Silver Instructor Manual 2020 by Rock The Street, Wall Street

RockTheStreetWallStreet.com | Moving Girls Forward in the Field of Finance

TABLE OF CONTENTS Introduction Social Media- Stay Connected to Us!

Our Mission 2 Our Vision 2 Our History 3 The Three Components of Rock The Street, Wall Street

Our Goals 5 An Open Letter to Volunteers 6 “Women Suffer From Math Anxiety”

“Keeping Girls in STEM: 3 Barriers, 3 Solutions”

Classroom Management 12 Teaching Tips 14 Helpful Tips 15

Curriculum Curriculum Overview 16 Session 1: Introduction and Pre-Assessment 18 Session 2: College Financial Planning for Janella

Session 3: Understanding Credit 25 Session 4: Post-College Financial Planning for Janella

Session 5: Post-Assessment and College Recommendation Presentations

Silver Curriculum Student Workbook Sheets

Index of Student Workbook Sheets* Intro 1 Session 1 Workbook Sheets 8 Session 2 Workbook Sheets 18 Session 3 Workbook Sheets 30 Session 4 Workbook Sheets 42 Post-Assessment Review Sheet 56 Session 5 Workbook Sheets 60 Resources 69 *Note that page numbering in this Manual starts over for the Index, so that the page number that appears on each Index page matches the number for that same page as it appears in the Student Workbook.

Use hashtags: #rtsws #girlsrockwallst

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LinkedIn RTSWS Company Page LinkedIn RTSWS Company Page linkedin.com/company/rock-the-street-wall-street

linkedin.com/company/rock-the-street-wall-street

LinkedIn RTSWS Company Page is a social network that focuses on professional networking and career development. Head to LinkedIn our company for Rock The Street,networking Wall Streetand andcareer get to LinkedIn RTSWS Company Pageto is “like” a social network thatpage focuses on professional networking! Be sure to use the hashtags above and “tag” us in your posts, too! development. Head to LinkedIn to “like” our company page for Rock The Street, Wall Street and get to networking! Be sure to use the hashtags above and “tag” us in your posts, too!

LinkedIn RTSWS Professionals Networking Group LinkedIn RTSWS Professionals Networking Group https://www.linkedin.com/groups/4824260/ https://www.linkedin.com/groups/4824260/

Get up to date stories and stay in touch with other Professionals involved with Rock The Street, Wall Street or make contacts. involved with Rock The Street, Wall Street Get up to date stories and stay in touch with other new Professionals or make new contacts.

LinkedIn RTSWS Professionals Networking Group LinkedIn RTSWS Professionals Networking Group https://www.linkedin.com/groups/4824260/ https://www.linkedin.com/groups/4824260/

Students who are 16 years of age or older, are strongly encouraged to join our RTSWS LinkedIn Students & Alumnae Group. member, they will be encouraged able to learnto about job opportunities, Students Networking who are 16 years of As agea or older, are strongly join internship our RTSWSand LinkedIn Students & connect with their peers, relevant news more.about Students alreadyand in the have Alumnae Networking Group.stay As ainformed member,ofthey will be ableand to learn internship job group opportunities, successfully leveraged their membership to network with RTSWS students from all over the U.S. connect with their peers, stay informed of relevant news and more. Students already in the group have successfully leveraged their membership to network with RTSWS students from all over the U.S.

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OUR MISSION Rock The Street, Wall Street is a financial and investment literacy program designed to spark the interest of a diverse population of high school girls into careers of finance. Girls learn about saving, investments, budgeting, stock and capital markets and their role in maintaining the welfare of their families, communities and the economy, while simultaneously helping them see the real world application of the math content they learn in the classroom. Rock The Street, Wall Street believes to close the gender gap in the wages, wealth and in the financial services sector, we have to inspire girls to pursue the M in STEM, finance, by exposing them to real life role models. The number one reason why girls are not choosing STEM professions - they donâ&#x20AC;&#x2122;t see women in those professions. The number two reason - they donâ&#x20AC;&#x2122;t see their friends choosing those majors in college. We engage female financial pros who walk the talk on all matters financial, They teach and motivate the next generation. Our students see girls in their RTSWS cohort choosing finance, economics or a related computational field as their majors/minors. Whether they choose the profession, or head into another field, our students are far better prepared for critical decision making on all types of financial and career prep matters.

OUR VISION Rock The Street, Wall Street hopes to break the cycle of multi-generational financial naivete so that girls have a better chance at improving their lives, their households and their communities. Forty years after the adoption of Title IX, women continue to confront barriers to full equality at all levels; most critically of which is in their financial lives. This is even more egregious for women of color, where they earn, save and invest at lower rates. In college finance and economics classrooms, girls are few in number. As a result, their opportunities in pay, promotion, and life are unequal. Equipping girls with financial skills is a vital part of ensuring equal opportunity. Financial literacy is The Great Equalizer. Rock The Street, Wall Street is reaching young women at their local high schools. We offer young women a flight path to a financial education through hands-on financial projects, workshops, role modeling, mentoring and real-life Wall Street experiences. Girls are introduced to financial concepts such as savings, investments, postsecondary and college financial preparedness, budgets, stocks, bonds, financial analysis, venture capital and private equity.

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OUR HISTORY Rock the Street, Wall Street was launched in 2013. There is a financial and investment illiteracy epidemic in the U.S. Student loan balances are the highest they have ever been, and women own two-thirds of the outstanding college debt. Young people are putting less and less away in their retirement accounts than ever before. Two out of three women state that they know little or nothing about finance or financial products. Seeing, too, that the needle hasn‘t moved in the last 30 years in regard to the number of women in finance and the lack of women in leadership roles across all investment sectors, it was time to Rock the Street and do something about it. RTSWS brings together high school girls with female financial and investment professionals in classroom and industry settings. RTSWS would like to see girls not be afraid of finance at a minimum, so that they can make better informed decisions which will lead to better lifestyles for themselves, their families and their communities. RTSWS conducts programs before and after school, during lunchtime and within school courses. Girls participate in financial, hands-on projects while in high school to overcome their fear of math and finance, and see career opportunities that lie ahead for them should they choose to enter into the financial services industry.

OUR LOCATIONS Since launching in 2013, more than 2,325 girls across 15 US cities have graduated from our year-long program.

• Atlanta, GA

• Minneapolis, MN

• Ann Arbor, MI

• Nashville, TN

• Charlotte, NC

• New York, NY

• Chicago, IL

• Omaha, NE

• Columbus, OH

• Portland, OR

• Denver, CO

• Raleigh, NC

• Fort Worth, TX

• Silicon Valley, CA

• Kansas City, KS

• San Diego, CA

• Kansas City, MO

• St. Louis, MO

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Our current locations are shown below.

THE THREE COMPONENTS OF ROCK THE STREET, WALL STREET There are three components to the program - financial and investment literacy workshops, “Wall Street experience” field trips to local financial firms, and a unique, formalized mentorship program. 1. Financial and Investment Hands-On Workshops RTSWS offers financial and investment literacy workshops on high school campuses. The workshops are led by volunteer female financial professionals. In addition to the curriculum, our instructors rip from the financial headlines to bring current events into the classroom, showing their connection to stock and bond market movements. Our students learn about saving, budgeting AND INVESTING from women employed by local investment firms, pension funds, banks, accounting firms, and corporate/state/city treasury departments. Who better to teach financial concepts than those individuals who work in the industry on a daily basis? 2. Wall Street Experiences How better to inspire young women to work in financial services than taking them on an eye opening “Wall Street experience” field trip? Our students will visit a company in the local financial services industry, corporate finance department, or a state/city treasury department. These experiences offer students an opportunity to see positive female financial role models at work, ask candid questions, and visualize their own financial career paths. 3. Mentorship Program Our financial female professionals offer a first-hand, and very often a first-time view, into the world of business. The mentor provides guidance to the protege about career preparedness, college major/ minor choices and life challenges. Mentors find ways to spark girls’ interest in being financially responsible for themselves. Mentors, too, can serve a dual role as teacher and connector. RTSWS volunteers provide social capital - the critical, yet often missing ingredient in STEM career prep programs, that allows for industry discovery and networking at any early age for our students.

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OUR GOALS • Address the economic inequality that exists among women and particularly among women of color. • Increase financial and investment literacy of girls at a young age so that they are aware of the financial responsibilities AND opportunities of post-secondary life, college life, at work, at home and in their communities. • Teach girls on how being financially independent is key to living a self-determined life. • Open girls’ minds to view math-focused fields of study as compatible with a career that has a positive impact on the world. • Spark girls’ enthusiasm for finance at a critical age and make them aware of the societal benefits personal financial knowledge and math-oriented careers can have. • Close the gender gap in wages, investments and wealth accumulation for all women, particularly for women of color. • Create the social capital between students and female financial professionals that will enable students to get a jump start on their personal money management behavior and on their college and work lives. • Increase the number of women studying finance, economics or related computational business field • Create an early pipeline of female talent so as to Increase the number of women who enter into the financial services industry. • Provide a pathway to better lifetime money management, academic performance, and college preparation. • Coach students on resume building • Provide career discovery by offering job shadowing and/or industry summer internships • Foster students’ continued growth in finance through their college years and into the workforce • Create a longitudinal cohort of girls who can network with each other across cities, socio-economic lines and industries. economics, and foster their growth.

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AN OPEN LETTER TO OUR VOLUNTEERS Dear RTSWS Volunteer, You will now be making a difference in your professional life as you join the ranks of women who will make math, personal money management and a career in finance more relevant and appealing to high school girls. You bring your time, leadership experience and social capital to local high school girls. Girls, who, until the day they meet you, have no idea what you do for a living, nor have any idea of how being financially independent is key to living a self-determined life. You will be helping girls view math-focused fields of study as compatible with a career that has a positive impact on the world. RTSWS sparks girls’ enthusiasm for finance at a critical age and makes them aware of the societal benefits personal financial knowledge and math-oriented careers can have. As you are probably already aware, women still represent only: • 6% of senior investment roles across ALL financial firms • 2.5% of Hedge Fund CEOs • 8% of Venture Capital professionals • 11.7% of Private Equity professionals • 14% of the employees in junior investment roles- so, the pipeline is still not looking good Change will only come about by making a long-term cooperative arrangement between the private and public, (schools and non-profit) sectors. It will depend on the coming together of schools, principals, teachers, students, banks, investment firms and financial professionals who understand the need for this type of program – a program that brings the relevance of finance to girls’ everyday lives. You will share with them the excitement that lies ahead for those girls who choose a career in finance. Through this concerted effort, we can begin to move the needle on the number of women confidently handling their finances AND being heard on the world stage on financial matters as we build the pipeline of female talent coming into our profession. Endless gratitude,

Maura K. Cunningham Founder & CEO - Rock The Street, Wall Street

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ARTICLE Women suffer from ‘math anxiety’ more than men do — here’s how to reverse it

This teacher-turned-financial adviser on the different ways men and women approach math and life By Alessandra Malito, MarketWatch (October 24, 2019) Many Americans suffer from “math anxiety,” which inhibits their ability to solve problems — a potential issue when it’s time to balance a checkbook or save for retirement. Math anxiety may start in the classroom during childhood but it has a way of following students throughout their lives, said Maddie Parker, a financial adviser at Parker Financial Group in Overland Park, Kan., who started her career as a high school math teacher before switching to financial planning. She has seen people postpone their financial plans and refrain from saving for retirement because they don’t want to deal with the possibly complicated equations and complex investing topics. A fear of math can be debilitating — and not just because it could result in poor math grades. Many students, especially girls, may avoid careers that include a heavy amount of math, especially those in STEM (Science, Technology, Engineering and Math) fields. https://www.marketwatch.com/story/the-gender-gap-starts-in-ninthgrade-2018-08-20 Girls made up just 30% of the top 5,000 ninth-graders in the American Mathematics Competitions, according to research distributed by the National Bureau of Economic Research in 2017. Just 18% of the top 500 ninth-graders were girls, and only 8% of the top 50. That gender gap worsens as they age — by senior year, only 22% of the top 5,000 are girls (compared with the 30% in ninth grade), followed by just 12% of the top 500. Parker, 30, taught Algebra II and geometry to high-school students before switching to financial planning and working with her 76-year-old father, who has his own firm. She also became a Certified Financial Planner. “I have a math background and the CFP puts me in a good position to do financial planning in a way that educates people about the planning and why,” she said. Their age difference also helps them work with clients of all ages and provide their own perspectives, she added. Parker spoke with MarketWatch about her education background, why people are so worried about math and how to mesh the two: MarketWatch: How exactly would you describe math anxiety? Maddie Parker: A lot of people would say “I have that” and to a degree, a lot of people do, but it’s more than feeling like you don’t do well on exams. Kids who have math anxiety almost always have a physical inability to respond to being tested or asked to perform on math-related tasks. It is just built up over the years of different experiences, and it stops them from being able to learn any further. MW: Is it something adults face?Parker: It translates from kids to adulthood. When you get out of school, you’re less exposed or have less experience being tested so the anxiety may seem like it’s gone away but any time math or that skill is required, the anxiety comes right back. I think it has been perpetuated as a weird acceptance in our country, that it’s OK to be bad at math. Like, “oh, math is hard and it’s OK not to get it.” It definitely follows into adulthood and affects people dealing with finances, because they have to do math and they don’t know how to do it, and they’re stressed or embarrassed to ask for help. MW: How can math anxiety impact personal finances? Parker: In high school, you’re not required to take personal finance and the math you’re doing is unrelated to what you do in real life. And that real life math in your brain is still tied to calculus so you think, “I couldn’t do that at 16, I probably can’t handle finances now.” But it is different math. It’s not to say it’s simple, but it’s

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different, and it is applicable in such a way that people do find it easier to understand. It is not quite as challenging as graphing logarithmic equations. It’s a lot different. MW: There are many people who say women generally are more likely to have math anxiety than men. Is that something you’ve seen? Parker: There are great articles and podcasts and TED talks about the same concepts, of how we’re raising our girls to be perfect and raising our boys to be brave. And there was one example at a girls’ coding camp, where they have to learn to do coding and the girls specifically would type up all this stuff and then if they couldn’t figure it out they’d erase it all and call the teacher over. The teacher would press undo and show all of this work and that they were really close, but because the girls couldn’t make it work they wanted to tell the teacher to show them from the beginning. They didn’t want to show this not perfect work. It is just a good example that demonstrates that girls are being raised to be perfect and not in the same way as boys, who may say (like in that example) that they don’t care and at least they’ll get partial credit. The only way to learn is by making mistakes, but that gets lost on girls when they feel they have to be perfect. MW: Does that concept translate to adult couples in financial planning? Parker: It is more apparent for women when they are single individuals. They’re more comfortable saying “I don’t get it” or it’s more evident. They’re not as afraid to ask for help. It’s when they’re with their spouses it is easier to be quiet or let them talk and pretend you understand things because your partner is helping you, but it is still relevant. I always work with most clients together and I will ask them both “do you understand this?” or make sure they’re both on the same page. MW: How would you say your background as a math teacher benefits you and your clients? Parker: One of the biggest ways is in my ability to explain things. It’s funny, I majored in math and decided to be a high school math teacher, but when I was in high school, I struggled with math. I had good grades and I didn’t have math anxiety, but I wasn’t some freaky Einstein genius kid who got it all. It made sense when I didn’t get something right and because I liked it so much I worked hard to understand it. I was good at explaining things to my friends. But my own struggle made me good at explaining it. A lot of math teachers are geniuses who understand it, and that makes it hard to explain it to students who are struggling. That ability translates nicely to doing financial plans. I can see what is probably going to confuse them and where they’ll get lost. MW: Are there any math-related topics that clients typically have a hard time understanding? Parker: It varies, but one big thing we talk about is inflation and compound interest. The need to factor in inflation because a dollar today is not going to be a dollar 10 years from now, and that it is a slow climb. People are amazed at how different the numbers look when I factor in 2.5% inflation. MW: Is there any way to overcome math anxiety? Parker: It is important that there be no stigma about it. There’s this expectation people have of themselves that they should know more about finance because it applies to their life. I am a financial adviser and I don’t know how to fix my car, so I bring it to be serviced by professionals. I don’t feel stupid because I didn’t focus on that and I know nothing about it. It can be scary if you don’t know who you’re going to and unfortunately there are some bad people out there, but if you do your homework to find the people to help you, you don’t need to feel ashamed or embarrassed. That’s the whole reason you find a professional to begin with — someone who is trained. That’s their job.

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ARTICLE

“Keeping Girls in STEM: 3 Barriers, 3 Solutions” From Edutopia by Carly Berwick, March 12, 2019 Stereotypes and cultural norms dampen girls’ interest in STEM, but educators can counter the disparities with small changes to their practice. Mathematicians and scientists are socially awkward men who wear glasses—at least, according to children. In several studies, when children were asked to draw a mathematician or scientist, girls were twice as likely to draw men as they were to draw women, while boys almost universally drew men, often in a lab coat. I decided to try this out at home with my 12-year-old son, who said, “Really anyone can be a mathematician, but this is your average one,” and promptly sketched a man in a checked oxford shirt with a pocket protector. Persistent, subconscious images of male mathematicians and scientists that start at the earliest ages may be one explanation why girls enter STEM fields—science, technology, engineering, and mathematics—at dramatically lower rates than boys. As an English teacher at a STEM magnet high school in New Jersey, I see these gender disparities in our engineering and computer science (CS) academies, even as our dynamic, thoughtful girls work hard to dispel stereotypes and recruit younger girls through coding camps and workshops. Our teachers certainly reflect the STEM fields of a generation ago: Three of our four CS teachers and engineering teachers are male. The irony is that girls perform as well as boys in math. Nationally, math test scores for girls have been consistently equal to or within two points of boys in fourth and eighth grades over several years; middle school girls pass algebra at higher than boys. In science, girls perform on par with boys and enroll in advanced science and math courses at equal rates as they move into high school. And then something happens: A gender gap in participation starts to appear as girls take fewer of the more advanced STEM courses and tests as they get closer to college. This gap widens the longer girls are in school and is often compounded by issues of race and class. Researchers don’t know yet if these continuing disparities in STEM reflect the slow pace of societal change, childrearing expectations, or something deeper and more entrenched, such as the way we think about girls’ minds. But teachers can play a significant role in influencing or dispelling stereotypes in STEM education. Here are some studies from researchers and educators that may offer a few insights—and a few solutions. BARRIER 1: BUILDING A MATH IDENTITY The problem: One explanation for the gender differences in STEM participation may lie with those formative ideas about who a mathematician or scientist is. Stereotype threat—the mere perception that a group one belongs to is not good at a task—has been linked to lower academic performance, according to researchers. When girls become aware through both subtle and overt cultural messages about male superiority in math, it makes each encounter with math and technology more fraught, triggering self-doubt in even the most studious young girls. Both teachers and curriculum can inadvertently contribute to these perceptions. In one striking study from 2015, Israeli researchers divided sixth-grade exams into two sets for grading: One batch was graded by the teachers and included students’ names, and the other contained no student names and was graded externally. In math, teachers graded boys higher, while external graders rated girls higher. Those low teacher grades then dissuaded girls for years to come. Teachers often harbor these biases about themselves, too. Elementary school teachers are predominantly female, and many are anxious about teaching math, which can lead to lower achievement in math for girls.

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This persists into high school, where anxious teachers might be overly reliant on textbooks and rote methods of instruction. Images in those same textbooks can subconsciously trigger self-doubt in girls. One study found that when female high school students viewed chemistry textbooks containing pictures of female scientists, they performed better than female students who viewed textbooks containing only pictures of males. Solutions: In response, researchers say teachers can foster a growth mindset in students by emphasizing that practice rather than innate ability improves performance. Other studies show that brief, targeted interventions in which students learn that intelligence is not fixed but can be improved through training and hard work can help them persist through challenges, a trait that, in math and science, should be particularly advantageous for girls. Adding images of female mathematicians or scientists throughout classroom materials and assigning individual or group work that summarizes or contextualizes women’s achievements in these subjects can also shift perceptions about who belongs. Tackling the STEM gender bias can also warrant some self-reflection on the part of teachers. “For me, it starts with a belief, these expectations I have for all of my students, that all kids can learn—every teacher doesn’t have that belief,” says Cicely Woodard, a middle school math teacher in Franklin, Tennessee, and the state’s 2018 Teacher of the Year. “When the kids walk in the door I immediately believe they will get this content.” Stanford University professor and researcher Jo Boaler recommends that female teachers avoid phrases that imply their discomfort or dislike of math—like “I’m bad at math” or “This is hard”—and get creative with assignments that show they are truly interested in the topic. They may also want to grade papers anonymously, where possible. BARRIER 2: THE QUESTION OF RACE AND CLASS The problem: Our assumptions about who does math well—and the academic and financial support that follows— may, in fact, impact performance more than raw aptitude. This has particularly profound implications for low-income students and black and Latino females, who are significantly less likely to take advanced STEM courses and pursue STEM professions later in life. A recent study by Sean Reardon at Stanford University revealed that girls often do better than boys on math in racially diverse districts, while boys perform better in affluent white districts. He theorized that in higher-income communities, parents are more able and more likely to invest in enrichment for their children—like robotics camps or theater classes —that adhere to stereotypes. Children in these communities may also be more likely to see men in positions like doctors or engineers that reinforce the narrative about who pursues STEM careers. Additionally, research “has clearly [indicated] that black girls view themselves as outsiders in mathematics and teachers view them as outsiders,” says Nicole Joseph, assistant professor of mathematics and science education at Vanderbilt University. Joseph points to tracking in math, more common in middle and high school than in the humanities, as a key structure infused with bias that restricts access to rigorous math education for black students. Solutions: In a review of 62 studies on the perseverance of black women and girls in math, Joseph and her coauthors found that several measures can help build math identity and interest among black girls. For starters, schools can consider “structural disruptions” to how math instruction usually happens. San Francisco Unified School District, for example, recently eliminated accelerated math in middle school and allowed all students to take Algebra I in ninth grade—effectively ending tracking—which led to a rise in algebra test scores and a decrease in repeat rates for all students, including black and Latino students. Joseph also suggests that “community influences and resilience strategies” from extra- or co-curricular

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programs, single-sex programs, teacher training in culturally responsive teaching strategies, and black and female role models in STEM can help. Educators like Norman Alston, a Seattle-based educator, and Patricia Brown, a technology integration specialist in Ladue, Missouri, are fostering mathematical interest in girls through after-school STEM programs. Alston requires middle school graduates of his program to teach younger students, and every speaker or expert Brown brings to talk to her female students is a woman of color, so students can see powerful, successful female mathematicians and scientists who look like them. BARRIER 3: IT’S NOT JUST CONTENT—IT’S CONTEXT, TOO The problem: When it comes to teaching and learning STEM, research shows that the format matters. A recent analysis of the admission tests to elite New York City high schools found that at Stuyvesant High School (considered the most rigorous in the city) girls had better grades in higher-level math, but overall had scored slightly lower on the admissions test, leading to lower admission rates. This is not because girls are worse at math, but may be because they guess less—a disadvantage on a multiple-choice test—and perform better with open-ended answers, according to the study. Stanford’s Reardon and his colleagues drew similar conclusions after analyzing 8 million fourth- and eighthgrade national standardized test scores and finding that gender gaps correlated with multiple choice questions—as opposed to open-ended ones—and attributed to 25 percent of the difference in scores between males and females. Solutions: Teachers may want to move away from multiple-choice tests—often a staple in math and science— and place more emphasis on open-ended assessments that allow students, especially girls, to demonstrate their proficiency through word problems or writing, where they feel more confident. Other STEM educators are going beyond traditional STEM instruction in their classrooms to ensure that every child has a fair chance to learn math. As part of a pilot project at Georgia Tech to bring AP Computer Science to Atlanta students, teacher Shana White makes sure to use hands-on activities and real-world examples to supplement the online coursework and provide context and purpose for assignments. “I hate when people say kids need grit—they have resilience, but need understanding of how to frame it in the content of the course,” says White, whose students are all African American, half of them girls. Focusing on the interdisciplinary and problem-focused nature of STEM is key, recommends Dr. Jill Marshall, associate co-director of UTeach at the University of Texas at Austin, a program trying to confront the pipeline problem of STEM teachers from diverse backgrounds. “Project-based instruction just generally draws in more people because it addresses problems that people see as relevant,” said Marshall. She cites a 2008 study from the National Academy of Engineering that asked people if they wanted to be engineers: Girls were twice as likely as boys to say no. But when asked if they would like to design a safe water system, save the rainforest, or use DNA to solve crimes, the girls answered yes.

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Curriculum Overview Page| 912

CLASSROOM MANAGEMENT Something important to think about when volunteering in a classroom full of high school students is classroom management. While we haven’t had many issues with this we think it’s important to give you some tools to fall back on if our high school students are well, being high school students!

CLASSROOM MANAGEMENT

We also understand that it can be intimidating or nerve-wracking to lead a classroom of high school students. The good news is our students have signed up for our program so they want to be there! The flipside is they are still high school students so if they are displaying any behaviors that are disruptive to the class then here are some tips below. (Please also let us know if there are any issues and we are happy to help as well!)

Set Expectations and Be The Leader

• Set Expectations and Be the Leader

• Be Authentic • Share Your Story • Show You Care • Have Fun!

• We have provided a list of “Expectations for the Classroom Sessions” in the student workbook before Session 1. We’ve also put in the instructor’s manual to go over this with students in session.

• You want to set the expectations from the very start so students know what the expectations are and how to meet those (we will be communicating this as well). Make sure to also be consistent or the expectations lose their power.

• Someone has to be in charge and that’s you. They will look to you to lead the session.

Be Authentic

• High school students can smell someone being inauthentic from miles away.

• If you are nervous, let them know you are nervous or if you make a mistake, own up to it. They will not only relate to this, they will respect you for it.

Share Your Story

• This closely relates to being authentic. The more you share your story the more students will feel comfortable opening up about themselves and really engaging in this program.

• Telling your story allows students to connect with you over related experiences and to learn from you in the areas that they differ.

• Often the feedback we get from students is they love to hear how our volunteers started their careers, what they love about their jobs, what challenges they’ve faced, and where they’ve traveled to for work (or pleasure!).

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Show You Care

• While you are of course there to teach the session, as teachers know, being in high school can be challenging and students’ personal lives can sometimes creep into the classroom.

• If you see a student who is upset or seems to be dealing with something (if you are comfortable and able to) ask her if she is okay and if she wants to go talk just outside the classroom. If the student is facing something serious please let the school champion or us know and we will take it from there. • Pro tip: If a student is talking about a big test they are studying for or a sports game they are looking forward to, remembering this and asking her how it went in the next session always scores major points!

Just Because They May Look Uninterested, Bored, Or Not Listening Doesn’t Mean That’s The Case

• High school students are social creatures so it’s hard for them to resist the urge to talk to their friend while you are talking or to remember not to have their phones out unless needed for an activity. Please see the next page for some tips on how to deal with these!

• Students have a range of personalities. Sometimes students are shy, some take a couple of session to open up, or they may just be tired! If they are showing up they want to be there.

• The more you are enjoying yourself the more they will. Our lessons are guidelines so feel free to add your own spin on something or some personal flare.

Notes:

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TEACHER TIPS (Most likely you won’t need these, but just in case) If Students Are Talking While You Are Talking Or Looking At Their Phone, You Can... • Walk closer to them. Proximity will often bring attention to this so they will stop. If they don’t you can tap them on the shoulder (if you are comfortable doing so). • Quietly remind them you are explaining directions or they are expected to not have their phone out (make sure to say it so only they can hear). • Make sure not to call them out publicly. Students do not react well to this and this can often cause them to continue the behavior or increase it. If Students Are Talking At The Beginning Of The Session, To Quiet Them You Can… • Come to the front and say your greeting. Make sure to wait until everyone is listening. If you keep talking while they are talking then they will think this is okay. • Ask a question out loud - “Who here currently has a job? Raise your hand.” “Who saw the new Brad Pitt movie this weekend?” Now that you’ve got their attention you can begin. • You can set up a call and response with them. Usually having them offer suggestions makes it more likely they will do it. “When I say fierce you say females” - “Fierce” - “Females”. • Flicker the lights • Count down 5-4-3-2-1 or 3-2-1.

• If you are still having challenges then you can do assigned seats the next session so friends are not sitting near each other.

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HELPFUL TIPS TO KEEP IN MIND:

• When you are explaining something new, especially a challenging topic, make sure to go slow, repeat yourself, and consistently ask if anyone has questions (tell them there are no dumb questions so they feel comfortable).

• As teachers know you can plan the perfect lesson plan and it either doesn’t go as expected or the timing is off. We try to make sure there are enough activities if you are moving quickly, but don’t feel pressure if you don’t get through everything. Try to get through the most important parts of the lesson, but if you need to have students read some of the articles on their own time or you need to push something to the next session you can definitely do that.

• It’s important to be at the session 5-10 minutes early. This allows you to be able to get any last thoughts together before the lesson and do any prep work (writing something on the board, passing out name tags). This also helps with management and keeping students orderly. • Greet students at the door so they feel welcome and that you are excited to be there! It sets a positive tone for the session.

Page| 915 Curriculum Overview

CLASSROOM MANAGEMENT • Go slow, repeat yourself, and consistently ask if anyone has questions • Don’t feel pressure if you don’t get through everything • Arrive 5-10 minutes early • Greet students at the door • Write the agenda on the board • Take a quick stretch break • Get them involved in the lesson • Use positive reinforcement • Contact RTSWS anytime for help!

• Write the agenda (list of activities) on the board if possible. Students like to know what’s going on and they may not all pay attention closely in their books.

• If an activity is taking much longer than expected and you are losing students attention then you can take a quick stretch break or bathroom break (beware these can take too long unless you say be by a certain time) You can also move on to the next activity to switch things up.

• Try to get them involved in the lesson as much as possible. Whether this is by asking questions, having students explain the key term in their own words, share their initial thoughts on the article, etc. No one likes to be talked to for an hour straight so try to involve their voices as much as possible. • Students like to be positively reinforced so if they are doing something great or had a really thoughtful answer let them know! The more specific you are the better so they know exactly what they did well so they can do it again. • This is very unlikely but if any student is being extremely disrespectful or making you uncomfortable then have one of the volunteers reach out to or find the school champion or reach out to your primary contact at RTSWS and we will help.

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8 | Curriculum Overview

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CURRICULUM OVERVIEW

Our program is an introduction to budgeting, finance, savings and investment for high school girls. The workshops and financial projects are meant to lift the veil on these subjects, of which 2 out of 3 American women claim to know little to nothing about. Our volunteer instructors come directly from the financial services field. We want our graduates to be more enlightened about the field of finance whether for just their personal money management or, as we’ll encourage, into the profession. We hope to shape their attitudes about handling money and their job prospects in the financial services field.

LEARNING OUTCOMES For the Silver curriculum, the desired learning outcomes for students are:

• To play the role of a financial adviser for Janella Sims, a 17-year-old college-bound female, where student teams analyze her college costs and her short and long-term financial goals. • To define basic investment terms.

• To follow the price movements of Amazon (AMZN), Netflix (NFLX) and Clorox (CLX) stock and the iShares Nasdaq Biotechnology ETF (IBB) over the weeks that we’re together in class.

• To understand credit and be able to explain its role and relationship to their personal financial life.

• To understand interest (simple and compound) and its benefits and how it can be detrimental.

• To analyze the costs of college and types of financial aid available.

• To recognize the gender gaps in wages, college debt, home ownership and retirement savings.

• To become familiar with the various types of careers in finance.

SESSION 1: Introduction and Pre-Assessment Session 1 is focused on the following topics and activities:

• Learn how the RTSWS program works and why it exists.

• Take the RTSWS pre-assessment to assess students’ baseline level of financial knowledge.

• Understand the concept of interest as it pertains to saving, investment and debt. Learn these related key terms: Simple Interest, Compound Interest and Stock.

• Understand what a stock portfolio and watch list are and become familiar with the stocks we will follow on our watch list in the weeks ahead.

• Become familiar with various online resources that will enrich students’ RTSWS experience.

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Curriculum Overview Page| 917

SESSION 2: Introduction To Case Study Session 2 is focused on the following topics and activities:

• Understand the types of financial aid available for college: Scholarships, Grants, Loans, and Work Study.

• Explore the financial aid application process and become familiar with relevant key terms: FAFSA, EFC.

• Inform students that they will play the role of a financial adviser for Janella, a 17-year-old who is deciding where to attend college, in large part to be determined by her financial aid package and projected financial situation upon college graduation.

• Students begin to research the costs of tuition, room and board, and other basic expenses associated with college.

SESSION 3: Understanding Credit Session 3 is focused on the following topics and activities:

• Explore the concept of credit and how it related to student loans.

• Understand the relevant key terms: Credit, Credit Utilization Ratio, Credit Score, Credit Report.

• Become familiar with gender gaps in wages, homeownership and retirement savings.

SESSION 4: Post-College Financial Planning for Janella Session 4 is focused on the following topics and activities:

• Students will be able to evaluate the cost of college and return on investment for earning a degree.

• Understand the relevant key terms: Return on Investment, Subsidized Loan, Unsubsidized Loan

• Investigate the challenges women often face in paying down student loan debt.

SESSION 5: Post-Assessment and Group Presentations

• Complete the RTSWS post-assessment to help us evaluate the impact of our program and see how much students have learned in Sessions 1 through 4.

• Each group presents their completed college cost assessments for Janella to the entire class.

• In anticipation of the upcoming field trip, explore and discuss possible future career paths in the world of finance and the strengths the students could bring to the industry as women.

A field trip to a local financial services firm will also be scheduled during the coming weeks. There will be a tour of the facilities and introduction to personnel, followed by a panel discussion with three or more leading females from the firm.

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10 | Session 1

Silver Curriculum: SESSION ONE

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SESSION 1: Introduction and Pre-Assessment OBJECTIVE Introduce the girls to each other and to the mission of Rock The Street, Wall Street. Assess their baseline financial knowledge with the pre-assessment, then introduce them to the concepts and terms relevant to their upcoming financial analysis.

SESSION PLAN

KEY TERMS FOR SESSION 1 • Simple Interest • Compound Interest • Stock • Exchange-Traded Fund

Volunteers Introduce Themselves

Volunteers introduce themselves, including a bit of information about your personal money management and your career in finance. Read aloud the RTSWS mission statement below. (5-10 minutes)

“Rock The Street, Wall Street inspires and equips girls with skills to succeed financially throughout their lives and potentially pursue careers in finance. Girls learn about savings and investment, budgeting, the capital markets and their role in maintaining the welfare of their families and the economy, while simultaneously helping them see the real-world application of the math content they learn in the classroom.

Rock The Street, Wall Street believes to close the gender gap in the financial services sectors, we have to inspire girls to pursue the M in STEM, finance, by exposing them to real life role models. We engage financial professionals and executives to teach and motivate the next generation. Our instructors, guest speakers, and mentors are leaders in their fields, working in posts our girls can aspire to.”

Welcome Students To The Class

Welcome students to the class and ask each girl to share her name, school, grade level, and why they are at this workshop with the class. (5 minutes)

Take Weekly Attendance

Take weekly attendance via Survey Monkey link sent from RTSWS. One volunteer should take attendance on the survey link we send through email and text as the girls share their names in the welcome activity. The attendance can be submitted multiple times. If a student or students come in late you can resubmit just their names on the same attendance link. You don’t need to re-submit the entire list of students again.

Before you begin, please be sure you have the following: Sufficent copies of the PreAssessment and Student Workbook Have the classroom’s wifi network name and password on the board before class begins Survey Monkey attendance link can be found at: surveymonkey.com/

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Session 1 Page | 11 19 Silver Curriculum: SESSION ONE

Administer The Pre-Assessment

Administer the Pre-Assessment of basic financial terms and concepts. Explain to the students that this is simply a way to assess their levels of pre-existing knowledge coming into the program and that their scores will not be shared in class or in any way impact their participation in RTSWS.

By now, the students should have received a text message with a link to the pre- assessment. Please also write the link on the board so students can type this in their phone if they don’t receive the text. Hand a paper copy of the pre-assessment to girls without a smartphone. Ask them to begin the test and tell them they have 7-8 minutes to complete it. Announce when there are 5 minutes and 1 minute remaining. Make sure those taking the test on their phones press the “Submit” button at the end of the test when time is up.

Collect the completed paper copies of the pre-assessment, making sure each student filled out her name, school and the date clearly. As soon as possible after class, please scan the paper tests and email them to your RTSWS Program Coordinator. (12 minutes total)

Distribute A Student Workbook To Each Girl

Distribute a Student Workbook to each girl. Remind them to bring this to every session, as they will be doing exercises in them each week. Direct them to turn to the Agenda for Workshop Sessions.

Briefly touch on the highlights of what will be covered in this semester’s workshops. Have the students write in the date/time/location for each of the 5 sessions. Ask the girls to read through the agenda fully on their own later. (5 minutes)

6. Go Over The Expectations For The Classroom Sessions

Go over the expectations for the classroom sessions, learning objectives, and key terms. Make sure students are on the correct page in the student workbook. Read through the classroom expectations together and let students ask questions so they are clear on the expectations.

Then turn to the next page and go over the learning objectives and the key terms for session 1. Have students take turns reading the key terms out loud. For the key terms that are difficult to understand, explain these in more detail to students and provide examples if possibl (5-7 minutes)

Classroom Discussion

Say to students, “We can read the definition of interest, but what do you actually know about interest?” • How can interest be beneficial? • In what ways can interest be a burden? • Where do you encounter interest? • Where do college graduates encounter interest?

Then ask the students to read SmartAsset’s “The Difference Between Simple and Compound Interest” (in Student Workbook) and talk through the different examples from the article. It may be helpful to have the students write out the scenarios in their workbooks or on the classroom whiteboards. You may wish to bring a bag of small candy, like M&Ms or Skittles, to provide a visual example. (10 minutes)

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12 | Session 1

Silver Curriculum: SESSION ONE

Page 20

Introduce The Students To The Sample Stock Portfolio Introduce the students to the sample stock portfolio they will follow this semester: Amazon (AMZN), Netflix (NFLX), Clorox (CLX), and the iShares Nasdaq Biotechnology ETF (IBB). Explain that a stock is a unit of ownership in a publicly traded corporation. Explain the concepts of portfolios and stock watch lists. Direct the class to turn to the Yahoo! Finance screenshot (or one of the instructor’s choosing) of the portfolio (on pg. 5 of the Student Workbook and the Index in this Instructor Manual) and explain that the group will be using the Yahoo! Finance website to follow the prices of the three stocks and one ETF in the portfolio during this semester’s five workshop sessions. (7 minutes)

Follow Rtsws On Social Media Platforms

With the time remaining, have the students take out their phones and follow RTSWS on the following platforms below. Acknowledge that social media is how high school students receive the news and relate to the world at large, and encourage them to cultivate their interest and show the relevancy of finance throughout their lives through these portals.

Also, let them know that we send internships and other opportunities to students who connect with us on social media, especially LinkedIn. However if students aren’t able to access their phones or don’t have certain social media then have them connect later or just on the social media platforms they engage with. (5 minutes)

Twitter: @girlsrockwallst

Instagram: girlsrockwallstreet

LinkedIn:

Early networking and internship opportunities are available and posted via the RTSWS Students & Alumnae Group in LinkedIn.

RTSWS page: www.linkedin.com/company/rock-the-street-wall-street/

RTSWS Students & Alumnae Group page: www.linkedin.com/groups/7029520/

Facebook: facebook.com/girlsrockwallst

YouTube: youtube.com/channel/UCUKCvfew0BGIoA1iaqmjviw

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Silver Curriculum: SESSION ONE

Page 21

AFTER SESSION 1: Important Activities Before Session 2

During the week ahead, spend some time exploring the following activities before returning for Session 2. (This list appears in the Student Workbook) 1. Create a stock portfolio on Yahoo! Finance - www.finance.yahoo.com/portfolios/

• You will need to create your own username and password. (If you already have an existing account for other Yahoo! services, such as Yahoo! Mail, you can log in with that account.)

Then, click on “My Portfolio” on the upper left side. Then, on the bottom right, click “+ Create Portfolio”. Name the portfolio “RTSWS 2020.” Under “Summary”, click on “+Add symbol”. Type in the name or symbol for what we are following this year to add them to your portfolio and watchlist.

• This is what we are following this year - Amazon (AMZN), Clorox (CLX), Netflix (NFLX) stock and the iShares Nasdaq Biotechnology ETF (IBB). 2. Thoroughly review and get to know the key terms. Remember, we want students to remember this for life and they will also be taking a post-assessment in Session 5 to see how much they learned! 3. Follow Rock The Street, Wall Street on our social media accounts. We post current articles, internship and job shadowing opportunities, and even highlight our students and community publicly.

Please remember to take a few photos of the students and / or volunteers during the sessions and send to: pictures@rockthestreetwallstreet.com

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Curriculum Overview Page| 922 Silver Curriculum: SESSION TWO

SESSION 2: Financial Planning for Janella (Part One) OBJECTIVE

Students will be able to understand the types of expenses associated with college, the types of financial aid available, and will be able to analyze the cost of attendance for colleges of their choosing.

KEY TERMS FOR SESSION 2

SESSION PLAN

• Scholarships

• Grants

Take Weekly Attendance Take weekly attendance via Survey Monkey as students enter the classroom. Welcome the students and make sure any new volunteers introduce themselves. (2 minutes)

Review Learning Objectives And Key Terms Briefly go over the learning objectives and key terms in the student workbook. Have the students read these out loud. For the key terms that are difficult to understand, explain these in more detail to students and provide examples if possible. (5 minutes)

Pull up Yahoo! Finance If accessible, use classroom technology to pull up Yahoo! Finance and display on a screen. If not, print this out ahead of time showing AMZN, NFLX, CLX, and IBB or have students pull up their Yahoo! Finance portfolios on their phones. Review the portfolio performance (AMZN, CLX, NFLX, and IBB) over the past week. (5 minutes)

• Loans • Work Study • FAFSA • EFC • Mortgage • Loan

Before you begin, please be sure you have the following: Have the classroom’s wifi network name and password on the board before class begins Survey Monkey attendance link can be found at: surveymonkey.com/

Paying for College

Have students find “Paying for College” article in Session 2 of their Student Workbook (5 minutes)

Classroom Discussion: • Many of you may have thought about whether you want to go to college or not or what colleges you are interested in, but have you thought about how you would pay for college?

• We read over the key terms, but have you heard of any of those before? Do you know how to find more information about any of these terms?

• If not, that’s okay because you will be learning all about your options for paying for college and financial aid throughout these sessions.

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Curriculum Overview Page| 923 Silver Curriculum: SESSION TWO

Activity: Split Into Small Groups Split the students into small groups of four or more. Once situated, inform the RTSWS students they have been hired by Janella Sims, a 17-year-old high school student, to advise her on the costs of college and financial decision-making as she considers which college or university to attend. (5 minutes)

Please remember to take a few photos of the students and / or volunteers during the sessions and send to: pictures@rockthestreetwallstreet.com

Quick Guide: College Costs

Direct students to the “Quick Guide: College Costs” and Janella’s Cost of College Worksheet and inform them that each small group will research and compare the costs of two colleges or universities (one public and one private) to analyze for Janella. Encourage students to use the U.S. Department of Education College Scorecard, BigFuture.Colleg Board.org, and Net Price Calculators (available on college and university websites) to complete their worksheets. These online resources, with website addresses, are listed in the Student Workbook. (5 minutes)

If Time Allots, Allow Students to Research Costs Students have the majority of the remaining class time to research the costs associated with two colleges or universities of their group’s choice. Circulate the room to monitor progress and answer questions that may arise. If groups finish early, encourage them to research a third school or search the college or universit website for application- based or department-specific scholarships (20-25 minutes)

8. Give students a 2-minute warning to finalize their research. Make one last walk to each group to confirm

progress on their worksheets. Let the groups know you’ll revisit Janella’s college cost research in a future session. (2 minutes)

With the time remaining, read and discuss the Washington Post article “7 Ways $1.6 trillion in student loan debt affects the U.S. economy” (5- 10 min)

AFTER SESSION 2: Important Activities Before Session 3

Before dismissing the class, make sure to ask them to spend time on the following activities over the coming week, before they return for Session 3. (This list appears in the Student Workbook)

1. If there were any articles or aspects of Session 2 you need to finish please do so before Session 3. 2. Look over the “Extra Resource: Applying For Financial Aid” .

2. Thoroughly review and get to know the key terms. Remember, we want students to remember this for life and they will also be taking a post-assessment in Session 5 to see how much they learned!

4. Now that you’re connected with us on social media, check out our recent posts this week!

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Curriculum Session Overview 2 Page | 13| 925 Silver Curriculum: SESSION THREE

SESSION 3: Understanding Credit OBJECTIVE Students will be able to understand the concept of credit, how it is established, and how credit relates to the gender pay gap.

SESSION PLAN 1.

Take Weekly Attendance Take weekly attendance via Survey Monkey as students enter the classroom. Welcome the students and make sure any new volunteers introduce themselves. (2 minutes)

KEY TERMS FOR SESSION 3 • Credit • Credit Utilization Ratio • Credit Score • Credit Report • Inflation

Classroom Discussion: Credit

Introduce the girls to the concept of credit. Ask them to give their understanding of credit. Where have they heard the term before? In what contexts? What is it? How does it work? Why do people need it? (5-7 minutes)

How Credit Works Direct the class to turn to the article “How Credit Works: Understand the Credit History Reporting System” Read and discuss it aloud. Talk about the need for students to establish credit, but to do so carefully. (10-12 minutes)

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12 | Session 2

Curriculum Overview Page| 926 Silver Curriculum: SESSION THREE

Credit Score Explain and review the ranges and components of a credit score using the infographics in the Student Workbook. (5-7 minutes)

Janella’s Cost of College Worksheet Have the students revisit Janella’s Cost of College Worksheet from Session 2. Get a quick pulse on how much student loan debt Janella would take on in order to attend the college each group identified. (7 10 minutes)

Next Session

Let students know that in the next session, groups will review Janella’s college options and revisit the importance of a post-secondary education as an investment.

AFTER SESSION 3: Important Activities Before Session 4

Before dismissing the class, make sure to ask them to spend time on the following activities over the coming week, before they return for Session 4. (This list appears in the Student Workbook)

1. If there were any articles or aspects of Session 2 you need to finish please do so before Session 4.

2. Thoroughly review and get to know the key terms. Remember, we want students to remember this for life and they will also be taking a post-assessment in Session 5 to see how much they learned!

3. For more articles related to credit, sview pages at the end of the student workbook.

4. Now that you’re connected with us on social media, check out our recent posts this week!

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12 | Session 2

Curriculum Overview Page| 927 Silver Curriculum: SESSION FOUR

SESSION 4: Post-College Financial Planning for Janella OBJECTIVE Students will be able to evaluate the cost of college and return on investment for earning a degree, while also navigating through the challenges women often face in paying down student loan debt.

SESSION PLAN 1.

Take Weekly Attendance Take weekly attendance via Survey Monkey as students enter the classroom. Welcome the students and make sure any new volunteers introduce themselves. (2 minutes)

KEY TERMS FOR SESSION 4 • Return on Investment • Subsidized Loan • Unsubsidized Loan • Stock Market Volatility

How To Calculate Your College Education Return On Investment As a large group, read and discuss the Forbes’ article “How To Calculate Your College Education Return On Investment”

“Deeper in Debt: Women & Student Loans”

Ask the large group to indicate which of their colleges appeared to require student loans in order for Janella to afford to attend. Direct the students to the charts from the AAUW “Deeper in Debt: Women & Student Loans” study. Have them review these with their small groups, and then discuss as a large group. What takeaways do they have? (5-7 minutes)

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Curriculum Session Overview 2 Page | 13| 928 Silver Curriculum: SESSION FOUR

Janella’s College Financing Review Have students meet in their small groups to revisit Janella’s prospective college costs by completing Janella’s College Financing Review. Inform students they have the remainder of the session to review the five questions. Circulate the room to listen in and answer any questions students may have. Let the students know they will present their recommendations and key takeaways for Janella during the final session. (15-20 minutes)

Economic Lessons of COVID-19

Have students turn to the Economic Lessons of COVID-19 Activity in their student workbooks.

Start with a discussion asking students, what is COVID-19 or coronavirus? What effects did this have on the economy? If you are comfortable sharing, how did this affect your family?

Then explain what volatility means, how COVID-19 affected the capital markets, the personal financial lessons to take away from this financial crisis, and how COVID-19 has affected higher education. If there is extra time you can have students read the additional articles, related to COVD-19, out loud as a whole group or in groups. (15 minutes)

AFTER SESSION 4: Important Activities Before Session 5

Before dismissing the class, make sure to ask them to spend time on the following activities over the coming week, before they return for Session 5. (This appears in the Student Workbook)

1. Complete any activities or read any articles you weren’t able to finish in Session 4.

2. Study session 4 key terms and the post-assessment review sheet Thoroughly review and get to know the key terms from sessions 1 through 4. Remember, all students will be taking the post-assessment next session to see how much they’ve learned!

3. Now that you’re connected with us on social media, check out our recent posts this week!

Please remember to take a few photos of the students and / or volunteers during the sessions and send to: pictures@rockthestreetwallstreet.com

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12 | Session 2

Curriculum Page| 929 Silver Curriculum: SESSION FIVEOverview

SESSION 5: Post-Assessment and College Recommendation Presentations OBJECTIVE Students will complete their post-assessment, present their college recommendations for Janella, and discuss careers in finance in anticipation of the upcoming field trip.

SESSION PLAN 1.

Take Weekly Attendance Take weekly attendance via Survey Monkey as students enter the classroom. Welcome the students and make sure any new volunteers introduce themselves. (2 minutes)

Before you begin, please be sure you have the following: Sufficent copies of the PostAssessment

Have the classroom’s wifi network name and password on the board before class begins Survey Monkey attendance link can be found at: surveymonkey.com/

Review Learning Objectives and Key Terms Briefly go over the learning objectives and key terms in the student workbook. Have the students read these out loud. For the key terms that are difficult to understand, explain these in more detail to students and provide examples if possible. (5 minutes)

Administer the post-assessment

Administer the post-assessment of basic financial terms. By now, the students should have received a text message with a link to the post-assessment. Please also write the link on the board so students ca type this in their phone if they don’t receive the text.

Hand a paper copy of the post-assessment to any girls without a smartphone. Ask them to begin the test and tell them they have 10 minutes to complete it. Announce when there are 5 minutes and 1 minute remaining. Make sure those taking the test on their phones press the “Submit” button at the end of the test when time is up.

Collect the completed paper copies of the post-assessment, making sure each student filled out her name, school and the date clearly. As soon as possible after class, please scan the paper tests and email them to your RTSWS Program Coordinator. (12 minutes total)

Budget Reviews As soon as the students have completed the post-assessment, have two team members from each group write out their budgets on the board, while one of the volunteers starts reviewing the Yahoo! Finance stock portfolio. (These will be the groups who will start the presentations once you are finished reviewing the stock portfolio)

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Page| 9 30 Silver Curriculum: SESSION FIVEOverview Curriculum

College Cost Presentations Ask each group to share their college cost calculations, recommended choices for college attendance, and plan for paying for college for Janella. Encourage students of other groups to ask questions or give comments. Give feedback to their teams. (5-7 minutes per group)

Wall Street Experience Field Trip Remind students of the upcoming Wall Street Experience field trip. We will be sending an email and text with the information you should read out to students about the field trip including the date, time, and tasks to complete in order to attend. If they have additional questions tell them to reach out to their school champions or reply to a RTSWS email or text. (5 minutes)

RTSWS Program Coordinator email:

Please remember to take a few photos of the students and / or volunteers during the sessions and send to: pictures@rockthestreetwallstreet.com

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Curriculum Overview Page| 931

INDEX OF STUDENT WORKBOOK SHEETS

The following Index contains all of the individual Student Workbook Sheets which appear in the Student Workbook for Sessions 1 through 5 of the Silver Curriculum. The Pre-assessment and Post-assessment do not appear in the Student Workbook. (Tests are distributed to students either electronically by smartphone or physically as printed handouts.) Note that page numbering in this Manual starts over for the Index, so that the page number that appears on each Index page matches the number for that same page as it appears in the Student Workbook.

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Silver Instructor Manual 2020

Articles inside

Session 3: Understanding Credit

Session 5: Post-Assessment and College Recommendation Presentations

Curriculum

Session 4: Post-College Financial Planning for Janella

Session 2: College Financial Planning for Janella

Helpful Tips

Women Suffer From Math Anxiety

Classroom Management

Our Goals

Teaching Tips

Session 1 Workbook Sheets

The Three Components of Rock The Street, Wall Street

Keeping Girls in STEM: 3 Barriers, 3 Solutions

An Open Letter to Volunteers