21st Century Instructional Guide for Career Technical Education

Personal Finance

Business and Marketing ClusterPersonal Business Management

Title: Personal Finance (WVEIS 1451)

Standard Number:BE.SPFIN.1

Consumer Roles Students will develop consumer skills as related to finances.

EssentialQuestion:

What role do I play as a consumer?

Objectives: Students will Learning Plan & Notes to Instructor:BE.O.PFIN.1.1 examine basic economic concepts and their

impact on pricing and spending.Students will identify two or more items their family purchases on a regular basis. When the price of these selected items increases, how does this affect the family? What will the family do if the price continues to rise? What changes or substitutes can the family make? What can the family do differently?

BE.O.PFIN.1.2 examine consumer rights, responsibilities and remedies.

Divide students into six groups. Each group of students will be given a Right from the Consumer Bill of Rights to research via the Internet. Each group of students will define their Right, provide an example of the Right, and discuss it with the class.

Invite a staff member from the State’s Attorney General’s office to speak on consumers rights in West Virginia.

BE.O.PFIN.1.3 relate the impact of marketing and advertising on consumer demand and decision-making globally.

Utilize the PBS video series Commanding Heights: The Battle for the World Economy. Use the teaching resources on the website for class discussions and activities. The website is http://www.pbs.org/wgbh/commandingheights/lo/index.html

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BE.O.PFIN.1.4 demonstrate comparison shopping. The teacher will provide the students a list of items. Students will research the cost of the items within their community and the Internet. Students will develop a spreadsheet to compare and contrast their findings.

BE.O.PFIN.1.5 research financial information from a variety of sources.

Invite a financial adviser, stock broker, investment banker or credit union to speak to the class.

Students will blog to the teacher the method of investment considered to be the most stable and explain why they chose that type.

BE.O.PFIN.1.6 prepare a personal finance record filing system. Students will investigate free personal financial record filing systems via the Internet and determine which the best is for them.

BE.O.PFIN.1.7 outline the steps for making a purchase decision.

Students, as a group, will decide on a product for a purchase. Students will determine the pros and con’s to the purchase and decides if the product is a want or a need.

BE.O.PFIN.1.8 determine the difference in consumer protection regulations.

Students will research the different consumer protection regulations and present their findings to the teacher through a class wiki. www.allbusiness.com/government/advocacy-consumer-protection/11536/1.html

Students will contact the West Virginia Attorney General’s office for information on consumer protection laws. Student can debate laws.

BE.O.PFIN.1.9 recognize common types of consumer contracts. Students will investigate credit card contracts and compare the rates on at least credit card companies. Compare department store credit card contracts to bank credit cards and major credit lending institutions.

Standard Banking Transactions 2

Number:BE.S.PFIN.2

Students will analyze and interpret financial institutions.

EssentialQuestion:

How do I choose a financial institution?

Objectives: Students will Learning Plan & Notes to Instructor:BE.O.PFIN.2.1 differentiate the types of financial institutions. Students will use the following scenario to research

financial institutions to determine how to invest a large sum of money. The scenario: You have been contacted by your recently deceased Uncle Fred’s estate attorney. You will inherit $10,000.00. You need to decide how to invest the money wisely. Research financial institutions or investment companies and their benefits. Compile a spreadsheet with the financial institutions and/or investment companies to compare and contrast. Once you have decided on a financial institution, prepare a media presentation stating the investment strategies you will use with the inheritance to present to the class.

BE.O.PFIN.2.2 research financial institutions affect on personal financial planning.

BE.O.PFIN.2.3 analyze financial institutions in terms of services and related costs associated with personal banking.

BE.O.PFIN.2.4 determine necessary forms for opening and maintaining checking and savings accounts.

Use interactive media to illustrate forms and information for opening and maintaining checking accounts.

Obtain forms from the local banking and credit unions to use with students.

Utilize the lesson plans on the Federal Reserve educator’s resource website for It’s Your Paycheck, Unit B: KaChing!, Lesson 3: Cash the Check and Track the Dough on http://www.stlouisfed.org/education_resources/assets/lesson_plans/paycheck/lesson_3_your_paycheck.pdf

Invite a representative from the local bank as a guest speaker to discuss banking procedures.

BE.O.PFIN.2.5 examine the types of electronic monetary transactions.

BE.O.PFIN.2.6 compare and contrast online and traditional banking.

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Students can compare and contract online and traditional banking methods. Student can debate the methods.

BE.O.PFIN.2.7 reconcile a bank statement. Teacher will prepare a list of bank deposit slips, bank reconciliation and check registers to demonstrate to students using interactive media.

Teacher will prepare a bank statement for students to reconcile. Teacher will prepare a bank statement that has been reconciled, with errors, and have the students to review and correct the statement.

BE.O.PFIN.2.8 compare the U.S. monetary system with the international monetary system.

Students will research the U.S. monetary system and compare it to the international system. These websites can be used to obtain information:www.america.gov/st/business-english/2009/maywww.cboe.com (Currency Exchange Rate)www.ustreas.gov (United States Treasury)

Invite a currencies stock trader or international banker as a guest speaker.

BE.O.PFIN.2.9 research the Federal Reserve System. Contact the Federal Reserve office in your region for information regarding the Federal Reserve System.

Research the Federal Reserve System at www.FederalReserveonline.org

The teacher can utilize free teaching materials through the Federal Reserve Education Resources such as lesson plans, worksheets, and videos. www.FederalReserveEducation.org

Standard Number:BE.S.PFIN.3

Income Earning and Reporting Students will explore income earnings and reporting.

EssentialQuestion:

What is income?

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Objectives: Students will Learning Plan & Notes to Instructor:BE.O.PFIN.3.1 differentiate sources of income. Utilize the lesson plans on the Federal Reserve

educator’s resource website for It’s Your Paycheck, Unit A: Know Your Dough, Lesson 1 Invest in Yourself and Lesson 2 “W” is for Wages, W4 and W2. . Use the website http://www.stlouisfed.org/education_resources/paycheck.cfm

Invite the district’s financial officer as a guest speaker to discuss payrolls and deductions.

Create sample time cards relating to local business and industry for students to compute net and gross pay for salary and hourly workers.

Obtain employee handbooks or other employment information from local business and industry to investigate and analyze employee’s benefits and incentives and how they affect income.

BE.O.PFIN.3.2 compute net pay.BE.O.PFIN.3.3 compute gross pay.BE.O.PFIN.3.4 investigate employee benefits and incentives.BE.O.PFIN.3.5 prepare a standard W-4 form.

Standard Number:BE.S.PFIN.4

Personal Financial Success Students will plan for personal financial success.

EssentialQuestion:

What is personal financial success?

Objectives: Students will Learning Plan & Notes to Instructor:BE.O.PFIN.4.1 prepare personal financial short-term and long-

term goals.Students will generate a list of financial goals and sort the list into short and long-term goals. The teacher will use interactive media to list financial goals for a class discussion.

Students will use a class blog to discuss their financial goals. Students will respond to at least two other students.

BE.O.PFIN.4.2 identify anticipated income and expenses. Students will use the following scenario and assignment for Objectives 4.2 to 4.5. You have BE.O.PFIN.4.3 identify unanticipated income and expense.

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graduated from college and were recently hired as a financial analyst for Penn & Hunt, LLC located in Charleston, West Virginia. Your monthly salary is $2,400.00 after all taxes and insurances have been withheld. You will be moving to Charleston and will need to rent an apartment and purchase a car. Prepare a budget based on your monthly salary. Determine anticipated and unanticipated expenses and prepare your financial goals when preparing the monthly budget. After analyzing your financial goals and budget, compose a personal reflection on how economics influences such as inflation, recession, cost of living, wants and needs could affect your future financial plans.

BE.O.PFIN.4.4 develop a budget.BE.O.PFIN.4.5 debate how economics influences financial

plans.

Standard Number:BE.S.PFIN.5

Tax Functions Students will explore federal, state and local taxes.

EssentialQuestion:

Why do we pay taxes?

Objectives: Students will Learning Plan & Notes to Instructor:BE.O.PFIN.5.1 research the types, and purposes, of federal,

state and local taxes.Students can contact the State Auditor’s and Treasurer’s Office for information regarding West Virginia taxes.

Access the www.IRS.gov website to determine the differences in tax structure for students, military, self-employed, and retirees. Students will compile the information in a spreadsheet for a class discussion.

Use interactive media to analyze and discuss the tax structure for the United States at www.taxadmin.org/fta/rate/ind_inc.html or www.taxfoundation.org/taxdata/show/228.html

BE.O.PFIN.5.2 determine how federal, state, and local taxes are levied.

BE.O.PFIN.5.3 research tax deductions and sales credits for a tax form.

Students can research tax deductions at www.wwwebtax.com Students can determine standard tax deductions.

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Utilize the IRS website to find information on tax forms and publications.

Invite a CPA or tax accountant as a guest speaker.BE.O.PFIN.5.4 calculate state taxes on products and services. Create a list of products and services for students to

determine and calculate the appropriate State taxes.

The teacher, with the students assistance, will generate a list of items that can purchased at a grocery or convenience store such as canned foods, cleaning supplies, restaurant style (prepared) foods, pet supplies, fresh meats, laundry, etc. The students will research the difference taxes on the items. The teacher will assign prices on the items generated for students to calculate the sales tax and total of the purchase.

Use the West Virginia State Tax Department website to research sales tax on food at www.wvtax.gov/foodtax.html

BE.O.PFIN.5.5 complete a state income tax form manually and electronically.

Student will use the West Virginia State Tax Department website to research tax forms www.wvtax.gov.

Students will go to the IRS website to review and download the State and Federal Income Tax Forms 1040 and 1040C. The teacher will provide the students with the financial information to complete the tax forms. The teacher can use interactive media to explain the correct procedures for completing these forms.

BE.O.PFIN.5.6 compare short and itemized federal income tax forms, manually and electronically.

Standard Number:BE.S.PFIN.6

Investment and Savings Plans Students will devise investment and savings plans.

Essential How can I prepare for the future financially?

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Question:Objectives: Students will Learning Plan & Notes to Instructor:BE.O.PFIN.6.1 investigate costs and income sources for

investments.Students will complete this scenario. You have $125 available each month to invest. Investigate costs and income sources for investments using Internet sites such as www.sec.gov/investor/pubs/investop.htm, www.edwardjones.com, www.efhutton.com, www.ml.com, www.fid-inv.com, or other investment websites. Determine three or four investment options based on low, middle and high risk. Compile, compare and contrast the information in a spreadsheet. The teacher will select at least three of the spreadsheets to use in a class discussion.

BE.O.PFIN.6.2 compare and contrast options for investments and savings.

BE.O.PFIN.6.3 compare simple interest versus compound interest on savings.

The teacher will use interactive media to demonstrate simple interest and compound interest.

Students will create a spreadsheet using formula to calculate simple and compound interest for 1 year using $100/month, $200/month, and $300/month.

Teacher can utilize the Hands on Banking website at www.handsonbanking.org for interactive lessons on savings and investing.

BE.O.PFIN.6.4 research the stock market and how it works. Students will research the New York Stock Exchange and the Chicago Exchange.

Invite a stock broker or agent as a guest speaker.

The teacher can sign students up to learn about the stock market and use a simulation at The Stock Market Game at www.smg.org or We Seed (A Virtual Stock Market) at www.weseed.com. Teachers can access lesson plans and additional resources for the classroom.Teachers can utilize the How Stuff Works website to

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research and use online videos for the classroom. BE.O.PFIN.6.5 research the Social Security System. Students will be divided into groups to research the

Social Security System. Students will debate the pros and cons of the system. The students should decide if Social Security benefits will be available when they reach retirement age.

Utilize the www.socialsecurity.gov website to research social security benefits as related to retirements.

Invite a representative from AARP or financial planner to discuss retirement plans.

BE.O.PFIN.6.6 investigate the Social Security System and how it effects retirement planning.

BE.O.PFIN.6.7 compare and contrast retirement plans.

Standard Number:BE.S.PFIN.7

Compare Transportation and Housing Cost Students will compare transportation and housing costs.

EssentialQuestion:

Which is better leasing, owning or purchasing?

Objectives: Students will Learning Plan & Notes to Instructor:BE.O.PFIN.7.1 research the process of purchasing a house. Invite a real estate agent/broker to discuss the

advantages and disadvantages of renting and purchasing a home.

Invite a loan officer from a lending institution to discuss the steps involved in obtaining mortgage loan.

Research various lending institutions for interest rates, credit ratings, fixed vs. variable rates, and closing costs.

Students will use this scenario. You are considering a new home and must decision between renting and purchasing. With a partner, decide on the city and State that you will be living in to determine the pros and cons to renting and purchasing. Decide which is

BE.O.PFIN.7.2 research the process of renting housing.BE.O.PFIN.7.3 compare and contrast the advantages and

disadvantages of purchasing versus renting house.

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best for you and why. Blog your responses.

Students will use this scenario. You are purchasing a new home. Research the local real estate advertisements to select a home. Consider the amount of take home pay you will need to purchase the home. Use a mortgage calculator to assist you in making decisions on how much of a monthly payment you can afford. Utilize websites such as www.dinkytown.com or www.bankrate.com.

BE.O.PFIN.7.4 calculate housing expenses involved in independent living such as utilities, maintenance, services, etc.

In the scenarios presented in Objective 7.3, create a spreadsheet to calculate household living expenses.

Students will list and discuss household expenses considered as needs and wants.

BE.O.PFIN.7.5 determine the process for purchasing a vehicle. Invite automotive dealer’s local dealerships in your community to discuss leasing versus purchasing.

Students can use the website The Guide to Leasing at www.leaseguide.com to research automotive leasing. Student will be divided into groups to debate leasing and purchasing. After the debate students will blog their decision to lease or purchase to the teacher and reply to at least three other posting about their decision.

Students will calculate payments with all related expenses (taxes, licensing, insurance, etc.) on the car of their choice.

BE.O.PFIN.7.6 investigate the process of leasing a vehicle.BE.O.PFIN.7.7 compare leasing versus purchasing a vehicle.

Standard Number:BE.S.PFIN.8

Credit and Loan Procedures Students will analyze credit and loan procedures

EssentialQuestion:

Why use credit?

Objectives: Students will Learning Plan & Notes to Instructor:BE.O.PFIN.8.1 examine methods for financing purchases. Use interactive media to provide examples, for class

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discussions, on finance options, installment contracts, methods of calculating interest and maturity value. Use finance calculators available on www.dinkytown.com to compute payments.

The teacher will use interactive methods with students to demonstrate calculating payment schedules. Students will decide on a major purchase, not to exceed $1,500.00 that they need to purchase on an installment contract. Students will contact local retail stores to determine the best price, interest rate, and installment plan. Compile and contrast the different payment options available. Students will then present to the class their findings.

BE.O.PFIN.8.2 compute payment schedules for a loan utilizing manual, electronic and on-line tools.

BE.O.PFIN.8.3 analyze features of credit cards and their impact on financial planning.

Students will review pamphlets from various stores, banks, and other lending institutions to determine the best loan criteria for various situations and present their findings using any appropriate software. This project can be researched using the Internet.

The teacher will obtain credit card applications for students to review and discuss.

Teachers and students will use the Hands On Banking website, All About Credit lessons at http://www.handsonbanking.org/htdocs/en/y/#/en/y/cr/index.html This website could be presented to students using an interactive media board to promote class discussion.

Students will research the Consumer Credit Counseling website at www.consumercredit.com or the Bureau of Public Debt website at www.publicdebt.treas.gov

BE.O.PFIN.8.4 determine qualifications for obtaining credit.BE.O.PFIN.8.5 complete a sample credit application.

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BE.O.PFIN.8.6 analyze credit and loan laws. Invite a guest speaker from the Bureau of Public Debt or Consumer Credit Counseling to discuss credit and loan laws and credit management.

Students will research and discuss credit reporting and learn how to receive free credit reports through the Federal Trade Commission website at www.ftc.gov

Compare and research the three credit reporting agencies:

www.Equifax.com www.Experian.com www.transunion.com

Students will investigate and blog reasons why sound credit is necessary and understand the credit scoring process for purchases and loans on a class wiki.

BE.O.PFIN.8.7 identify debt management strategies.BE.O.PFIN.8.8 research sources for assistance with debt

management .BE.O.PFIN.8.9 research the credit scoring process.BE.O.PFIN.8.10 establish reasons for maintaining sound credit

ratings.

BE.O.PFIN.8.11 analyze the costs and conditions of secured and unsecured loans.

The teacher will give examples with explanations of secured and unsecured loans. Students will then use responders to match the different loan types.

BE.O.PFIN.8.12 research bankruptcy laws and implications. Invite a bankruptcy attorney as a guest speaker or representative from the State’s Attorney General’s Office.

Students will research and list the different types of bankruptcy and the consequences associated with types of bankruptcy. A resource website is The Truth About Bankruptcy at www.daveramsey.com

Utilize the website U.S. Courts at www.uscourts.gov to research bankruptcy laws and implications.

Standard Number:

Insurance as Risk ManagementStudents will evaluate insurance as risk management.

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BE.S.PFIN.9EssentialQuestion:

What is insurance?

Objectives: Students will Learning Plan & Notes to Instructor:BE.O.PFIN.9.1 analyze insurance as a risk management

strategy.Teacher will create a presentation to teach, review and test knowledge on the difference types of insurances.

Students can research West Virginia Insurance Commission for insurance information at www.wvinsurance.gov.

BE.O.PFIN.9.2. determine the role of insurance for financial planning.

Invite an insurance agent to discuss for financial planning.

Investigate the different financial packages available through an insurance agency. Compare the financial packages and determine which would be better for you.

Use the following scenario with students. Time has moved forward and you are now 50 years old. Determine where you want to be and what insurances apply to your type of current financial and health status. Why do you need or not need these types of insurances and how will they benefit you. Support your conclusions.

BE.O.PFIN.9.3 compare the types of life insurance coverage. Students will debate the differences between term and whole life insurance policies. Students will prepare a spreadsheet listing the pros and cons of each type of insurance.

Invite an insurance agent or a representative from the West Virginia Insurance Commission as a guest speaker.

BE.O.PFIN.9.4 compare the types of health insurance coverage.

Students will debate the advantages and disadvantages of an HMO, Medicare and Medicaid,

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Cobra Plan and employer provided health coverage.

Students will research the different health insurance coverage including dental, optical, long-term, prescriptions, family plans, and comprehensive medical.

BE.O.PFIN.9.5 compare the types of property coverage. Students will research various insurance agencies via the web to compare and contrast the different types of property coverage for home, mortgage, renting.

Teachers can access the Income Forum.Com website at www.incomeforum.com/insurance/guide to gain additional information on insurance coverage.

BE.O.PFIN.9.6 compare the types of automobile insurance coverage.

Teacher will create a presentation to teach, review and test knowledge on the difference types of automotive insurances.

Students will research the following scenario and present their findings in a class blog. Students should respond to at least two other student postings. The teacher will assign each student a different make and model of automobile. The scenario: You have been given your Aunt Liza’s automobile. Research the make and model of your vehicle and determine which insurance company provides you with the best coverage at the best rate.

Invite an insurance agent or a representative from the West Virginia Insurance Commission as a guest speaker.

Standard Number:BE.S.PFIN.10

Participating in a Local Student OrganizationStudents will participate in a local student organization.

EssentialQuestion:

What are the benefits of a career, technical student organization?

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Objective Number:

Students will Learning Plan & Notes to Instructor:

BE.O.PFIN.10.1 assess the purposes and goals of the local student organization.

Invite students to participate in an FBLA chapter event. Invite State FBLA Officer to present at a chapter meeting or to a class on the activities, purpose and benefits of membership. Show the FBLA promotional video located on www.FBLA-PBL.org web site. Have students to locate and discuss the FBLA-PBL goals, mission statement, and pledge.

BE.O.PFIN.10.2 discover the benefits and responsibilities of participation in student organization as an adult.

Invite FBLA-PBL alumni members to be guest speakers in the classroom and during chapter events. Coordinate a chapter event with another service organization in the community (such as Lion’s Club, Women’s Club, Jaycees, Rotary, etc.).

BE.O.PFIN.10.3 demonstrate leadership skills through participation in student organization activities such as meetings, programs, and projects.

Have the local FBLA officer team to develop a program of work for the school year and form various committees to complete the task using chapter members. Encourage students to actively participate in State, regional, and national conferences and vie for leadership positions.

21st Century Skills Learning Skills & Technology Tools Teaching Strategies Culminating Activity

Evidence of Success

Information and Communication Skills:

21C.O.9-12.1.LS1

Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media.

Students will use this scenario. You are purchasing a new home. Research the local real estate advertisements to select a home. Consider the amount of take home pay you will need to purchase the home. Use a mortgage calculator to assist you in making decisions on how much of a monthly payment you can afford

Student generated rubric.

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21C.O.9-12.1.TT10

Student implements various Internet search techniques (e.g., Boolean searches, meta-searches, web bots) to gather information; student evaluates the information for validity, appropriateness, content, bias, currency, and usefulness.

Thinking and Reasoning Skills:

21C.O.9-12.2.LS1

Student engages in a critical thinking process that supports synthesis and conducts evaluation using complex criteria.

Students will use the following scenario to research financial institutions to determine how to invest a large sum of money. The scenario: You have been contacted by your recently deceased Uncle Fred’s estate attorney. You will inherit $10,000.00. You need to decide how to invest the money wisely. Research financial institutions or investment companies and their benefits. Compile a spreadsheet with the financial institutions and/or investment companies to compare and contrast. Once you have decided on a financial institution, prepare a media presentation stating the investment strategies you will use with the inheritance.

Multimedia presentation to the class. Discussion to follow.

21C.O.9-12.2.LS2

Student draws conclusions from a variety of data sources to analyze and interpret systems.

21C.O.9-12.2.LS3

Student engages in a problem solving process by formulating questions and applying complex strategies in order to independently solve problems.

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21C.O.9-12.2.TT2

Student collaborates with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Students will decide on a major purchase, not to exceed $1,500.00 that they need to purchase on an installment contract. Students will contact local retail stores to determine the best price, interest rate, and installment plan. Compile and contrast the different payment options available.

Students will present to the class their findings.

21C.O.9-12.2.TT3

Student uses multiple electronic sources of information and multiple technology tools and resource tools (e.g., digital cameras, graphing calculators, probes, mp3 players, handheld devices, other emerging technologies, simulations, models, browsers, word processing, authoring tools, spreadsheets, databases) to collaborate with others, to formulate a hypothesis, to solve problems, make decisions, and present and justify the solutions.

21C.O.9-12.2.TT4

Student uses technology tools and multiple media sources to analyze a real-world problem, design and implement a process to assess the information, and chart and evaluate progress toward the solution.

Personal and 21C.O.9- Student works collaboratively Students will conduct Completed research

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Workplace Skills: 12.3.TT2 to acquire information from electronic resources, conducts online research, and evaluates information as to validity, appropriateness, usefulness, comprehensiveness and bias.

research selecting sources from an approved list. They will utilize rubrics to evaluate the validity, bias, appropriateness, usefulness, and comprehensiveness of the sites.

rubric and/or report.

21C.O.9-12.3.LS3

Student demonstrates ownership of his/her learning by setting goals, monitoring and adjusting performance, extending learning, using what he/she has learned to adapt to new situations, and displaying perseverance and commitment to continued learning.

Student will set personal goals and continually evaluate and adjust to demonstrate increased awareness of financial learning.

Observation of personal growth.

Learning Skills & Technology Tools Teaching Strategies Culminating Activity

Evidence of Success

Entrepreneurial Skills:

G.15 Students engage in a critical thinking process to analyze and determine short-term and long term financial goals

Students will use critical thinking skills to evaluate financial information necessary to prepare a personal budget, determine housing, transportation, and living expenses and prepare themselves for financial success.

Rubric

G.20 Students will employ necessary skills and tools to develop a sound financial plan.

G.25 Students will develop a personal budget.

Culminating Assessment:Culminating Assessment:

The teacher will present a list of disasters that could happen in a student’s daily life. Examples are sickness, fire, automobile accident, etc. The students will discuss the after-effects of the accident/disasters. Students should consider ways to ensure that they would not go bankrupt after a

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sickness that might require hospitalization? Or if a member of the family could be taken care of after a death in the family? Or what would happen to their financial security (savings and investments)?

Combine students into small groups to discuss how insurance and financial planning would help to alleviate the risk of facing financial ruin. Students will research different types of insurance to know which would and would not help in these situations.

Each group will prepare a media presentation to present their accident/disaster and how they would survive in today’s economy. Student groups will be evaluated using a rubric prepared by the students.

FBLA Competitive Events

End-Of-Concentration Performance TestLinks and Other Resources

Links and Other Resources:

Related Websites:

WV Attorney Generalwww.wvago.gov

WV Attorney’s Office for Consumershttp://www.wvs.state.wv.us/wvag

WV State Auditor’s Officewww.wvsao.gov

WV State Treasurer’s Officewww.sto.com

Internal Revenue Servicewww.IRS.gov

Federal Reservewww.FederalReserve.gov

Consumer Credit Counseling and Debit Consolidation Serviceswww.consumercredit.com

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FDIC (Federal Deposit Insurance Corporation)www.fdic.gov

National Endowment for Financial Education (Nefe)www.nefe.org/highschoolprogram

WV Junior Achievementwww.jaadvantaged.com

Federal Trade Commission of Consumer Protectionwww.ftc.gov

Hands On Bankingwww.handsonbanking.org

Bureau of Public Debtwww.publicdebt.treas.gov

Pathways to Successhttp://careertech.k12.wv.us/pathwaystosuccess/

U.S. Department of Labor in the 21st Centuryhttp://www.dol.gov/

America's Career InfoNetwww.acinet.org

America's Job Bankwww.ajb.org

America's Service Locatorwww.servicelocator.org

Employment & Training Administrationwww.doleta.gov

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The Job Accommodation Network (JAN)http://www.jan.wvu.edu

Monthly Labor Review Online: Labor Force Archiveshttp://www.bls.gov/opub/mlr/indexL.htm#Labor force

Occupational Information Networkwww.doleta.gov/programs/onet

Office of Disability Employment Policywww.dol.gov/odep

Workforce West Virginiahttps://www.workforcewv.org/

West Virginia Earn A Degree Graduate Early (EDGE)http://www.wvtechprep.wvnet.edu/edge.htm

West Virginia Career and Technical Educationhttp://careertech.k12.wv.us/

Newsweek

Time

Fortune

Money

ContactsContacts: Business Teachers: Utilize K12 Business Marketing Listserv at K12-BUSMKT@listserv.wvnet.edu

Business Coordinator: Abby Reynolds, areynold@access.k12.wv.us OCTI Assistant Executive Director: Donna Burge-Tetrick OCTI Executive Director: Gene Coulson

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