the following ways: <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-list: l26 level1 lfo1; tab-stops: .75in; text-align: justify; text-indent: -.25in;"> 1. By completing a stand-alone, half-year course which can be taught by staff holding any one of the following certificates: <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; mso-list: l26 level2 lfo1; tab-stops: list 1.25in; text-align: justify; text-indent: -.25in;"> a. Social Studies <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; mso-list: l26 level2 lfo1; tab-stops: list 1.25in; text-align: justify; text-indent: -.25in;"> b. Business: Finance, Economics, and Law <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; mso-list: l26 level2 lfo1; tab-stops: list 1.25in; text-align: justify; text-indent: -.25in;"> c. Comprehensive Business <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; mso-list: l26 level2 lfo1; tab-stops: list 1.25in; text-align: justify; text-indent: -.25in;"> d. Comprehensive Family and Consumer Sciences <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; mso-list: l26 level2 lfo1; tab-stops: list 1.25in; text-align: justify; text-indent: -.25in;"> e. General Business (still held by many staff, but no longer issued) <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; mso-list: l26 level2 lfo1; tab-stops: list 1.25in; text-align: justify; text-indent: -.25in;"> f. Math (for consumer math programs) <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-list: l26 level1 lfo1; tab-stops: list .75in; text-align: justify; text-indent: -.25in;"> 2. By completing option 2 through N.J.A.C. 6A:8-5.1(a)2i3 (curricular activities and programs, such as interdisciplinary or theme-based programs, independent study, online courses) as allowed in all content areas; and <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 49.5pt; margin-right: 0in; margin-top: 0in; mso-list: l26 level1 lfo1; tab-stops: list 49.5pt; text-align: justify; text-indent: -.25in;"> 3. By completing one or more __elective__ courses that integrate the content and skills required by ** N.J.A.C. 6A:8-5.1(a)1v ** taught by staff holding a Social Studies; Business: Finance, Economics, and Law; Comprehensive Business; Comprehensive Family and Consumer Sciences; General Business certificate; or Math certificate. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 49.5pt; margin-right: 0in; margin-top: 0in; text-align: justify;"> Suggested core content for fulfillment of this requirement focuses on ** personal financial literacy ** and an understanding of foundational concepts in economics. The new 2009 standard, Personal Financial Literacy (Standard 9.2), includes the application of knowledge, skills, and ethical values when making consumer and financial decisions that impact self, the family, and local and global communities. Topical strands address money management; credit and debt management; planning, saving and investing; becoming a critical consumer; risk management and insurance; and civic financial responsibility. In addition, the cumulative progress indicators for grades 9-12 in the 2009 social studies standards address various concepts in economics. School districts remain responsible for assessing and publicly reporting on the progress of all students in developing the financial literacy knowledge and skills specified by the Core Curriculum Content Standards, no matter how learned, according to N.J.A.C. 6A:8‑3.1(a)3. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">** Financial Literacy Legislation: AN ACT ** establishing a financial literacy pilot program in the Department of Education and supplementing chapter 6 of Title 3 18A of the New Jersey Statutes was enacted by the //Senate and General Assembly of the State of New Jersey// <span style="font-family: "Times New Roman"; font-size: 12.0pt; letter-spacing: .2pt; mso-fareast-font-family: "Times New Roman";">on November 20, 2009. This act shall take effect immediately. <span style="font-family: "Times New Roman"; font-size: 12.0pt; letter-spacing: .2pt; mso-fareast-font-family: "Times New Roman";"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"> This bill establishes a three-year pilot program to provide high school seniors in selected districts with a personal financial literacy course. The parameters of the legislation appear in attachment/appendix xxx: <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"> ** <span style="font-family: "Times New Roman"; font-size: 14.0pt; letter-spacing: .2pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Financial Literacy Pilot Program: ** In response to the aforementioned legislation, the NJDOE established a Financial Literacy Pilot Program for NJ high schools that was launched June 2010. Initially, twenty-three schools expressed an interest in participating in the High School Financial Literacy Pilot Program. From this list, the Commissioner of Education selected eight districts for participation, representing a cross section of urban, suburban, and rural areas from each of the three regions of the State. The goal of the pilot program is to ensure that high school graduates in the pilot districts receive instruction on budgeting, savings and investment, credit card debt, and other issues associated with personal financial responsibility. At its conclusion, the commissioner will report to the Governor and the Legislature on the feasibility of implementing the program on a statewide basis. The participating schools each receive a one-time $500 Stipend. The pilot was launched July 1, 2010 and will conclude June 30, 2013. The charge of these school districts over the three-year project cycle is to: <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: -13.5pt; margin-top: 0in; mso-list: l30 level1 lfo2; tab-stops: -.75in list .5in left .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify; text-indent: -.25in;"> ¨ Develop curriculum for a personal financial literacy course or enhance an existing personal financial literacy curriculum that: <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l30 level2 lfo2; tab-stops: list 1.0in; text-align: justify; text-indent: -.25in;"> o Is aligned with Personal Financial Literacy Standard 9.2 in the 2009 New Jersey Core Curriculum Content Standards; <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l30 level2 lfo2; tab-stops: list 1.0in; text-align: justify; text-indent: -.25in;"> o Incorporates the use of a variety of instructional strategies and real world/authentic tasks that require critical thinking and problem solving skills; <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l30 level2 lfo2; tab-stops: list 1.0in; text-align: justify; text-indent: -.25in;"> o Meets the needs of all students, including those with varying learning needs; and <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l30 level2 lfo2; tab-stops: list 1.0in; text-align: justify; text-indent: -.25in;"> o Is available in electronic format for posting on the Web. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: -13.5pt; margin-top: 0in; mso-list: l30 level1 lfo2; tab-stops: -.75in list .5in left .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify; text-indent: -.25in;"> ¨ Develop curriculum-embedded formative assessments to inform teaching and learning. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l29 level1 lfo3; text-align: justify; text-indent: -.25in;"> ¨ Utilize the resources offered by the W!SE Financial Literacy Certification Program that include online resources and professional development for teachers as well as the opportunity to offer a free personal financial literacy test through which students may receive financial literacy certification during one year of the pilot. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: -13.5pt; margin-top: 0in; mso-list: l30 level1 lfo2; tab-stops: -.75in list .5in left .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify; text-indent: -.25in;"> ¨ Allow staff participation in a virtual online Professional Learning Community created specifically for the pilot project to foster collaboration, information sharing and professional learning. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: -13.5pt; margin-top: 0in; mso-list: l30 level1 lfo2; tab-stops: -.75in list .5in left .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify; text-indent: -.25in;"> ¨ Build a partnership (s) with a local business organization(s) that supports the development of the district personal financial literacy program through a variety of activities and initiatives. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: -13.5pt; margin-top: 0in; mso-list: l30 level1 lfo2; tab-stops: -.75in list .5in left .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify; text-indent: -.25in;"> ¨ Collaborate with other pilot districts on the development of an evaluation of the project in each of the three years that elicits feedback from students, teachers, administrators and parents. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: -13.5pt; margin-top: 0in; mso-list: l30 level1 lfo2; tab-stops: -.75in list .5in left .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify; text-indent: -.25in;"> ¨ Participate in one free Financial Literacy Education Curriculum Showcase and at least one financial literacy education professional development event (Scheduled August 30, 2010, subsequent seminars pending). <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: -13.5pt; margin-top: 0in; mso-list: l30 level1 lfo2; tab-stops: -.75in list .5in left .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify; text-indent: -.25in;"> ¨ Attend a // Financial Literacy Education Conference // (this evolved into a // Summit) //co-sponsored by the department and the New Jersey Coalition for Financial Education (NJCFE) in fall 2010 (October 13). <span style="font-family: "Times New Roman"; font-size: 12.0pt; letter-spacing: .2pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"> <span style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">** // The following districts expressed an interest in participating in the high school financial literacy pilot. These schools will among those invited to participate in the scaling up of the Financial Literacy Pilot Program in year 2, 3 & 4 of the grant cycle. Seven of the twenty-three schools in this category are “high needs” (appearing in red) districts having DFG indices of A or B: // ** || Region
 * County  ||   District   ||   School   ||
 * Central ||   Union   || ** ELIZABETH ** (DFG – A)  ||   Elizabeth High School   ||
 * Central ||  Mercer   || ** EWING TOWNSHIP ** (DFG- DE)  ||  Ewing High School  ||
 * Central ||  Mercer   || ** HAMILTON TOWNSHIP ** (DFG – FG)   ||   ||
 * Central ||  Monmouth   || ** KEYPORT ** (DFG – CD)  ||   ||
 * Central ||  Middlesex   || ** PERTH AMBOY ** (DFG - A)  ||   ||
 * Central ||  Middlesex   || ** PISCATAWAY TOWNSHIP ** (DFG - GH)  ||  Piscataway High School  ||
 * Central ||  Monmouth   || ** RUMSON-FAIR HAVEN REGIONAL H.S. DIST ** (DFG – J)  ||  RUMSON-FAIR HAVEN REGIONAL   ||
 * Central ||  Union   || ** WESTFIELD ** (DFG - I)   ||   ||
 * North ||  Sussex  || **  HIGH POINT H.S.  ** (DFG - DE)  ||  High Point Regional  ||
 * North ||  Warren   || ** NORTH WARREN REGIONAL SCHOOL DISTRICT ** (DFG - FG)  ||  North Warren Regional School  ||
 * North ||  Bergen   || ** NORTHERN HIGHLANDS REGIONAL ** (DFG - J)  ||   ||
 * North ||  Passaic   || ** PASSAIC COUNTY VOCATIONAL SCHOOL DISTRICT ** (No DFG)  || <span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Passaic County Vocational School   ||
 * North ||  Passaic   || ** PATERSON ** (DFG – A)  ||  Paterson Public Schools  ||
 * North ||  Warren <span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">  || **<span style="color: red; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">PHILLIPSBURG **<span style="color: red; font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"> (DFG - B)  ||  Phillipsburg Alternative High School  ||
 * North ||  Bergen   || ** RAMAPO INDIAN HILLS REGIONAL HIGH SCHOOL DISTRICT ** (DFG – I)  ||  Ramapo Indian Hills Regional High School   ||
 * North ||  Bergen   || **  Rutherford High School  ** (DFG – GH)   ||  Rutherford High School   ||
 * North ||  Bergen   || ** TEANECK ** (DFG – GH)  ||  Teaneck High School  ||
 * South ||  Cumberland   || ** BRIDGETON ** (DFG - A)  ||   ||
 * South ||  Atlantic   || ** BUENA REGIONAL ** (DFG - A)  ||   ||
 * South ||  Camden   || ** CHERRY HILL TOWNSHIP ** (DFG - GH)   ||  Cherry Hill High School East  ||
 * South ||  Atlantic   || ** EGG HARBOR TOWNSHIP ** (DFG -CD)   ||  Egg Harbor Township High School  ||
 * South ||  Atlantic   || ** GREATER EGG HARBOR REGIONAL HIGH SCHOOL DISTRICT ** (DFG - CD)   ||  Absegami High School  ||
 * South ||  Cumberland   || ** VINELAND CITY ** (DFG - A)   ||   ||

** Financial Literacy Professional Development Efforts  ** 2010 Financial Education Curriculum Fall Showcase Sponsored by the New Jersey Coalition for Financial Education in Collaboration with the New Jersey Department of Education August 30, 2010 (Previously described SEE ;lk;lk;lk;l) ** Financial Literacy Summit: ** Financial Literacy: An Imperative for All New Jersey Students: The NJDOE is partnering with Junior Achievement – New Jersey (JA-NJ) and the New Jersey Coalition for Financial Education (NJCFE) to coordinate a partnership with over 35 members of New Jersey’s banking, investment, insurance and business to hold an education summit to raise awareness of the importance of financial literacy education and the resources available to support instruction in grades K-12, as well as the implementation of the new financial literacy high school graduation requirement. The partners have generously offered to fund the summit and create future partnerships with schools to sustain the momentum of the summit and change financial practices for students and their families. The 40 member planning committee has actively supported the summit by participating on committees to plan, fund, publicize, and ensure the success of this outreach. Paul Gentile from the New Jersey Credit Union League provided the meeting space and JA-NJ provided the refreshments for our organizational meeting. Jon Trombly from Capital One Bank rallied the group with the statement that was met with a round of applause as he stated that the members of the group were interested in being partners in a movement to change attitudes, behaviors and education, not to merely support a conference. Therefore, unspent funds beyond the costs of the conference will be utilized by NJCFE to provide professional development activities to support this grant application as an in-kind contribution. Please see attached Financial Literacy Summit brochure and list of partners. a) ** Identification of Existing Financial Literacy Resources **   The NJCFE web site, [|www.njcfe.org] links to many resources on financial literacy including slide presentations and articles such as // Using Twitter to Teach Personal Finance //and// Increasing Financial Literacy: 15 Interactive Financial Activities // written by Barbara O’Neill, the 2009 William E. Odom Visionary Leadership Jump$tart award winner.    b) **  Financial Literacy Boot Camp (NJ Coalition for Financial Literacy)  ** Boot camp participants engage with other teachers to discuss ways to teach students about financial services, credit, investing, insurance, taxes, loans, and financial goal setting. Creative and innovative teaching strategies are discussed along with resources for personal and professional use. This is a fun, interactive, and creative hands-on event. Aug. 17 and 18 and Aug. 25th and 26th, 2010. ** Financial Literacy Professional Development Efforts  ** According to the 2000 census, New Jersey has 1,134.5 persons per square mile which makes it the most densely populated state in the nation. Bordered by New York, Pennsylvania, and Delaware, New Jersey boasts 21 counties spread over 7,417.34 square miles and terrain that stretches from the highest point of 1,803 feet (High Point NJ) to sea level. [] A diverse population of students attends the 591 school districts and 75 charter schools which serve approximately 1.37 million public school students. There are approximately 112,393 full-time public school teachers serving these students. [] Professional development evaluations show evidence of gains in knowledge by the participating teachers and comments typically include “The best part was the activities shared and being able to use in class immediately. The amount of free materials distributed was great. Presenters were friendly and knowledgeable. <span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 10.0pt;"> It is important to note that the revised 2009 standards provide the foundation for the development of curriculum that promotes the use of innovative learning strategies by integrating supportive technologies, inquiry- and problem-based approaches and higher order thinking skills. Standards in all content areas contain new elements that, according to N.J.A.C. 6A:8-1.1, 8-2.1, and 8-3.1, are to be included in curriculum and instruction; specifically, the integration of **21st century skills** and **themes, global perspectives, technology** and **interdisciplinary connections.** As such, curriculum development is envisioned as a multi-year process accompanied by ongoing professional development to provide curriculum writers with the tools needed to effectively incorporate these new elements into curriculum, instruction and assessment. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"> In order to provide support to all districts with key aspects of the implementation of the 2009 revised standards (curriculum development, instruction and assessment), the department has created a blended model of professional learning for education stakeholders that includes online learning, 2.0 tools, virtual and face-to-face professional learning communities, and value-added on-site training. The primary goal of this initiative is to create 21st century learning environments that engage students, foster achievement, and cultivate the skills needed to compete, connect, and collaborate in a global society. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"> Professional development will be delivered in phases over the coming three years, as described in the **//Creating 21st Century New Jersey Schools.//** <span style="color: black; font-size: 9.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">[] <span style="color: black; font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">T eachers, IT staff, supervisors, principals, superintendents, board members, or representatives of institutions of higher education may register for the NJDOE professional development offerings at: []. Beginning in February, 2010 the NJDOE staff embarked on a statewide teacher professional development effort designed to equip teachers with instructional strategies to meet the newly revised NJ Core Curriculum Content Standards and High School Graduation requirements. These professional development efforts continue through December, 2010. Since the inception of this enterprise, the NJDOE has collectively delivered several hundred seminars. Eighteen of them focus specifically on the state mandated Financial Literacy requirements. Based on our electronic feedback loop, the seminars have been informative and extraordinarily well received. <span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">School districts have great flexibility in the delivery of instruction by implementing Option 2, N.J.A.C. 6A:8-5.1(a)1ii, which allows students to fulfill the 120-credithigh school graduation requirement set forth in whole or in part through program completion of a range of personalized learning opportunities, remains optional for students. As a member of the 21st Century Partnership for Skills, New Jersey has created an aggressive professional development model which coordinates training for superintendents, principals, teachers and other personnel, with state, volunteer and independent professional development providers through a multi-phased progression. ** Professional Development Seminars:  ** A sampling of professional development seminars conducted in NJ appears below: a. Seventeen Phase II 2010 Critical Transformations – Creating 21st Century New Jersey Schools” The Statewide Systemic Model for Continuous Professional Learning and Growth NJDOE curriculum content seminars were held or are planned to be held between February 10, 2010 –December, 2010. These sessions were/will be held in multiple locations throughout the state and on a variety of days to accommodate distance and schedules. Sessions provide an overview of the new Standard 9.2: Personal Financial Literacy and its relationship to fulfilling the 2.5 credit graduation requirement. New Jersey has continued their Registration to attend these events can be found at: []. b. The New Jersey Coalition for Financial Education (NJCFE) in Collaboration with the New Jersey Department of Education has sponsored many (Ballpark NUMBER?) Financial Literacy Curriculum Fall Showcase’s t o assist the teachers with reviewing and selecting curriculum. These showcases have been offered at different geographical locations throughout New Jersey and provide teachers and administrators with an opportunity to review free and fee-based financial literacy curriculum materials. c. Teachers Training Teachers (T3) This innovative program was developed with funding from the Council for Economic Education. Instead of the typical training conference format, with speaker-led presentations, conference participants (teachers and other youth educators) taught each other while competing for the title of “New Jersey Financial Education Idol.” Upon registering for T3, participants were sent an electronic template form to describe their most innovative and successful financial education activity. Completed template forms were then placed on CDs and distributed to all conference participants. At the conference, roundtable groups picked winners (semi-finalists), who later presented their teaching strategy to all in attendance, who voted for the “Idol” contest winner. T3 also included exhibits and brief curriculum overviews. For further information about T3 and other NJCFE activities, see [|www.njcfe.org]. d. Standard 9.2, A Summer Boot Camp for Teachers: Content, Strategies, and Resources for Teaching Personal Finance, Entrepreneurship and Economics was held in two locations in New Jersey the summer of 2010. This popular training received very high reviews from participants who were able to leave with lessons and resources that could be implemented immediately. e. The Higher Education Student Assistance Authority (HESAA) provides financial literacy education to the students throughout the state on topics such as Budgeting and money management, Identity theft and privacy rights, banking and financial services, credit and debt management, time management and understanding and managing student loans. f. The Department of Banking and Insurance provides a speaker to schools and community groups to explain the importance of fiscal management. The NJDOE and the DBOI plan to coordinate efforts for the delivery of the content and knowledge. The DBOI has a long history of serving many schools with its outreach. b) ** Identification of Existing Financial Literacy Resources  **   The NJCFE web site, [|www.njcfe.org] links to many resources on financial literacy including slide presentations and articles such as // Using Twitter to Teach Personal Finance //and// Increasing Financial Literacy: 15 Interactive Financial Activities // written by Barbara O’Neill, the 2009 William E. Odom Visionary Leadership Jump$tart award winner.     c) **  Financial Literacy Boot Camp (NJ Coalition for Financial Literacy)  ** Boot camp participants engage with other teachers to discuss ways to teach students about financial services, credit, investing, insurance, taxes, loans, and financial goal setting. Creative and innovative teaching strategies are discussed along with resources for personal and professional use. This is a fun, interactive, and creative hands-on event. Aug. 17 and 18 and Aug. 25th and 26th, 2010. ** Financial Literacy Summit: ** Financial Literacy: An Imperative for All New Jersey Students: The NJDOE is partnering with Junior Achievement – New Jersey (JA-NJ) and the New Jersey Coalition for Financial Education (NJCFE) to coordinate a partnership with over 35 members of New Jersey’s banking, investment, insurance and business to hold an education summit to raise awareness of the importance of financial literacy education and the resources available to support instruction in grades K-12, as well as the implementation of the new financial literacy high school graduation requirement. The partners have generously offered to fund the summit and create future partnerships with schools to sustain the momentum of the summit and change financial practices for students and their families. The 40 member planning committee has actively supported the summit by participating on committees to plan, fund, publicize, and ensure the success of this outreach. Paul Gentile from the New Jersey Credit Union League provided the meeting space and JA-NJ provided the refreshments for our organizational meeting. Jon Trombly from Capital One Bank rallied the group with the statement that was met with a round of applause as he stated that the members of the group were interested in being partners in a movement to change attitudes, behaviors and education, not to merely support a conference. Therefore, unspent funds beyond the costs of the conference will be utilized by NJCFE to provide professional development activities to support this grant application as an in-kind contribution. Please see attached Financial Literacy Summit brochure and list of partners. <span style="border-bottom: solid windowtext 3.0pt; border: none; display: block; mso-border-bottom-alt: wave windowtext 3.0pt; mso-element: para-border-div; padding: 0in 0in 1.0pt 0in;"> <span style="border: none; mso-border-bottom-alt: wave windowtext 3.0pt; mso-padding-alt: 0in 0in 1.0pt 0in; padding: 0in; text-align: justify;"> <span style="border: none; mso-border-bottom-alt: wave windowtext 3.0pt; mso-padding-alt: 0in 0in 1.0pt 0in; padding: 0in; text-align: justify;"> New Jersey is honored to have Barbara O’Neill, 2009 **William E. Odom Visionary Leadership Award from JumpStart as an active educator. [] ** ** Inventory of degree programs  ** [] d) ** Financial Literacy Boot Camp (NJ Coalition for Financial Literacy)  **     e) **  Financial Literacy Summit  ** In addition, the president, controller and administrative support person of Junior Achievement –NJ currently serves as a leading partner in the steering committee of the financial literacy summit. They have devoted countless hours to weekly calls and administrative resources to make the Financial Literacy Summit a success. ** Add  ****  NJEA to list above  ** ** Project Evaluation:  ** The NJDOE will use a Quasi-Experimental Design to determine the effects of action research on instruction by posing the question; // Does good research lead to better teaching? // In this portion of the study the Department will e examining the impact of // action research // in the area of financial literacy on student competencies and teacher content knowledge as compared to having teachers work independently, using a pre-packaged curriculum. In other words, is it more efficacious for teachers to develop curricular strategies by analyzing and expanding upon existing curricular resources by developing learning objects etc, within professional learning communities? Or does teaching works from prescriptive, pre-packaged curricula impact student outcomes? Throughout the Grant Cycle, each of the participating schools will be use a “fixed effects model” as a statistical model that represents observed quantities (in this case, growth in Financial Literacy) when treated as a dichotomous dependent variable to measure student outcomes. Students from the participating schools will be measured for sufficiently competent levels of financial literacy on two occasions using the same pre and post exams (online financial literacy exams administered by W!SE – ( See Appendix ;l;l’;l for additional information on the exam).    Growth in Financial Literacy represented by, 1) the number of that students pass the Financial Literacy exams administered by W!SE (Working in Support of Education referred to in the section on pg.9); and 2) financial acuity represented by the number of students from among the sample population that complete the FAFSA (data collected through the FAFSA completion program).     The NJDOE will be examining a second independent variable group through its study; that of the impact of peer mentoring on Financial Literacy. Over the course of the grant cycle, A modified // JA High School Heroes // Financial Literacy Program will be delivered to 36 high school classrooms located throughout three regions of the state. The curricula, delivered by college student volunteers trained and managed by JA will consist of 10 lone hour lessons. Eight of the lesions are from the existing JA curricula. Two additional lessons will have been adapted from HESAA instructional materials focusing on loans, loan repayment as well as lessons on filling out the FAFSA. These schools will receive pre-and post testing using the W!SE Financial Literacy Examination but no other treatment. INSERT JA CHART frequency and location of training over the course of the grant cycle. DISSEMINATION: Reiterate Wikiversty, PLCs, conferences, NJDOE website links, Teacher PD session… ** Project Partners: New Jersey Coalition for Financial Education:  ** 2009 saw the New Jersey State Board of Education adopt revised Core Curriculum Content Standards that created Personal Finance as a stand-alone content area (9.2). The Board also revised New Jersey’s high school graduation requirements that will now provide for every high school student, beginning with the freshman class of 2010, to take a 2.5 credit (half-year) course in Personal Finance at some point during their high school career. The New Jersey State Legislature additionally passed a bill establishing a three-year pilot program in six New Jersey High Schools to experiment with a full year (5.0 credit) Personal Finance Course. The New Jersey Coalition for Financial Education (NJCFE) in collaboration with the New Jersey Department of Education provided two state-wide conferences and 30 educator training sessions across the state to prepare more than 2,000 teachers, school administrators and community based organizations for implementation of these new requirements. NJCFE has also established outreach initiatives in both the northern and southern regions of the state, including the opening of a Branch Office at The Richard Stockton College of New Jersey, to better serve the growing financial education needs of NJ’s school districts. These two initiatives will enable the Coalition to more intensely service 130+ schools, districts, and educationally related associations or 90,000 + students (pre-k to 12) and 24,000+ educators. Particular assistance was provided in 2009 to educators of special needs students and urban districts - funding from CITI was instrumental in this endeavor. NJCFE also embarked on a Parental Outreach Project to further enhance the impact of financial literacy to NJ students and families. NJCFE has entered into an agreement with Wells Fargo and the Council on Economic Education to conduct a district-wide roll-out of the “Hands-on Banking” Curriculum in the Atlantic City School District. Additional collaborative relationships were established with nationally recognized free and fee-based curriculum providers such as the FDIC, MoneySkills, Junior Achievement, NEFE, WI$E, The Stock Market Game and more to provide Curriculum Showcases for educators throughout the state. NJCFE has established a committee composed of representatives from NJ institutions of higher education, to work on institutionalizing pre-service personal finance programming for all future NJ teachers before their graduation and entrance into the profession. NJCFE continued its long standing partnership with the New Jersey Education Association in 2009 and its on-going support has been a tremendous asset. NJCFE continued its commitment to the America Saves Program and ran numerous successful events during NJSAVES week (February 2009) and throughout the year. Coalition members such as PNC Bank and the IRS partnered with the NJSAVES Program to target the City of Newark in 2009. A Financial Education Awards Program was premiered in 2009 and NJCFE’s first Lifetime Achievement Award was named after and presented to Muriel F. Siebert, whose Foundation has been providing support to NJCFE through the training of NJ educators in that Foundation’s personal finance curriculum. NJCFE partner – Junior Achievement of New Jersey – in collaboration with Capitol One – brought the first Mobile Finance Park to New Jersey in 2009 and served 6 school districts and 808 students through the related financial education curriculum and on-site culminating experience. Finally, NJCFE has begun an initiative of outreach to all 21 NJ Workforce Investment Boards (WIBS) to reach out-of-school youth and adult education students who have not as yet received their high school diplomas. ** __ 2008 New Jersey Coalition for Financial Education Activity Summary __ **** :  ** 2008 saw NJCFE hit its ¼ million dollar mark in grant funded programs, through which it is estimated that the organization impacted 5,000 New Jersey teachers and 75,000 students in grades pre-k through college. This was accomplished through Financial Education Teacher Workshops/Retreats and Train the Trainer events across the state and on-going efforts by the Coalition’s many member organizations. (Citi Foundation, National Council on Economic Education, Muriel F. Seibert Foundation, NJ Credit Union Foundation, United Corporate Federal Credit Union, Consumer Action/Money Wi$E, Ortho-McNeil and the Kazanjian Foundation were among the Coalition’s 2008 leading benefactors.) NJCFE celebrated Youth Financial Education Month - April, 2008 with a two-day Financial Education Retreat for 100 financial educators and financial advocates. This event was funded by Citi Foundation with supplemental funding from the Muriel F. Seibert Foundation. Additionally, the Second Annual New Jersey Banking Awareness Week was held in collaboration with the FDIC and the New Jersey Departments of Education and Banking & Insurance. The Coalition’s website [|www.njcfe.org] averaged 200,000+ hits for the year 2008, with many inquiries and requests for materials coming from throughout the country. In 2008 NJCFE focused on collaboration with New Jersey special education groups and urban/inner city school districts as a method of reaching underserved student and teacher populations. A conference was held for 200 Special Education Teachers in the Fall of 2008 and plans to replicate and expand that conference in 2009 are already in the works, along with targeted workshops for teachers and community based organization representatives in economically disadvantaged and culturally diverse urban areas. County financial education affiliates have begun to spring up across New Jersey and work collaboratively with NJCFE on a regular basis. Several United Way of New Jersey entities have joined forces with NJCFE and its Junior Achievement partner to assist in their K-12 financial education mandate. NJEA, a founding member of NJCFE, continued its support of and partnership with the NJ Coalition through their membership on key committees and their hosting of the Coalition’s quarterly general membership meetings. These meetings are generally attended by a minimum of 30 NJCFE active members and reflect a diverse membership, including government agencies, banking institutions, schools, businesses, and non-profit organizations that provide financial education and related services. NJCFE continues to grow with large proportions of new members attending these meetings (150+ total membership). NJEA also offers NJCFE the opportunity to provide multiple workshops on Personal Finance for teachers during their Annual Conference in Atlantic City each November. NJCFE maintains an on-going working relationship with the New Jersey Department of Education and has directly impacted the 2008-2009 revision of the New Jersey Core Curriculum Content Standards (NJCCCS) to include a specific standard (9.1.G) Financial & Consumer Literacy. This will be the first time that Financial Literacy will stand on its’ own, as well as being implemented across the content areas. All 612 New Jersey school districts are mandated to align their curriculum to the NJCCCS. In addition, the New Jersey Senate Education Committee has recently approved a six district pilot program in personal financial education, which would mandate instruction at the senior high school level prior to graduation. In 2008 NJCFE launched its First Annual Financial Education Awards Program and establishment of the Muriel F. Seibert Lifetime Achievement Award. NJCFE continued to service all New Jersey residents “cradle to grave” with the updating of the “Best Rest of Your Life: What Older Adults Need to Know about Money….” Newspaper insert. distribution of this revised document will be conducted through partnership with NJ County Office of Senior Services, Community Senior Centers and other locations. In 2008 NJCFE continued to market and distribute its “// Real Money: A Financial Simulation for Young Adults” //tabletop simulation reaching 200,000 interested parties through dissemination at Conferences, workshops, publications and the NJCFE website. NJCFE partners, on an on-going basis, with the following organizations to distribute financial education curriculum materials free of charge to New Jersey Educators: Federal Deposit Insurance Corporation (FDIC) // Money Smart for Young Adults Financial Education Curriculum //, National Endowment for Financial Education (NEFE) // High School Financial Planning Program // (HSFPP), Muriel F. Seibert Foundation’s newly revised // Personal Finance Curriculum //, Center for Student Credit Card Education, Inc. // The ABC’s of Credit Card Finance, //American Credit Alliance, Inc. // Money & Me Curriculum (for younger students) // and others. February 2008 saw NJCFE served as New Jersey’s statewide sponsoring agency of NJSAVES Week for the second consecutive year. <span style="color: black; font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"> ** // JUNIIOR ACHIEMENT  // **** // <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">CONDENSE  // ** ** Purpose ** To inspire and prepare young people to succeed in a global economy. ** Vision ** In accordance with JA Worldwide, JANJ will be the partner of choice for businesses, educators, and policymakers around the globe seeking to expand workforce and economic development. We will be widely respected and valued for providing experiences that promote the skills, understanding, and perspectives students will need to succeed in a global economy and to become productive contributing members of society. ** Mission ** To educate and inspire young people to value financial literacy, business, and economics. JA Worldwide’s programs help prepare young people for the real world by showing them how to generate wealth and effectively manage it, how to create jobs which make their communities more robust, and how to apply entrepreneurial thinking in the workplace. Students put these lessons into action and learn the value of contributing to their communities. ** Introduction ** Junior Achievement is the world's largest organization dedicated to educating young people about business, economics and free enterprise. Through a dedicated volunteer network, JA offers in-school and after-school programs for students in grades K-12. JA programs focus on seven key content areas: business, citizenship, economics, entrepreneurship, ethics/character, financial literacy, and career development. Today JA Worldwide® reaches over 9. 7  million students worldwide in over 1   2   0 countries. For more information, visit [|www.ja.org] This past school-year, JA educated nearly 32,000 students in the state of New Jersey. This year, JA will educate more than 33,000 students in the State of New Jersey. ** Programs ** Programs span grades K-12, with age-appropriate curricula designed to teach elementary students about their roles as individuals, workers, and consumers and to prepare middle grade and high school students for key economic and workforce issues they will face. ** JA Student Impact and Program Evaluation ** Over the past ten years, numerous evaluation studies, conducted by professional external evaluators, have confirmed that JA programs are successful in raising student aspirations, teaching entrepreneurial skills, providing a positive business role model and teaching students to recognize and create opportunities to achieve their goals. These studies provide credible evidence for the positive impact of JA programs. ** Purpose & Description: ** JA is passionate people inspiring kids to learn the economics of life. These passionate caring people include teachers, investors, and volunteer role models, who are helping to provide a clearer vision for the next generation about their role and opportunities in the workplace. // Our purpose // is to educate and inspire young people to value free enterprise, business, and economics to improve the quality of their lives. Each Junior Achievement program offers award winning materials and trained volunteers from the local business community who provide real-life experiences and inspiration. The JA experience emphasizes: JA executive Summary Impact of JA programs [] || <span style="margin-left: 48.0pt; margin-right: 48.0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">** JA In-2-Days ** A JA In-2-Days takes place at a local elementary or middle school giving volunteers the opportunity to teach Junior Achievement's (JA) financial literacy and workforce readiness curriculum in a condensed time frame but not as constrained as a JA Day. JA’s activity-based programs are taught over the course of a block period for two separate school days usually from 9:00 am - 11:30 am. This program can also be a powerful team-building experience with minimal time taken from the classroom or from a volunteer's work schedule. ** Traditional JA programs take place at a local elementary, middle school, or high school giving volunteers the opportunity to teach JA for 6 - 12 class room sessions and can be scheduled at the discretion of the class room teacher and according to the volunteer's availability. || ** After-school programs can utilize a variety of JA's K-12 business and economic curricula to create rich, engaging experiences at the elementary, middle school, or high school level for 6 - 12 sessions during the hours of 3:30 pm - 5:45 pm. Volunteer led activities can be scheduled at the discretion of the after-school site coordinator and according to the volunteer's availability. || “JANJ High School Heroes” program gives high school students the opportunity to volunteer with Junior Achievement at a local elementary school in New Jersey. JA’s activity-based financial literacy and workforce readiness programs are taught over the course of one school day. The program is a memorable community service project for the high school students who participate as volunteer role models. Programs are fun and easy to implement and all materials/lesson plans and training are provided by Junior Achievement  || <span style="font-family: Calibri; font-size: 14.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"> <span style="margin-left: .75in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: justify;">** // THREE-YEAR PERSONAL FINANCIAL LITERACY COURSE  // ** <span style="margin-left: .5in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-align: center;"> ** // PILOT PROGRAM District Agreement Form   // ** <span style="margin-bottom: 10.0pt; margin-left: 49.5pt; margin-right: -9.0pt; margin-top: 0in; tab-stops: -.75in -.25in .25in .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 5.0in right 495.0pt; text-indent: -121.5pt;">** The Chief School Administrator of  school district understands that (insert name)_________high school, a participant in the three-year high school financial literacy pilot program, agrees to: ** <span style="margin-bottom: 10.0pt; margin-left: -.25in; margin-right: -13.5pt; margin-top: 0in; text-align: justify;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: -13.5pt; margin-top: 0in; mso-list: l30 level1 lfo2; tab-stops: -.75in list .5in left .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify; text-indent: -.25in;"> ¨ Develop curriculum for a personal financial literacy course or enhance an existing personal financial literacy curriculum that: <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l30 level2 lfo2; tab-stops: list 1.0in; text-align: justify; text-indent: -.25in;"> o Is aligned with Personal Financial Literacy Standard 9.2 in the 2009 New Jersey Core Curriculum Content Standards; <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l30 level2 lfo2; tab-stops: list 1.0in; text-align: justify; text-indent: -.25in;"> o Incorporates the use of a variety of instructional strategies and real world/authentic tasks that require critical thinking and problem solving skills; <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l30 level2 lfo2; tab-stops: list 1.0in; text-align: justify; text-indent: -.25in;"> o Meets the needs of all students, including those with varying learning needs; and <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-list: l30 level2 lfo2; tab-stops: list 1.0in; text-align: justify; text-indent: -.25in;"> o Is available in electronic format for posting on the Web. <span style="margin-bottom: 10.0pt; margin-left: -.25in; margin-right: -13.5pt; margin-top: 0in; text-align: justify;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: -13.5pt; margin-top: 0in; mso-list: l30 level1 lfo2; tab-stops: -.75in list .5in left .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify; text-indent: -.25in;"> ¨ Develop curriculum-embedded formative assessments to inform teaching and learning. <span style="margin-right: -13.5pt; tab-stops: -.75in .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l29 level1 lfo3; text-align: justify; text-indent: -.25in;"> ¨ Utilize the resources offered by the W!SE Financial Literacy Certification Program that include online resources and professional development for teachers as well as the opportunity to offer a free personal financial literacy test through which students may receive financial literacy certification during one year of the pilot. <span style="margin-bottom: 10.0pt; margin-left: .25in; margin-right: -13.5pt; margin-top: 0in; tab-stops: -.75in .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: -13.5pt; margin-top: 0in; mso-list: l30 level1 lfo2; tab-stops: -.75in list .5in left .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify; text-indent: -.25in;"> ¨ Allow staff participation in a virtual online Professional Learning Community created specifically for the pilot project to foster collaboration, information sharing and professional learning. <span style="margin-bottom: 10.0pt; margin-left: .25in; margin-right: -13.5pt; margin-top: 0in; tab-stops: -.75in .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: -13.5pt; margin-top: 0in; mso-list: l30 level1 lfo2; tab-stops: -.75in list .5in left .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify; text-indent: -.25in;"> ¨ Build a partnership (s) with a local business organization(s) that supports the development of the district personal financial literacy program through a variety of activities and initiatives.
 * Identification of Existing Financial Literacy Resources (Add NJDOE Chart)  **
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";"> || **<span style="color: black; font-family: Tahoma; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">NJ Financial Literacy Summit ** || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">  ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";"> || **<span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Goal # of Guests: 450 (includes Planning Committee) ** || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">  ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";"> || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">  ||
 * **<span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Group ** || **<span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Strategy ** || **<span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Contact ** || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";"> ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">General || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">47 Planning Committee Members - 32 Company/Organizations  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Catherine Milone  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Education || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">New Jersey Education Association  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Beverly Plein  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Education || <span style="color: black; font-family: Tahoma; font-size: 9.5pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">New Jersey Association of School Administrators  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Linda Martensen  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Education || <span style="color: black; font-family: Tahoma; font-size: 9.5pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">New Jersey School Boards Association  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Gwen Thornton  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Education || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">NJ Principals and Supervisors Association  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Jay Doolan  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Education || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Guidance Counselors (membership org?)  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">NJDOE  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Education || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Charter Schools  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">NJDOE  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Business || <span style="color: black; font-family: Tahoma; font-size: 9.5pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">New Jersey Credit Union League  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Paul Gentile  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Business || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">NJ Bankers Association  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Michael Affuso  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Business || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Chamber of Commerce  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Dana Egreczky  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Business || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Financial Planners Association   || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Milone/Evanko  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Business || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">NJBIA  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Melanie Willoughby  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Gov || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">NJDOE  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Sandy O'Neil  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Gov || <span style="color: black; font-family: Tahoma; font-size: 9.5pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">NJ Department of Banking and Insurance  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Alaina Arce  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Gov || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Governor's Office / Lt. Governor's Office  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">NJDOE  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Gov || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">NJ Legislators  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Mkt/PR Committee  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">NGO || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">NJ Coalition for Financial Education  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Maryanne Evanko   ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">NGO || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Junior Achievement of NJ   || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Catherine Milone  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">NGO || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">United Way (Statewide)  || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Catherine Milone  ||   ||
 * <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Policy || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Heldrich Center for Workforce Development   || <span style="color: black; font-family: Tahoma; font-size: 9.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman";">Catherine Milone  ||   ||
 * <span style="color: black; font-family: Arial; font-size: 9.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";"> || <span style="color: black; font-family: Arial; font-size: 9.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">  || <span style="color: black; font-family: Arial; font-size: 9.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">  || <span style="color: black; font-family: Arial; font-size: 9.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">  ||
 * <span style="color: black; line-height: normal; mso-list: l18 level1 lfo27; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Exposure to positive corporate and community role models
 * <span style="color: black; line-height: normal; mso-list: l18 level1 lfo27; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Work readiness
 * <span style="color: black; line-height: normal; mso-list: l18 level1 lfo27; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Life skills of self-reliance, confidence, and sense of accountability
 * <span style="color: black; line-height: normal; mso-list: l18 level1 lfo27; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Character modeling emphasizing respect, responsibility and integrity
 * <span style="margin-left: 48.0pt; margin-right: 48.0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">** Traditional
 * <span style="margin-left: 48.0pt; margin-right: 48.0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">** Traditional
 * <span style="margin-left: 48.0pt; margin-right: 48.0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">** JA Afterschool™
 * <span style="margin-left: 48.0pt; margin-right: 48.0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"> High School Heroes

<span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: -13.5pt; margin-top: 0in; mso-list: l30 level1 lfo2; tab-stops: -.75in list .5in left .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify; text-indent: -.25in;"> ¨ Collaborate with other pilot districts on the development of an evaluation of the project in each of the three years that elicits feedback from students, teachers, administrators and parents.

<span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: -13.5pt; margin-top: 0in; mso-list: l30 level1 lfo2; tab-stops: -.75in list .5in left .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify; text-indent: -.25in;"> ¨ Participate in one free Financial Literacy Education Curriculum Showcase and at least one financial literacy education professional development event.

<span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: -13.5pt; margin-top: 0in; mso-list: l30 level1 lfo2; tab-stops: -.75in list .5in left .75in 72.2pt 97.95pt 126.05pt 161.15pt 3.25in 3.75in 4.25in 4.75in 5.25in 6.0in; text-align: justify; text-indent: -.25in;"> ¨ Attend a // Financial Literacy Education Conference // co-sponsored by the department and the New Jersey Coalition for Financial Education (NJCFE) in fall 2010. ** // _________________________________________ _______________________ // ** ** // Signature-Chief School Administrator Date // ** <span style="margin-bottom: 10.0pt; margin-left: .25in; margin-right: -13.5pt; margin-top: 0in; text-indent: 2.25pt;">** // _________________________________________ _______________________ // ** <span style="margin-bottom: 10.0pt; margin-left: .25in; margin-right: -13.5pt; margin-top: 0in; text-indent: 2.25pt;">** // Signature-Business Administrator Date // ** <span style="margin-bottom: 10.0pt; margin-left: .25in; margin-right: -13.5pt; margin-top: 0in; text-indent: 2.25pt;"> <span style="margin-bottom: 10.0pt; margin-left: .25in; margin-right: -13.5pt; margin-top: 0in; text-indent: 2.25pt;">** // _________________________________________ _______________________ // ** <span style="color: black; font-family: Arial; font-size: 9.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">  || <span style="color: black; font-family: Arial; font-size: 9.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">  || <span style="color: black; font-family: Arial; font-size: 9.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">  || <span style="color: black; font-family: Arial; font-size: 9.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">  || <span style="tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in;"> <span style="font-family: Calibri; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"> ** AN ACT ** establishing a financial literacy pilot program in the Department of Education and supplementing chapter 6 of Title 3 18A of the New Jersey Statutes was enacted by the //Senate and General Assembly of the State of New Jersey// <span style="font-family: "Times New Roman"; font-size: 12.0pt; letter-spacing: .2pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">on November 20, 2009. This act shall take effect immediately. <span style="font-family: "Times New Roman"; font-size: 12.0pt; letter-spacing: .2pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">**<span style="font-family: "Times New Roman"; font-size: 12.0pt; font-variant: small-caps; letter-spacing: .2pt; mso-fareast-font-family: "Times New Roman"; text-transform: uppercase;">CHAPTER 153 **<span style="font-family: "Times New Roman"; font-size: 12.0pt; letter-spacing: .2pt; mso-fareast-font-family: "Times New Roman";"> <span style="font-family: "Times New Roman"; font-size: 12.0pt; letter-spacing: .2pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"> ** Be It Enacted **//by the Senate and General Assembly of the State of New Jersey:// <span style="font-family: "Times New Roman"; font-size: 12.0pt; letter-spacing: .2pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"> C.18A:6-115 Personal financial literacy course pilot program. <span style="font-family: "Times New Roman"; font-size: 12.0pt; letter-spacing: .2pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"> 1. a. The Commissioner of Education shall establish a three-year pilot program to provide high school seniors in selected school districts with a personal financial literacy course. The goal of the pilot program shall be to ensure that high school graduates in the pilot districts receive instruction on budgeting, savings and investment, credit card debt, and other issues associated with personal financial responsibility. The commissioner shall select two districts in each of the southern, central, and northern regions of the State to participate in the program and shall seek a cross section of school districts from urban, suburban, and rural areas of the State. <span style="font-family: "Times New Roman"; font-size: 12.0pt; letter-spacing: .2pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"> b. The commissioner shall provide pilot districts with curriculum and sample instructional materials that may be used to support implementation of the pilot program. <span style="font-family: "Times New Roman"; font-size: 12.0pt; letter-spacing: .2pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"> c. At the conclusion of the pilot program, the commissioner shall submit a report to the Governor and, pursuant to section 2 of P.L.1991, c.164 (C.52:14-19.1), the Legislature. The report shall contain information on the implementation of the pilot program and shall include the commissioner’s recommendation on the feasibility of implementing the program on a statewide basis. <span style="font-family: "Times New Roman"; font-size: 12.0pt; letter-spacing: .2pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"> d. The commissioner shall provide a grant to each of the pilot districts to finance the costs associated with offering the personal financial literacy course. <span style="font-family: Calibri; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"> <span style="margin-left: 1.0in; tab-stops: 0in .5in 1.0in 1.5in 126.2pt 151.95pt 179.15pt 215.15pt 4.0in 4.5in 5.0in 5.5in 6.0in; text-indent: .5in;"> SAMPLE BUDGET NARRATIVE **SAFE AND SUPPORTIVE SCHOOLS PROJECT:** **A SYSTEMS APPROACH FOR IMPROVING THE CONDITIONS OF LEARNING** **BUDGET NARRATIVE** (Include the use of donated meeting space and computer laboratories at Stockton College and the New Jersey Institute of Technology) The New Jersey Department of Education (NJDOE) requests funding of $20,002,378 for the 48-month period beginning October 1, 2010. These funds will support the goals, objectives, and activities described in this application for the achievement of project milestones and outcomes. ** A. GENERAL BUDGET INFORMATION ** The NJDOE maintains its accounting records in conformance with state and federal statutes and regulations. The NJDOE's accounting system treats all costs consistently, and direct costs are distributed to the program activity level. The NJDOE has a fiscal year that ends on June 30. This cost proposal, however, reflects costs for the twelve-month period starting October 1, 2010 as established in the federal funding announcement. NJDOE fiscal records are maintained in a manner that identifies costs in the funding year and retains accountability for this fund separately from all other fund sources. The cost estimates provided in this cost proposal represent the best judgment of our anticipated costs during the funding period. __Direct Labor__ (Salary) The NJDOE requires that all employees, full- and part-time, meet the required job specifications. The NJDOE is an equal educational opportunity employer. Employees of the State of New Jersey receive annual salary increases up to the tenth step in a state-established salary range for each title. These annual increments are estimated at 3.5 - 4.0 percent of base salary, awarded in nine annual increments on the anniversary of employment in a job title. A cost of living increase of 3.5 percent effective July 1, 2010 and 3.5 percent effective January 1, 2011 is based upon negotiated labor agreements, which expire June 30, 2011. While not all employees are covered by the different agreements, and not all individual agreements provide the same benefits, the net monetary agreement is usually the same and is provided to non-union and management employees. __Labor Overhead__ (Fringe Benefits) Labor overhead costs are treated consistently as a direct cost to each labor contract, estimated for the period at 37 percent of salary. The labor overhead estimate includes the following: <span style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-list: l23 level1 lfo24; tab-stops: list .25in; text-indent: -.25in;"> § Fringe Benefits ‑ the employer's share of pensions, health benefits, unemployment insurance, earned and unused lump sum sick leave payments and prescription drugs and vision programs. <span style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-list: l23 level1 lfo24; tab-stops: list .25in; text-indent: -.25in;"> § Social Security Taxes (FICA) ‑ this rate is subject to federal legislation. __Travel__ The NJDOE operates under both state travel regulations and NJDOE policies and procedures. The use of personal vehicles is expected for travel within the state, with the cost reimbursed to the employee at the rate of $0.31 per mile. Use of personal vehicles is not permitted for travel to out-of-state events regardless of distance; for this purpose only state motor pool vehicles may be used, at a per diem rate. Reimbursement of out-of-state meals and accommodations is authorized at those rates established by the federal government. __State Requirements for Direct Purchase and Contracts__  <span style="mso-bookmark: OLE_LINK3;"> <span style="mso-bookmark: OLE_LINK3;">__Agency Direct Administrative Charge, Telephone, and Computer Technology__ <span style="mso-bookmark: OLE_LINK3;">A 1.0 percent direct administrative charge is assessed by the NJDOE to support costs that can be associated directly with the objectives of the grant and which are incurred by the NJDOE in its agency budget. The 1.0 percent is assessed by the NJDOE on all direct costs except flow-through grants. In addition to the direct rate, telephone and computer technology costs are assessed for each FTE at the following rates: telephone at $1,230 per person per year and technology at $1,100 per person per year. <span style="mso-bookmark: OLE_LINK3;"> <span style="mso-bookmark: OLE_LINK3;">__State Indirect Cost Rate of 3.5 percent__ <span style="mso-bookmark: OLE_LINK3;">The NJDOE’s indirect cost rate agreement for federal contracts signed by the U.S. Department of Education on July 3, 2008 established an indirect cost rate of 3.5 percent. This agreement expires on June 30, 2011. The rate is applied to total direct cost less equipment, alterations and renovations, flow-through funds and each subcontract costs in excess of $25,000. (Approved IDC rate agreement is attached to the application) **B. BUDGET DETAIL** **1. Personnel Total: $1,351,551** Justification: The salary shown above for Mr. Gary Vermeire represents a full-time coordinator position. The coordinator at NJDOE will oversee the day-to-day management of the program and ensure the development and implementation of the activities described in the proposal. The coordinator will serve as the liaison to the USDOE, supervise project staff, manage the survey contract and the survey process, and the IHE consortium, coordinate with the evaluation coordinator and the project evaluation contractor, convene and facilitate the SSSSAC and SLPS, develop the Safe and Supportive School Improvement Guide, manage the procedure for the disbursement of funds to LEAs/intervention schools for programmatic interventions, manage the ongoing development of Web resources, coordinate with other NJDOE offices, state agencies and professional education associations as well as oversee the agreements with LEAs/intervention schools and provide and oversee the provision of training and technical assistance to LEAs/intervention schools. The salaries shown above for Ms. Margery Wood and Ms. Paula Bloom represent two full-time project specialist positions. The project specialists will serve as the project officers for the IHE contracts and assist in managing and monitoring the survey and project evaluation contracts, provide training and technical assistance to the IHEs and the LEAs/intervention schools, assist in the development of the Safe and Supportive School Improvement Guide, coordinate the review and approval of LEA’s/intervention school’s requests for funds and the disbursement of funds for programmatic interventions, monitor the monthly entry of incidents on the EVVRS and provide technical assistance to LEAs/intervention schools for timely and accurate reporting, conduct on-site reviews with LEAs/intervention schools for compliance with EVVRS reporting requirements, provide on-site, telephone and Internet technical assistance to LEAs/intervention schools, assist with modifying data systems in response to findings from the project, assist with the SSSSAC and SLPS, and assist with consolidating and updating Web resources. The salary for the evaluation coordinator represents 20 percent of the existing evaluation coordinator’s time to administer the contract and technical aspects of the project evaluation. The coordinator will develop the specifications for the evaluation contract, manage the contracting process, oversee the completion of deliverables, provide technical support to the project evaluator, review and edit evaluation reports for dissemination to project schools and manager the completion of the final evaluation report. A portion of salaries for existing clerical and fiscal staff also is requested. **2. Fringe Total: $517,300** Fringe benefits for 3.6 FTEs based on salary request **// Fringe Benefits //** ||  ** $119,354 **  ||  ** $125,783 **  ||  ** $132,536 **  ||  ** $139,627 **  ||  ** $517,300 **  || **3. Travel Total: $71,910** // In-State Travel // (Total = $52,000) Justification: The 2-program specialist will travel within the state to provide regular on-site training, technical assistance and monitoring for the IHE, survey and project evaluation contractors and the intervention schools, as well as attend meetings and facilitate coordination with other state agencies and professional education associations. It is estimated that the program specialists will each travel an average of 1,500 miles per month at a cost of .31 per mile. (1,500 miles per month x $0.31 per mile = $465 per month x 12 months = $5,580 x 2 specialist = $11,160 ) A toll allowance of $35 per month is requested for grant specialists ($35 x 12 x 2 = $840). It is also estimated that the Project Director will travel in-state to attend meetings and make site visits. $1,000 is requested to cover tolls and mileage at .31 per mile. // Out-of-State Travel // (Total = $19,910) Justification: The RFP requires that the Project Director attend a 1-day New Grantee Orientation meeting in Washington, DC in year 1 and a national conference annually. Costs budgeted include rail or air transportation, lodging and per diem costs. __Project Director Meeting: (year 1 only) (total = $494)__ Train from Trenton to Washington DC - $125 round trip Hotel $263 per night (includes 14.5% tax for DC ) = $263 Meals & Incidentals-$71 per day = $71 Train station parking-$15 per day= $30 Miscellaneous (cab fare, shuttle from train station, etc.) $20 per day __National Conference: (each year) (total = $15,504)__ Justification: Funds are requested for the project director, two program specialists and the office director to attend the annual national conference. Train from Trenton to Washington DC - $125 x 4 = $500 Hotel - $263 per night x 2 nights x 4 = $2,104 Meals & Incidentals - $71 per day x 3 days x 4 = $852 parking- $15 per day x 3 days x 4 = $180 Miscellaneous (cab fare, shuttle from train station, etc.) $20 per day x 3 days x 4 = $240 __Technical Assistance Meeting: (total = $3,912)__ Project director and office director each year Train from Trenton to Washington DC - $125 x 2 = $250 x 4 = $1,000 Hotel $263 per night x 2 (includes 14.5% tax for DC ) = $526 x 4 = $2,104 Meals & Incidentals-$71 per day x 2 = $142 x 4 = $568 Train station parking-$15 per day x 2 days x 2 = $60 x 4 = $240 **4. Equipment Total = $2,500** Justification: Two laptop computers are requested for 2 program specialists to be used during site visits to LEAs, contract agencies, state agencies and professional associations for utilizing existing Web-based and hardware-based files, forms and resources to provide technical assistance matched to local needs and for taking and printing notes, files, etc., and to be used during conferences and trainings to use in conducting presentations and for taking notes. **5. Supplies Total: $10,000** Meeting/Conference ||||||  $500  ||   $500   ||   $500   ||   $500   ||   $2,000   || Justification: General office supplies for staff such as, pocket folders, markers and easel pads. In addition, meeting/conference supplies are requested. **6. Contractual Total: $6,304,681** Survey Contract: ($2,425,568) <span style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l32 level1 lfo26; tab-stops: .25in; text-indent: -.25in;">  Justification: The NJDOE will contract the services of a nationally recognized organization with expertise and a successful national track record in school climate and school climate assessment at the state, school district and school levels to assist in the development of a survey and incident data collection plan that includes the implementation of valid and reliable student, school staff and parent survey instruments; a survey methodology which protects privacy and secures weighted survey samples of students and their parents, and surveys all school building staff; translate the surveys into the predominant languages of participants in the survey sample to ensure a representative sample of the students in grades nine through twelve and their parents, or provide appropriate accommodations where survey translation is not feasible due to small representation of a language in the survey sample; provide assistance to LEAs/intervention schools in administering the surveys; collect and input the survey data; provide technical assistance and issue reports on the data and for ease of use in data analysis and application by the IHEs, LEAs/intervention schools and parents in determining priority problems and selecting and implementing programmatic interventions. Data collection costs will be disaggregated and tracked according to the following categories: survey translation or language accommodations, survey administration, incentives for achieving high response rates, survey technical assistance and training, data entry, data analysis, data reporting. Institutions of Higher Education: ($3,232,594) <span style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 13.5pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l5 level1 lfo25; tab-stops: 13.5pt; text-indent: -13.5pt;">  Justification: The NJDOE will establish cooperative agreements with a consortium of higher education institutions (IHEs) to provide direct supportive services to participating LEAs/intervention schools using the Safe and Supportive School Improvement Guide to be developed in consultation with the IHEs, Statewide Safe and Supportive Schools Advisory Council, the Statewide LEA Planning Subcommittee to apply process consultation and action research modalities to local planning (i.e., preliminary diagnosis, data gathering, feedback of results, action planning), action (i.e., learning processes, action planning, action steps) and measurement of results (i.e., changes in behavior, data gathering, measurement). Under the direction of the NJDOE, each participating LEA/eligible school will be assigned, at a minimum, one IHE staff member who will be responsible for providing telephone, Internet and on-site technical assistance, training, process consultation and conducting action research, and to oversee progress and assist with the design and implementation of interventions matched to priority local needs. All direct assistance provided by the IHEs will be designed to help schools address specific findings from local data and to implement safety and support strategies intended to be integrated into educational programs, policies and practices and to facilitate program selection, implementation and the school improvement process. Project Evaluator Contract: ($646,519) <span style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; mso-list: l5 level1 lfo25; text-align: justify; text-autospace: none; text-indent: -.25in;">  Justification: The NJDOE will contract the services of a project evaluator to assist in the development of the school safety score. The evaluator will design and implement an evaluation plan that captures the logic of the program design, emphasizes both quantitative and qualitative data analysis and annually yields a clear “user-friendly” report of outcomes, issues to address and recommendations for use by school staff and parents, as well as a final qualitative and quantitative report on the project. Technical assistance will be provided to the NJDOE, IHEs and intervention schools in understanding the findings from the annual evaluation reports. The evaluator will develop project-specific reporting tools for on-site data collection and the reporting of interview and observational data in schools in need of improvement and that will be integrated into the analysis of quantitative data. The evaluator will support implementation of the action research model to be used in the project and in the application of findings from the action research to the project evaluation. <span style="line-height: 150%; margin-left: .25in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"> **7. Construction Total: $ 0** **8. Other Total: $11,278,692** 1. Telephone for 3.9 FTEs = $ 17,979 2. Technology fee for 3.9 FTE = $ 16,079 3. Tech Programming for adjustments to existing data systems. $72,000 3. General postage $ 12,000 4. General and Special duplication $ 28,000 Funds will be used for general printing costs and duplicating the Safe and Supportive School Improvement Guide and other project materials. 5. NJDOE direct charge @ 1.0% of $19,343,200 (total direct costs) = $193,432 6. Statewide Conference $ 32,000 A statewide conference will be funded to provide all eligible schools with information on survey administration and the school safety score for years one and four, and to provide the intervention schools with information on survey administration and the school safety score for years one through four, an understanding of project purposes, requirements and procedures and project materials; establish working relationships with project staff and service providers; problem solve issues; and network with participating schools and resources for the effective use of data and the application of appropriate programmatic interventions. Costs include facility rental, guest presenters, audio-visual equipment, refreshments, materials and related misc. costs. 7. Meetings/Trainings $ 37,200 Justification: Costs include facility rental, guest presenters, audio-visual equipment, refreshments, materials and related misc. costs for the following meetings/trainings: 2 meetings x 3 regions x $1,000 each x 4 years = $24,000 1 statewide end-of-year meeting x $1,500 each x 4 years = $6,000 6 meetings with advisory groups x $300 each x 4 years = $7,200 8. LEA Reimbursements: $10,870,000 In years 2, 3 and 4 (beginning in year 2) of the grant, at a minimum, 80% of grant funds will be used to support the implementation of programmatic interventions in the intervention schools and for related direct technical assistance to intervention schools, as explained in the chart below. __Programmatic Intervention and Related Technical Assistance Requirement__ The following chart indicates costs allocated as intervention/technical assistance costs included in the 80% requirement. (30% of the survey contract will be dedicated to providing direct T.A. to schools, including pro-rated funding for a school support coordinator, regional workshops and annual “user-friendly” reports, for helping schools understand and apply survey data, and for developing Web resources on school climate reform and the selection and implementation of programmatic interventions.) ||  $527,654   ||  (10% of this contract will be dedicated to providing direct T.A. to schools and IHEs for understanding and applying the findings from the project evaluation, based on the annual project reports provided to each school.)  ||   $49,652   || (100% of these agreements will be dedicated to providing direct support to schools using the Safe and Supportive School Improvement Guide to apply process consultation and action research modalities to local planning, action and measurement of results All direct assistance will be designed to help schools address specific findings from local data and to implement safety and support strategies intended to be integrated into educational programs, policies and practices and to facilitate program selection, implementation and the school improvement process.)  ||   $2,482,594   || (All of these meetings will be specifically designed to provide technical assistance, problem solving and networking to help schools plan, implement and evaluate their school improvement efforts.)  ||   $49,900   || (75% of two program specialist and 10% of project director’s salary and fringe: Staff will provide direct technical assistance and training to eligible schools) ||   $587,146   || ** Training Stipends Total: $ 0 ** **Indirect Charge (MTDC Base) @** 3.5% **Total: $465,744** **__Total Request $20,002,378__** <span style="font-family: Calibri; font-size: 8.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
 * // Signature-High School Principal // **
 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">
 * ||  FTE   ||  ** YEAR 1 **  ||  ** YEAR 2 **  ||  ** YEAR 3 **  ||  ** YEAR 4 **  ||  ** TOTAL **  ||
 * ||    ||     ||   4% increase   ||   4% increase   ||   4% increase   ||     ||
 * Project Director - Gary Vermeire ||   100%   ||   106,165   ||   $110,412   ||   $114,828   ||   $119,421   ||   450,826   ||
 * Program Specialist - Margery Wood ||   100%   ||   90,250   ||   $93,860   ||   $97,614   ||   $101,519   ||   383,243   ||
 * Program Specialist-Paula Bloom ||   100%   ||   83,844   ||   $87,198   ||   $90,686   ||   $94,313   ||   356,041   ||
 * Evaluation Coordinator-Tom Collins ||   20%   ||   21,233   ||   $22,082   ||   $22,966   ||   $23,884   ||   90,165   ||
 * Clerical Support-Christina Rapolas ||   35%   ||   13,131   ||   $13,656   ||   $14,202   ||   $14,771   ||   55,760   ||
 * Fiscal Assistant-Sharon Hofmann ||   5%   ||   3,654   ||   $3,800   ||   $3,952   ||   $4,110   ||   15,516   ||
 * **// Subtotal Personnel //** ||    ||  ** $318,277 **  ||  ** $331,008 **  ||  ** $344,248 **  ||  ** $358,018 **  ||  ** 1,351,551 **  ||
 * rate  ||  ** 37.5% **  ||  ** 38% **  ||  ** 38.5% **  ||  ** 39% **  ||     ||
 * || ** YEAR 1 **   ||  ** YEAR 2 **  ||  ** YEAR 3 **  ||  ** YEAR 4 **  ||  ** TOTAL **  ||
 * || ** YEAR 1 **   ||  ** YEAR 2 **  ||  ** YEAR 3 **  ||  ** YEAR 4 **  ||  ** TOTAL **  ||
 * Prgm. Staff -- In-state travel  ||   $13,000   ||   $13,000   ||   $13,000   ||   $13,000   ||   $52,000   ||
 * Out-of-State Travel  ||   $5,348   ||   $4,854   ||   $4,854   ||   $4,854   ||   $19,910   ||
 * **// Subtotal Travel //** ||  ** $18,348 **  ||  ** $17,854 **  ||  ** $17,854 **  ||  ** $17,854 **  ||  ** $71,910 **  ||
 * || ** YEAR 1 **   ||  ** YEAR 2 **  ||  ** YEAR 3 **  ||  ** YEAR 4 **  ||  ** TOTAL **  ||
 * **// Subtotal Equipment //** || ** $2,500  **  ||  ** $0  **  ||  ** $0  **  ||  ** $0  **  ||  ** $2,500  **  ||
 * || ** YEAR 1 **   ||||  ** YEAR 2 **  ||  ** YEAR 3 **  ||  ** YEAR 4 **  ||  ** TOTAL **  ||
 * Office supplies ||   $2,000   ||||   $2,000   ||   $2,000   ||   $2,000   ||   $8,000   ||
 * Educational Supplies:
 * **// Subtotal Supplies //** || ** $2,500 **  ||||  ** $2,500 **  ||  ** $2,500 **  ||  ** $2,500 **  ||  ** $10,000 **  ||
 * || ** YEAR 1 **   ||  ** YEAR 2 **  ||  ** YEAR 3 **  ||  ** YEAR 4 **  ||  ** TOTAL **  ||
 * Survey Contract ||   $666,721   ||   $520454   ||   &530,863   ||   $707,530   ||   $2,425,568   ||
 * Project Evaluation Contract ||   $150,000   ||   $157,500   ||   $165,375   ||   $173,644   ||   $646,519   ||
 * Higher Ed Agreements (3) ||   $750,000   ||   $787,500   ||   $826,875   ||   $868,219   ||   $3,232,594   ||
 * **// Subtotal Supplies //** || ** $1,566,721  **  ||  ** $1,465,454  **  ||  ** $1,523,113  **  ||  ** $1,749,393  **  ||  ** $6,304,681  **  ||
 * || ** YEAR 1 **   ||  ** YEAR 2 **  ||  ** YEAR 3 **  ||  ** YEAR 4 **  ||  ** TOTAL **  ||   ||
 * Telephone costs (3.6 FTEs) ||   $4,428   ||   $4,472   ||   $4,517   ||   $4,562   ||||   $17,979   ||
 * Tech support (3.6 FTEs) ||   $3,960   ||   $4,000   ||   $4,040   ||   $4,080   ||||   $16,079   ||
 * Tech Programming ||   $18,000   ||   $18,000   ||   $18,000   ||   $18,000   ||||   $72,000   ||
 * Postage ||   $3,000   ||   $3,000   ||   $3,000   ||   $3,000   ||||   $12,000   ||
 * Printing ||   $7,000   ||   $7,000   ||   $7,000   ||   $7,000   ||||   $28,000   ||
 * NJDOE Direct Costs Fee ||   $20,834   ||   $56,944   ||   $57,721   ||   $57,933   ||||   $193,432   ||
 * Statewide Conference ||   $10,000   ||   $6,000   ||   $6,000   ||   $10,000   ||||   $32,000   ||
 * Meetings/Trainings ||   $9,300   ||   $9,300   ||   $9,300   ||   $9,300   ||||   $37,200   ||
 * LEA Reimbursements ||   $0   ||   $3,700,000   ||   $3,700,000   ||   $3,470,000   ||||   $10,870,000   ||
 * **// Subtotal Other //** || ** $76,522 **  ||  ** $3,808,716 **  ||  ** $3,809,578 **  ||  ** $3,583,876 **  ||||  ** $11,278,692 **  ||
 * Costs/Activity  ||   Total Amount   ||
 * ** LEA Reimbursements  ** ||   $10,870,000   ||
 * ** Survey Contract  **
 * ** Project Evaluation Contract  **
 * ** Institutions of Higher Education Agreements  **
 * ** Annual Statewide Conference/Meetings & Trainings  **
 * ** Program Staff  **
 * ** TOTAL  **  ||   $14,566,946   ||
 * **<span style="color: maroon; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">§ 6A:9-15.2 Amount, duration and content of required continuing professional development **<span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> (a) Each district board of education shall require all active teachers in the school district to complete 100 clock hours of approved professional development every five years. Each teacher must make annual yearly progress during the five-year cycle, though there is no specific annual hourly requirement for teachers entering a five-year cycle in years one through four. For teachers entering a five-year cycle in year five, 20 hours of professional development must be completed in that one year. All new teachers employed under provisional or standard certificates must fulfill this requirement and must therefore have a Professional Development Plan (PDP) within 60 instructional days of the beginning of their teaching assignment.
 * ^  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> 1. All active teaching staff members will begin a new five-year cycle beginning September 1, 2010 and ending on August 31, 2015. All teaching staff members will be on the same five-year cycle.  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="font-family: "Times New Roman"; font-size: 1.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> |||||| <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
 * ^  |||||| <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> 2. Beginning September 1, 2010, all active teaching staff members will begin the same five-year professional development cycle. For those teaching staff members hired after the 2005-2006 school year, the 100-hour requirement will be pro-rated, with no specific annual hourly requirement for teachers entering a five-year cycle in years one through four. For teachers entering a five-year cycle in year five, 20 hours of professional development must be completed in that one year, to reflect the balance of time remaining in their professional development cycle until 2010.  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="font-family: "Times New Roman"; font-size: 1.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> |||||| <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
 * ^  |||||| <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> (b) The content of each teacher‘s professional development shall be specified in a PDP or in the evaluation process of applicable non-public schools and be developed in accordance with [|N.J.A.C. 6A:32-4.4] and [|4.5] to meet the needs of the individual teacher in the context of his or her job.  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="font-family: "Times New Roman"; font-size: 1.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> |||||| <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
 * ^  |||||| <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> (c) The content of each teacher‘s professional development shall align with the Professional Standards for Teachers as set forth in [|N.J.A.C. 6A:9-3.3].  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="font-family: "Times New Roman"; font-size: 1.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> |||||| <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
 * ^  |||||| <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> (d) The activities in each teacher‘s professional development plan shall align with the Professional Development Standards in (d)1 through 12 below. The standards in (d)1, 2 and 3 are “Context Standards”; the standards in (d)4 through 9 are “Process Standards”; and the standards in (d)10, 11 and 12 are “Content Standards."  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 1.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> 1. Learning communities: Professional development that improves the learning of all students organizes adults into learning communities whose goals result from clear, coherent, strategic planning, aligned with school and school district goals, that is embraced and supported by the school district‘s governing body and by all levels of the school system;  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 1.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> 2. Leadership: Professional development that improves the learning of all students requires skillful school and school district leaders who develop a school culture of shared leadership that fosters continuous improvement, supported by intellectual and financial commitment;  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 1.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> 3. Resources: Professional development that improves the learning of all students requires time and resources to support adult learning and collaboration;  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 1.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> 4. Data driven: Professional development that improves the learning of all students uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement;  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 1.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
 * ^  |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="color: red; font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> 5. Research-based: Professional development that improves the learning of all students informs teaching, learning, and leadership using the best available interpretations of relevant knowledge, including empirical research;  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
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 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
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 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
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 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
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 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> |||||| <span style="color: red; font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
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 * <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> |||||| <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 7.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||
 * ^  |||||| <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
 * ^  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> (e) The content of State-required professional development shall emphasize, but not be limited to, knowledge and skills essential to achieve the Core Curriculum Content Standards.  || <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  ||^   ||
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"> ** <span style="font-family: "Times New Roman"; font-size: 14.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Daniel J. Heisey ** **  7 Renfrew Avenue  ****  Trenton, New Jersey 08618-3333  ** ** Phone: (609) 394-8781 email: dheisey@hotmail.com  ** <span style="margin-left: 2.0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify; text-indent: -2.0in;">
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<span style="margin-left: 2.0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify; text-indent: -2.0in;">** CAREER OBJECTIVE  ** Develop technology computer applications in K-12 schools. <span style="margin-left: 2.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in 1.0in 1.5in; text-align: justify; text-indent: -2.0in;">** EDUCATION  ** Ph.D.; Mathematics Education; Purdue University <span style="margin-left: 2.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in 1.0in 1.5in; text-align: justify; text-indent: -2.0in;"> M.A.; Mathematics Education; Johns Hopkins University <span style="margin-left: 2.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in 1.0in 1.5in; text-align: justify; text-indent: -2.0in;"> B.S.; Mathematics; Loyola College; Baltimore, Maryland <span style="margin-left: 2.5in; mso-hyphenate: none; tab-stops: -.5in 0in .5in 1.0in 1.5in 2.0in; text-align: justify; text-indent: -2.5in;">** CERTIFICATIONS  ** NJ Elementary Teacher and NJ Teacher of Secondary Math

EMPLOYMENT HISTORY
<span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"> 2008 - Mathematics coordinator at NJ DOE responsible for implementation of Common Core State Standards and development of web-based diagnostic assessments. <span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"> 2002 – 2007 Teacher of 9th and 11th grade algebra and coordinator of mathematics at Trenton Central High School, an urban comprehensive high school in central New Jersey. <span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"> 1997 - 2002 Math teacher in Newark, NJ including three years as Technology Coordinator supporting the performing arts at Arts High School, a Newark PS magnet school. <span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"> 1996 – 1997 Teacher in Project Promise, the alternative high school for at-risk students in South Brunswick, NJ; installed a PC-based computer lab and implemented the program’s first courses in computer science and formal algebra. <span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"> 1991 – 1996 Mathematics and computer programming teacher at Arts High School; co-authored district-wide curriculum guides for computer languages and algebra. <span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"> 1990 - 1991 Charter school teacher in the first Magnet for Information Technology [MIT] for the Montclair, NJ Public Schools; solely responsible for installing technology using Apple and IBM/PC equipment; taught social studies to grades 3-5 using a block-team organization. <span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"> 1989 – 1990 Senior Mathematics Education Specialist at Rutgers University; co-directed the first NSF secondary student training program in mathematics. <span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"> 1987 - 1989 Cogeneration Partners of America [CPA]; Vice President of Computer Operations; a $30M utility start-up in Edison, NJ; responsible for software development and office automation. <span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"> 1984 - 1987 Member of the Technical Staff; AT&T Bell Labs; Whippany, NJ; Design Process Development Center; developed digital imaging for the Richmond Works plant. <span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"> <span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"> 1971 – 1984 President, Applied Systems Inc., Durham, NH; supplied software for management and accounting to several school districts and public sector municipalities in the northeast U.S. <span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"> <span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"> 1965 - 1971 Asst. Professor of Mathematics Education; University of New Hampshire, Durham, NH; taught calculus and operations research; coordinated an experimental Title III [7-12] high school; and directed four NSF Summer Secondary Training Programs in Mathematics. <span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"> <span style="margin-left: 1.0in; mso-hyphenate: none; tab-stops: -.5in 0in .5in; text-align: justify; text-indent: -1.0in;"><span style="height: 3px; left: 0px; margin-left: 0px; margin-top: 0px; mso-ignore: vglayout; position: absolute; width: 470px; z-index: 251657724;"> = EDUCATIONAL EXPERIENCE = <span style="font-family: "TmsRmn 8pt"; font-size: 10.0pt; letter-spacing: -.1pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .45in; margin-right: 0in; margin-top: 0in; mso-hyphenate: none; mso-list: l19 level1 lfo30; mso-pagination: none; tab-stops: -.5in list .25in; text-align: justify; text-indent: -.25in;"> · Taught mathematics from grades three through graduate school. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .45in; margin-right: 0in; margin-top: 0in; mso-hyphenate: none; mso-list: l19 level1 lfo30; mso-pagination: none; tab-stops: -.5in list .25in; text-align: justify; text-indent: -.25in;"> · Founded the Children’s Workshop, an alternative K-3 school in Barrington, NH. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .45in; margin-right: 0in; margin-top: 0in; mso-hyphenate: none; mso-list: l19 level1 lfo30; mso-pagination: none; tab-stops: -.5in list .25in; text-align: justify; text-indent: -.25in;"> · Served as supervisor of student teachers in secondary mathematics at Purdue University. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .45in; margin-right: 0in; margin-top: 0in; mso-hyphenate: none; mso-list: l19 level1 lfo30; mso-pagination: none; tab-stops: -.5in list .25in; text-align: justify; text-indent: -.25in;"> · Taught college-level mathematics at Harvard, Loyola, Purdue, Rutgers, and Univ. of NH. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .45in; margin-right: 0in; margin-top: 0in; mso-hyphenate: none; mso-list: l19 level1 lfo30; mso-pagination: none; tab-stops: -.5in list .25in; text-align: justify; text-indent: -.25in;"> · Installed software for assessment, flex-scheduling, and student reporting in NE area public schools. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .45in; margin-right: 0in; margin-top: 0in; mso-hyphenate: none; mso-list: l19 level1 lfo30; mso-pagination: none; tab-stops: -.5in list .25in; text-align: justify; text-indent: -.25in;"> · Consulted as an in-service teacher for a variety of assessment projects for public school districts. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .45in; margin-right: 0in; margin-top: 0in; mso-hyphenate: none; mso-list: l19 level1 lfo30; mso-pagination: none; tab-stops: -.5in list .25in; text-align: justify; text-indent: -.25in;"> · Installed new technology for schools in Montclair, Newark, South Brunswick and Trenton, NJ.

= TECHNICAL AND COMPUTER EXPERIENCE = <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .45in; margin-right: .5in; margin-top: 0in; mso-hyphenate: none; mso-list: l13 level1 lfo29; mso-outline-level: 1; mso-pagination: none; tab-stops: -.5in 0in list .25in; text-align: justify; text-indent: -.25in;"> · Experienced with PC and Apple hardware systems and software applications. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .45in; margin-right: .5in; margin-top: 0in; mso-hyphenate: none; mso-list: l13 level1 lfo29; mso-outline-level: 1; mso-pagination: none; tab-stops: -.5in 0in list .25in; text-align: justify; text-indent: -.25in;"> · Familiar with software for financial transaction processing and scientific databases. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .45in; margin-right: .5in; margin-top: 0in; mso-hyphenate: none; mso-list: l13 level1 lfo29; mso-outline-level: 1; mso-pagination: none; tab-stops: -.5in 0in list .25in; text-align: justify; text-indent: -.25in;"> · Worked extensively with custom databases for digital imaging. <span style="font-family: "TmsRmn 8pt"; font-size: 10.0pt; letter-spacing: -.1pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"> <span style="margin-left: 1.5in; mso-hyphenate: none; tab-stops: -.5in 0in .5in 1.0in; text-align: justify; text-indent: -1.5in;"><span style="font-family: "TmsRmn 8pt"; font-size: 10.0pt; letter-spacing: -.1pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"> APPLICATIONS MS/Office; Dreamweaver; PhotoShop; Flash; … others. <span style="margin-left: 1.5in; mso-hyphenate: none; tab-stops: -.5in 0in .5in 1.0in; text-align: justify; text-indent: -1.5in;"> <span style="margin-left: 1.5in; mso-hyphenate: none; tab-stops: -.5in 0in .5in 1.0in; text-align: justify; text-indent: -1.5in;"> LANGUAGES asp; C#; VBA. <span style="margin-left: 1.5in; mso-hyphenate: none; tab-stops: -.5in 0in .5in 1.0in; text-align: justify; text-indent: -1.5in;"> <span style="margin-left: 1.5in; mso-hyphenate: none; tab-stops: -.5in 0in .5in 1.0in; text-align: justify; text-indent: -1.5in;"> ENVIRONMENTS MS Visual Basic; Adobe CS5; MS Visual Studio. <span style="margin-left: 1.5in; mso-hyphenate: none; tab-stops: -.5in 0in .5in 1.0in; text-align: justify; text-indent: -1.5in;"> <span style="margin-left: 1.5in; mso-hyphenate: none; tab-stops: -.5in 0in .5in 1.0in; text-align: justify; text-indent: -1.5in;"> STATISTICS Experimental methods; Regression models; Latent Variables. = SIGNIFICANT PROJECTS = <span style="font-family: "TmsRmn 8pt"; font-size: 10.0pt; letter-spacing: -.1pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"> <span style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: .5in; margin-top: 0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify;"> Created a scale to measure “tolerance of ambiguity” constructs. (Psychometric research at Purdue University, Ph.D. thesis) <span style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: .5in; margin-top: 0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify;"> <span style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: .5in; margin-top: 0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify;"> Served as NJ DOE principal investigator for two public school districts that were nationally validated for Title III Innovative Projects. (Newton, NJ and South Brunswick, NJ) <span style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: 1.0in; margin-top: 0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify;"> <span style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: .5in; margin-top: 0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify;"> Developed and implemented the first mini-computer software for Program Budgeting Systems [PBS] for New Jersey public schools. (NJ State Dept. of Education, Trenton, NJ) <span style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: 1.0in; margin-top: 0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in;"> Designed and implemented the first mini-computer flexible-modular scheduling software for secondary schools. (Applied Systems, Inc., Durham, NH) <span style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: 1.0in; margin-top: 0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify;"> <span style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: .5in; margin-top: 0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify;"> Developed sampling applications for assessment of instructional programs for the New York public school systems. (NY State Department of Research, Albany, NY) <span style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: 1.0in; margin-top: 0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify;"> <span style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: .5in; margin-top: 0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify;"> Computerized deed-writing systems using aerial survey data for Interstate Highway System right-of-way purchases. (J. E. Greiner Company, Civil Engineers, Baltimore, MD) <span style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: 1.0in; margin-top: 0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify;"> <span style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: .5in; margin-top: 0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify;"> Created digital imaging software for automated CAD/CAM manufacture of printed-wire circuit boards at the Richmond, VA plant. (AT&T Bell Labs) <span style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: 1.0in; margin-top: 0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify;"> <span style="margin-bottom: 10.0pt; margin-left: .5in; margin-right: .5in; margin-top: 0in; mso-hyphenate: none; tab-stops: -.5in; text-align: justify;"> Computerized the first nation-wide commodities trading system for sale of wholesale eggs in real-time. (Egg ClearingHouse, Inc., Durham, NH) <span style="font-family: "TmsRmn 8pt"; font-size: 8.0pt; letter-spacing: -.1pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"> <span style="line-height: 2.15pt; mso-hyphenate: none; mso-line-height-rule: exactly; tab-stops: -.5in; text-align: justify;"><span style="height: 4px; left: 0px; margin-left: 0px; margin-top: 0px; mso-ignore: vglayout; position: absolute; width: 470px; z-index: 251656700;"> <span style="font-family: "TmsRmn 8pt"; font-size: 8.0pt; letter-spacing: -.1pt; mso-bidi-font-size: 11.0pt;"> <span style="font-family: "TmsRmn 8pt"; font-size: 8.0pt; letter-spacing: -.1pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"> <span style="font-family: "Arial Narrow"; font-size: 8.5pt; letter-spacing: -.1pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">file: XRESUME7.doc [djh] <span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: -.5in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-autospace: none;">** ONLINE FINANCIAL LITERACY RESOURCES:   ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: -.5in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-autospace: none;"> |||| Each Classroom, Inc. simulation is a virtual workplace, in which students acquire cross-curricular competencies as they meet typical challenges of a day at work. For example, the Chelsea Bank simulation exposes students to the world of banking and topics such as check negotiability, fraud, bribery and credit. Students engage in activities such as counting and tallying cash, critically reading workplace documents, evaluating credit card applications, and explaining business decisions in writing. []  |||| Fee-based  || Classroom, Inc. Robert Dalton/ Business Development Manager 245 Fifth Avenue, 20th Floor New York, NY 10016 Office: 212-545-8426 Direct: 646-942-4311 Fax: 212-481-7178 || []   |||| Fee-based  || Florida Virtual School Suite 200 2145 Metro Center Blvd. Orlando, FL 32835 407-513-3587  info@flvs.net || []   |||| Fee-based  || Council for Economic Education 1-800-338-1192  []  || [|www.moneyu.com] |||| Fee-based  || Griffin Enterprises, LLC Kathy Griffin 877-669-7648  [|www.moneyu.com] //Kathy@griffinenterprises.net// || ** Virtual Business – Personal Finance **   ||||  This personal finance product combines rich visuals and animations with a complete simulation that covers all aspects of personal finance. Students practice key personal finance skills //such as// bank accounts, credit and debit cards, bills, credit scores, taxes, insurance, and investing. []  |||| Fee-based  || McGraw-Hill School Education Group Michael O’Connell, Senior Sales Representative, 6-12 grades – Southern NJ – Michael_oconnell@mcgraw-hill.com || []  |||| Fee-based  || Council for Economic Education 1-800-338-1192  [] || []   |||| No-cost  || Public Broadcasting Service [] || 1.888.8.BANZAI **press@kendagriff.com** || 1225 Potomac St. NW  Washington, DC 2007 1-866-940-8985  info@everfl.com || []   |||| No-cost || Practical Money Skills for Life P.O. Box 194607 San Francisco, CA 94119-4607 info@practicalmoneyskills || Galway, Ireland [|//http://alison.com/contact//] || P.O. Box 194607 San Francisco, CA 94119-4607 info@practicalmoneyskills 1-866-650-6228 ||  ** Teacher.com **   ||||  Foolproof Teacher modular programs are highly interactive web-driven financial literacy tools. They feature music, videos and dozens of young people to emphasize the importance of understanding money. Teachers can choose individual topics and examples from a “Pick and Choose” version of the modules. This feature allows teachers who already have an existing curriculum to use portions of FoolProof’s programs. []  |||| No-cost  || Foolproof Mike Sheffer Director of Education info@foolproofhq.com (Credit unions pay in some states) || HOBCD@wellsfargo.com 1-866-650-6228 ||  []   |||| No-cost  || Corporation for Public Broadcasting [] || 425 Eagle Rock Avenue - Suite 100, Roseland, NJ 07068-1723 1-973-226-4494 ||   American Financial Services Education Foundation   ||||  Money Skill addresses finance concepts related to income, expenses, saving, credit and insurance. Teachers can use all of the 34 modules or select specific modules for their students’ course of study. Students can access the modules in the classroom or anywhere they have access to the Internet. [|http://www.moneyskill.org/about.cfm] |||| No-cost || American Financial Services Education Foundation Susie Irvine – AFSA Education Foundation & MoneySKILL 919 18th Street NW, Suite 300 Washington, DC 20006 //Susie@afsamail.org// || |||| The FDIC’s Money Smart for Young Adults curriculum helps youth ages 12-20 learn the basics of handling their money and finances, including how to create positive relationships with financial institutions. The materials also include an optional computer-based scenario that allows students to complete realistic exercises based on each module. The curriculum is completely customizable and comprised of modules that can be taught on a stand-alone basis (available on CD). []  |||| No-cost  || Federal Deposit Insurance Corporation Darnell Sutton, Community Affairs Specialist //DSutton@FDIC.gov// || [|http://www.money-wise.org/] |||| No-cost ||  Consumer Action and Capital One Linda Sherry, //Director// P.O.Box 70037 Washington, DC 20024 (202) 544-3088 ||    |||| No-cost  || Visa International || []   |||| No-Cost  || National Student Loan Program 1-888-454-4668 NSLP Financial Literacy Online 1300 O Street Lincoln, NE 68508 flonlinecs@nslp.org  || 1-800-338-1192  [|http://senseanddollars.thinkport.org/home.html] || [] || |||| No-cost || Securities Industry and Financial Markets Association Foundation for Investor Education Elizabeth Reidel Stock Market Game™ Coordinator 120 Broadway, 35 th Floor New York, NY 10271-0080 212-313-1308  tgimbrone@sifma.org  || ** Online: Financial Education **  ||||  ThirteenEd Online: Financial Education provides original lesson plans developed by master teachers that use the rich resources of Thirteen/WNET New York and the Internet. The program is aligned to Jumpstart standards and is available both online or on CDROM. []  |||| No-cost  || Educational Broadcasting Corporation [] || 1-800-USA-MINT (872-6468) || []  |||| No-cost  || Deloitte Development LLC support@virtualteamchallenge.com [|http://www.virtualteamchallenge.com/overview.php] || <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"> <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #349737; font-family: "American Typewriter"; font-size: 19.0pt; mso-bidi-font-family: "American Typewriter";">Financial Literacy: An Imperative For All NJ Students ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #1d2763; font-family: "Century Gothic"; font-size: 14.0pt; mso-bidi-font-family: "Century Gothic";">Summit Goal: ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #ad1221; font-family: "Century Gothic"; font-size: 16.0pt; mso-bidi-font-family: "Century Gothic";">New Jersey Financial Literacy Summit ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 16.0pt; mso-bidi-font-family: "Century Gothic";">Wednesday, October 13, 2010 Rutgers, The State University Busch Campus Center, Piscataway, NJ <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">//<span style="color: #141413; font-family: "Century Gothic"; font-size: 9.0pt; mso-bidi-font-family: "Century Gothic";">To raise awareness of the importance of financial literacy education and the resources available to support instruction in grades K-12, as well as the implementation of the new financial literacy high school graduation requirement. // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #349737; font-family: "Century Gothic"; font-size: 14.0pt; mso-bidi-font-family: "Century Gothic";">Event Sponsors as of 8/24/10 ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Platinum Sponsor: ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">• Wachovia, A Wells Fargo Company <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Gold Sponsor: ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">• Capital One Bank <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Silver Sponsors: ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">• Affinity Federal Credit Union • Allstate New Jersey Insurance Company <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #ad1221; font-family: "Century Gothic"; font-size: 14.0pt; mso-bidi-font-family: "Century Gothic";">Who Should Attend? ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">• New Jersey Educators (K-12 Teachers and Administrators) <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">• Economic/Education Policymakers <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">8:00 am - 9:00 am - <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">9:30 am - <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">10:15 am - 11:45 am - <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">1:00 pm - 2:00 pm - 3:00 pm <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">9:00 am 9:30 am  <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">10:15 am  <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">11:30 am 12:45 pm  <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">2:00 pm 3:00 pm  <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">• Citi • Muriel F. Siebert Foundation • New Jersey Manufacturers Insurance Company/ <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">NJM Bank • The Provident Bank • Verizon New Jersey <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Bronze Sponsor: ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">• Higher Education Student Assistance Authority <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">• Corporate Members/Organizational Leaders • Nonprofit Organizations/Charitable Foundations <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #1d2763; font-family: "Century Gothic"; font-size: 20.0pt; mso-bidi-font-family: "Century Gothic";">Agenda ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Registration and Continental Breakfast ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Welcome and Opening Remarks ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">//<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Willa Spicer, Assistant Commissioner, Department of Education Thomas Considine, Commissioner, Department of Banking and Insurance // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Keynote Speaker ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">//<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Elisabeth Leamy, Consumer Correspondent, ABC News // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">//<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Elisabeth Leamy was named consumer correspondent for ABC News’ “Good Morning America” in June 2005 with a mission to investigate wrongs and educate viewers on their rights. Her second book, “SAVE BIG: Cut Your Top 5 Costs and Save Thousands” was published in January 2010. Ms. Leamy has received 13 Emmy Awards and four regional Edward R. Murrow Awards. // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Summit Panel ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">//<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Financial Literacy in the Global Marketplace // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Luncheon Keynote ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">//<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Muriel “Mickie” F. Siebert “The First Woman on Wall Street” President, Muriel F. Siebert Foundation Presentation: 2010 Muriel F. Siebert Lifetime Achievement Award for Financial Education // <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #141413; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Breakout Sessions I Breakout Sessions II Closing Remarks, Raffle ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #ad1221; font-family: "Century Gothic"; font-size: 16.0pt; mso-bidi-font-family: "Century Gothic";">Registration Information ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 12.0pt; mso-bidi-font-family: "Century Gothic";">Attendance at Summit, including meals, takeaways and gifts, are provided by Event Sponsors and are no cost to guests. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 12.0pt; mso-bidi-font-family: "Century Gothic";">Registration Deadline: September 30, 2010 <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #141413; font-family: "Century Gothic"; font-size: 12.0pt; mso-bidi-font-family: "Century Gothic";">To register, go to http://education.state.nj.us/events/, click on October 13 and select New Jersey Financial Literacy Summit. ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #1d2763; font-family: "Century Gothic"; font-size: 16.0pt; mso-bidi-font-family: "Century Gothic";">Tool Exchange & Learning Lab ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 12.0pt; mso-bidi-font-family: "Century Gothic";">During the Financial Literacy Summit, guests are encouraged to visit exhibitors during registration and throughout the day to learn more about the variety of resources that are available to teach financial literacy to New Jersey’s K-12 students. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 12.0pt; mso-bidi-font-family: "Century Gothic";">For information on becoming an Exhibitor, please contact: Maryanne Evanko, NJCFE, at 609-218-0820 or Mevanko@optonline.net <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #ad1221; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Steering Committee ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 9.0pt; mso-bidi-font-family: "Century Gothic";">• Maryanne Evanko, New Jersey Coalition for Financial Education • Janis Jensen, Assistant Director, School for Global Education & Innovation, Kean University <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 9.0pt; mso-bidi-font-family: "Century Gothic";">former Director, Office of Academic Standards, NJ Department of Education • Catherine Milone, Junior Achievement of New Jersey • Sandy O’Neil, Office of Academic Standards, New Jersey Department of Education • Beverly Plein, Office of Academic Standards, New Jersey Department of Education • Tannisha Troutman, Junior Achievement of New Jersey <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">**<span style="color: #349737; font-family: "Century Gothic"; font-size: 10.0pt; mso-bidi-font-family: "Century Gothic";">Planning Committee ** <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 9.0pt; mso-bidi-font-family: "Century Gothic";">• Michael Affuso, Esq., New Jersey Bankers Association • • David Anderson, Working In Support of Education • • Francine Andrea, Higher Education Student Assistance • <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 9.0pt; mso-bidi-font-family: "Century Gothic";">Authority • Alaina Arce, New Jersey Department of Banking and • <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 9.0pt; mso-bidi-font-family: "Century Gothic";">Insurance • • Susan Artmann, HSBC Taxpayer Financial Services • Sheila Breeding, Allstate New Jersey Insurance Company • • Artie Collins, PNC Bank • • LisaBeth Degnan, Affinity Federal Credit Union • • Jay Doolan, Ed.D., Foundation for Educational Administration • • Michael Drulis, New Jersey Coalition for Financial • <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 9.0pt; mso-bidi-font-family: "Century Gothic";">Education • Fran Durst, Wachovia, A Wells Fargo Company • • Dana Egreczky, New Jersey Chamber of Commerce • • Deborah Figart, Ph.D., The Richard Stockton College of NJ • • Paul Gentile, New Jersey Credit Union League • • Anthony Gobrial, The Provident Bank • • Kevin Gotchet, Council for Economic Education • • Nancy Graves, New Jersey Department of Banking and • <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 9.0pt; mso-bidi-font-family: "Century Gothic";">Insurance • • Patricia Hartpence, New Jersey Manufacturers Insur- • <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 9.0pt; mso-bidi-font-family: "Century Gothic";">ance Company • Debra Hochron, Chubb & Son • • June Jaffee, Muriel F. Siebert Foundation <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 9.0pt; mso-bidi-font-family: "Century Gothic";">Ralph Jardine, HSBC Taxpayer Financial Services Brian LaGrua, Wells Fargo Private Bank Linda Martensen, New Jersey Association of School Administrators <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="color: #141413; font-family: "Century Gothic"; font-size: 9.0pt; mso-bidi-font-family: "Century Gothic";">Don Meyer, New Jersey Society of CPAs Amy Miranda, Higher Education Student Assistance Authority John Natale, Lincoln Investment Barbara O’Neill, Ph.D., Rutgers University Edward Pierce, Dun & Bradstreet Jean Quinn, The Provident Bank Jaime Reichardt, New Jersey Business and Industry Association Wanda Saez, Wachovia, A Wells Fargo Company Doug Schoenberger, Verizon New Jersey Dawn Schwartz, Junior Achievement of New Jersey Muriel Siebert, Muriel F. Siebert Foundation Helen Steblecki, Citi Gwen Thornton, New Jersey School Boards Association Jon Trombley, Capital One Bank Valerie Williams, Federal Deposit Insurance Corporation Melanie Willoughby, New Jersey Business and Industry Association Becky Winters, New Jersey Coalition for Financial Education <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
 * ** Program Name ** ||||  ** Program Content **  ||||  ** Fee-based or No-Cost **   ||||  ** Contact Information **  ||
 * |||| ** Classroom, Inc. **
 * |||| ** Economics (2102310) - Florida Virtual School for non Florida students **   ||||  This course includes many financial literacy and economics topics. As students progress through the course, they recognize that the costs and benefits of choices connect individuals and groups around the world.
 * |||| ** Financial Fitness for Life - Economics America **   ||||  Students apply economics and decision-making skills to the real world of earning and spending an income, savings, using credit, investing, understanding the stock market, buying smart, and managing money. This comprehensive K-12 program consists of teacher resource manuals, student workbooks, parent guides, interactive activities, and a CD-ROM.
 * |||| ** MoneyU **   ||||  This is a comprehensive online course that can be used as a supplement or a standalone course that may be completed independently. The course includes topics such as minimizing debt, managing credit, creating an effective budget, saving money, managing accounts, and career income planning.
 * |||| ** Virtual Economics **   ||||  Contains over 1,200 lesson plans for teaching K-12 economics, Personal Finance and Entrepreneurship. 51 concepts for lessons provide an active learning approach with interactive simulations, role playing activities and multimedia clips.
 * |||| ** Access, Analyze, Act From Theory to Financial Reality - PBS **   ||||  Access, Analyze, Act From Theory to Financial provides case studies, lesson plans, media resources and additional resources for teachers.
 * |||| ** Banzai! **   ||||  Banzai merges classroom learning with [|real-world experience]s to help students learn to make wise spending decisions. [|http://teachbanzai.com/]  |||| No-cost  || Kendagriff, LLC 1292 South 1510 East Provo, Utah 84606-6543
 * |||| ** EverFi **   ||||  EverFi is an interactive curriculum that includes quizzes in video-game format. It offers web-based tours of the New York Stock Exchange and explanations of compounding interest and savings, the pitfalls of bad credit and consumer fraud to teach students the core concepts of financial literacy. []   |||| No-cost  || EverFi, Inc.
 * |||| ** Financial Football **   ||||  Financial Football is an electronic football game in which students answer finance-related questions to earn yardage and score points. It can be used as a stand-alone curriculum or to complement existing financial lessons.
 * |||| ** Financial Literacy **   ||||  Financial Literacy is an interactive, multimedia online introductory course about personal financial management. The course consists of a series of seven dynamic modules covering everything from how to set up a bank account to planning for your retirement. [|http://alison.com/course/info/?id=7]  |||| No-cost  || ALISON
 * |||| ** Financial Soccer **   ||||  Financial Soccer is a fast-paced, multiple-choice question simulation game, testing players' knowledge of financial management skills as they advance down field, and try to score goals. []   |||| No-cost  || Practical Money Skills Angela Waugaman
 * |||| ** Foolproof **
 * |||| ** Hands On Banking **   ||||  Hands On Banking includes savings, checking, investing, credit, and budgeting topics. []   |||| No-cost  || Wells Fargo Bank
 * |||| ** It's My Life - Money **   ||||  It's My Life - Money contains many resources, such as PBS videos and online games.
 * |||| ** Me, Myself, My Money **   ||||  Me, Myself, My Money was created for high school and college students to introduce, educate and increase awareness about the basic financial concepts necessary for responsible personal financial management (e.g., banking, credit cards, budgeting, stocks, investing, purchasing, mortgage, responsibilities, financing college). []   |||| No-cost  || NJ Society of Certified Public Accountants
 * |||| ** Money Skill **
 * |||| ** Money Smart for Young Adults - FDIC **
 * |||| ** MoneyWi$e **   ||||  MoneyWi$e is a national financial literacy partnership between Capital One and Consumer Action. It is the first program of its kind to combine free, multilingual financial education materials with community training and seminars to give consumers at all income levels both the information and the practical assistance they need to make smart financial decisions.
 * |||| ** My Money Skills **   ||||  My Money Skills includes online lessons and simulations and uses web links and a CD-ROM for interactive and technology-based experiences. [|http://www.mymoneyskills.me/english/main.jsp]
 * |||| ** National Student Loan Program Financial Literacy Online **   ||||  Financial Literacy Online is a comprehensive and convenient online learning center that teaches students the basics of personal money management including budgeting, contracts, credit cards, credit history, identity theft, financing education, insurance and starting a business.
 * |||| ** Sense and Dollars **   ||||  Sense and Dollars includes games and activities to engage students and uses online calculators for tasks such as budgeting for a prom, using charge cards, fundraising for school, etc. []   |||| No-cost  || Maryland Public Television
 * |||| ** The Gen i Revolution: An Online Personal Finance Game **   ||||  The Gen i Revolution consists of fifteen interactive missions in which students assemble teams of avatars to investigate and solve missions through a variety of activities to help them learn important personal finance concepts. Within each mission, students are introduced to a character facing a particular financial crisis. []   |||| No-cost  || Council for Economic Education
 * |||| ** The Stock Market Game **   ||||  The Securities Industry and Financial Markets Association (SIFMA) Foundation's Stock Market Game™ (SMG) gives students the chance to invest a hypothetical $100,000 in an on-line portfolio. [|http://www.stockmarketgame.org]
 * |||| ** ThirteenEd **
 * |||| ** U.S.Mint H.I.P. Pocket Change **   ||||  Pocket Change is a resource with online lessons about coins. []   |||| No-cost  || United States Mint
 * |||| ** Virtual Team Challenge **   ||||  Every participant will fulfill one of several roles on a simulated professional services team and compete against other teams to clean up an oil spill in the river of New City. Gives participants a taste of the different aspects of working as an employee of a fictional professional services firm.