I.

EXECUTIVE SUMMARY

Financial Literacy noun. The ability to understand how money works in the world; how one manages to earn, manage, invest, and spend by having the skills necessary to make informed and effective decisions with their financial resources. Purpose: Our goal was to be able to implement knowledge of money management, personal finance, budgeting, investing, credit, banking, and other financial factors throughout life. It is understood that within a lifetime, the understanding and responsibility of financial literacy elevates. As a child the concerns may be learning to save enough money from chores to make a small purchase such as a toy or video game, whereas when a person is older than fifty years of age they begin to think of retirement planning, life insurance, housing payments, car payments, 401k security, stock investments, and such. Therefore, the goal of this campaign was to educate not only our local students, but people of all ages on the importance of financial literacy. We emphasized that people had Lessons to Learn, A Lifetime to Earn. Target Demographic: Our financial literacy promotion campaign did not have a focus on just one range of ages, race, or gender. We promoted to elementary students of multiple grades, all grades of high school students, and adult faculty members within the Northmont City Schools community. We presented to youth in grades 2-12, people of ages 7-19, and full time employees of diverse salaries. Activities: The promotional campaign was applied with the following events: Elementary Financial Visits Northmont Financial Literacy Day Financial Aid Night at Northmont High School Student Run Credit Union/CODE Credit Union Promotional Events Northmont Faculty Retirement Planning

Outcome: Our campaign was opened to over 2000 people. Our project, at the elementary level, was able to educate students within an hour about the difference between short-term and longterm financial goals, the makeup of currency and how to make change, as well as identify simple wants vs. needs. We realized that high school students will be going into college in the near future, and into the real world after that, so their exposure was geared more towards understanding the costs-of-living as well as budgeting. They were educated on a multitude of financial subjects. From learning how to budget the costs of housing, insurance, food, utilities, vehicles, family needs, clothing, opening a savings or checking account and the interest that could build with it, employment and possible benefits, as well as the importance of credit. Also, the seriousness of financial aid and the appropriate ways to finance further education in college was focused on for the graduating senior and junior class of students. Lastly, on the adult side of projects spectrum, such issues as in retirement planning, social security benefits, and life insurance policies were focused on.

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II.

INTRODUCTION A. Description of the local DECA chapter The Northmont High School DECA chapter has experienced exponential growth since it

began in 1964. Composed of 55 members, Northmont DECA currently holds the most members in its history. The 55 members are divided into two marketing education classes taught by our DECA advisor, Mr. Eric Wagner. Marketing Education I is a junior class consisting of 35 DECA members and Marketing Education II is a senior class consisting of 20 DECA members. Marketing Education II gives its students the opportunity to get a grasp on the occupational challenges that life consists of by offering a co-op program, where students leave school early and go to an assortment of jobs in the community, most of them receiving a minimum wage income while also getting experience that will last them a lifetime. Northmont DECAs previous success has been recognized in an official proclamation by the city of Clayton. Currently, we are experiencing exceptional success across the board, being home to the current Ohio DECA Parliamentarian, Zavia Currie, and also being recognized at the district, state, and national levels for our competitive event achievements.

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The Northmont High School DECA Chapter plans to make all of its successes everlasting, continuing to make DECA substantial to not only Ohio DECA but also to the Northmont community. B. Description of the school and community

Northmont High School consists of nearly 1800 students ranging from 9th through 12th grade. The widespread excellence of our school is largely contributed to by the abundant number of staff and faculty members who find preparing their students for their future roles as independent, resourceful, lifelong learners just as important to them as their own entities. The students of Northmont High School take their education very seriously, The vast majority of our students taking on not only the variety of required and elective courses but also being involved in one or more extracurricular activities or sports. We believe that the collaboration of the student body and the faculty, along with each students strive for success in everything that they do is what makes Northmont Excellent with Distinction. Northmont is encompassed of three surrounding towns: Clayton, Englewood, and Union

who contain citizens who support, motivate, and contribute to the enhanced education of its high school students. Bringing all of these communities together strengthens the ascent of Northmonts success. Within the three communities that make up Northmont, there are always new, prospering businesses which are locally and internationally owned. Englewood is also

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home to one of the five famous dams of Dayton, the Englewood Dam. Located directly off of Interstate 70, Englewood and Clayton are easily accessible to a vast multitude of visitors and residents alike. The Northmont community is also within 10 minutes of Dayton, one of Ohios major cities. III. MANAGEMENT OF ACTIVITIES TARGETED AT OUTSIDE AUDIENCE A. Purpose of the Activities Whether someone is 6 or 60 years of age, there will always be more to learn about financial literacy. This is why we of the Northmont DECA chapter find it so important to spread the project over a multitude of age groups, Therefore our primary target audience was not just one distinct range of people, but a vast span of them. Within the elementary visits, the project reached over 300 students, with ages averaging from 7-9 years old. At our own high school, all grades were included therefore making the audience expand from 14-19 years old. The faculty of the Northmont High School varies from 22-59. Therefore, the purpose of the campaign was to develop a collection of activities that would apply to the particular age groups within our demographic.

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Elementary Level Our motto for the campaign was Lessons to Learn, A Lifetime to Earn which found us starting with the youth to begin our project. At the elementary levels, children are not concerned with taxes or credit or more complex financial elements, but rather that they are still being introduced to the concepts of money and payment. To create a secure house you need a solid foundation, and to create a secure living, you need a solid foundation; the foundation being an early understanding of money and how it works. Therefore, we approached this set of activities in that these students were completely unaware of what money is, and what money can do. Our topics for the students to learn were introducing money, the exchange of money, and how to define wants versus needs in terms that adhere to the lifestyle at that age. High School Level From getting a job, a vehicle, bank accounts, a debit/credit card, and paying personal expenses, and college planning, the teen years are filled with a vast diversity of responsibility and knowledge of financial literacy. The planning for teenage activities took much more time and effort due to the greater spectrum of financial themes as well as the motive of a teenager to participate in the given activities. On account of that, we decided to breakdown the activities into three separate categories. First, we would intertwine the local student-run credit union on educating students on banking, investing, and credit. Next, have a sponsored seminar on college planning and financial aid. Lastly, create a life-like walkthrough similar to the board game LIFE, so the students could learn about nearly all perspectives of the costs-of-living. In conclusion, we came up with a plethora of events CODE Credit Union will administer around Northmont High School, Financial Aid Night at Northmont High School, and the first ever Northmont Financial Literacy Day. Adult Level As an adult, no longer are the main concerns of financing those of the teenager, but much more complex. Now one has the task of budgeting house and car payments,

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health and life insurance, family needs, social security, and retirement planning. Therefore, the focus of educating the adult scene had to be more professional and mature than the previous activities. As adults, employment has, regardless of location or rank, ultimately one goal; retirement. We understand that people work for a great deal of other reasons but in the end, it is to be able to retire. Now, being able to retire is not the only concern. We wanted our demographic to understand how to retire, and do so in the smartest way possible. The financial importance of the rest of their lives is very crucial. How well they plan on retiring could lead to a comfortable easy lifestyle, or a long worrisome remainder of years.

B. Planning and organization of activities Elementary Level We planned to go to Northmonts local elementary schools in order to get our idea of financial literacy for young children across to as many kids as we could through the following procedures: Acquaintance with forms of currency show students different types of bills and coins to make sure they were aware of the types of currency they would be dealing with as they grow older Recognition of face value make students aware of what each coin looks like so that they will begin to be able to differentiate between each bill and coin Break-down of dollar / Make change display to students how each bill is broken down into coins and other bills, give students the opportunity to make change

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 Differentiating between wants and needs give students a list of mixed up wants and needs, have them identify which items were wants and which items were needs Testing comprehension of financial literacy host a trivia game after the lesson to give the students a chance to display what they learned We felt that as a part of the planning process it was important to initiate conversation with the staff at the elementary schools so that we could have some understanding of the caliber of the students financial knowledge before we came to the classrooms. We wanted to be sure that what we were teaching the kids was relevant and not information that they already knew. High School Level Our main focus in educating high school students on financial literacy was through Financial Literacy Day. We aimed to set up a day where students from the age of 14-19 would have the opportunity to be financially literate by the following: Understand the concepts of living and working in the real world Incorporate various aspects of life and how they affect a person Income Children Housing Clothing Food/Groceries Etc.

Comprehension of how much the amount of money you make affects your life Importance of intelligently managing money

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The actual planning of the day took a lot of the chapters time, creating the setting of the day, as well as each station and the people who would successfully run each station. Another way we planned to educate high school students on financial literacy was Financial Aid Night. Being that a big focus that senior and junior students have is to further their education, we knew college planning was a must for this campaign. We aimed to get students to understand the importance of planning budgeting, financing, and time management when planning for their future education. The third way that we planned to give high school students an understanding of financial literacy was through the Student Run Credit Union. CODE Credit Union has opened a student-run branch inside Northmont High School, allowing for students to work on both sides of the desk. With their very own money and earnings, students have the option of real world banking opportunities within their own school. They can create, if they already havent, a checking and/or savings account to deposit and withdrawal their money from. From there they have a hands-on learning experience about investment, interest, balancing, and other bank transactions. The great part about our Credit Union is that the tellers, who are taking care of our student customers, are their own classmates. Students also have the chance to become a real bank teller and learn from work

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experience how to handle customers money, opening and closing accounts, teaching online banking, and handling the responsibility of a bank-owned drawer full of cash. Adult Level The gravity of helping our own faculty plan to retire was of such importance to our chapter, that we enlisted the help of professionals to educate them on how to create the ideal retirement plan. The Horace Mann Companies solely take care of auto, home, and life insurance and retirement annuities for educators. Therefore we had scheduled Horace Mann representative, Timothy Houghton, to come and present to our adult market about the retirement puzzle. He was a prime choice due to his quantity of professional designations such as Charted Financial consultant (ChFC), and Certified Life Underwriter (CLU), as well as memberships to the Dayton Association of Insurance and Financial Advisors (NAIFA/Dayton), and Million Dollar Round Table.

C. Implementation of activities Elementary Level At Union and Englewood Hills Elementary schools, we had the chance to present to 2nd and 3rd grade classes. Upon visiting the classes, we brought in three objectives for them to take with them from our time there. The students learned the concept of money, how to make change, and simple wants versus needs.

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 The Concept of Money- We introduced all dollar bills from the $1 to the $100, and the popular coins they will see in simple transactions such as the penny, nickel, dime, and quarter through an activity we called Cash and Coins. Upon learning the facevalue of the money, the students then were told how the dollar is made up of the various coins, and also how the less valued bills make up the bills of larger value. We also had them learn fun facts of the currency such as which presidents are featured on them, as well as the images and imprinting on both bills and coins. How to Make Change- After explaining how particular coins and collection of coins add up to the value of a dollar, we then explained how just like in simple addition, the smaller numbered bills add up to make the same value as the bigger numbered bills. Therefore, we wanted to challenge how well they grasped the concept of the breakdown of money. In a game show-like scenario, Taylor Johnson would call up each student individually to take on Cody Rice on how to make change from certain values. To begin, we kept the starting values low to build confidence and show an easy understanding of the games objective. After each student won the first round, we

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made the criteria more difficult. We limited the number of which coins and bills were available, and also created more complicated values to make change from. Wants Versus Needs- After discussing the definitions of a want and a need and what role they play in finances, we allowed the students to freely share their ideas of which is a want and a need. We had the students gather into smaller groups, and within those groups we passed out a sheet with a list of items and commodities. Beside those items were two blank lines under the columns labeled Wants and the other Needs. The students then discussed whether to check the space of Want or Need for each item. We then rewarded which group had the most accurate answers, and discussed the correct answers so that the entire class had a clear idea of appropriate Wants vs. Needs.

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High School Level We implemented three major activities for the high school demographic which included: The Northmont Financial Aid Night, first ever Northmont Financial Literacy Day, and various financial literacy promotions from our student-run credit union in partnership with CODE Credit Union. Financial Aid Night- Open to all junior and senior students, the financial aid covered a vast collection of valuable information on how to start planning for, and how to manage money while attending college. Knowing that tuition is on the rise, and student loans are becoming more difficult to pay off, the financial aid night was a great seminar for all students and their parents who are looking towards further education. The seminar was conducted by University of Dayton admissions officer Jenny Crotty. Her presentation covered scholarships, grants, loans, campus employment, and federally funded financial assistance. Students learned about how scholarships are basically free money being that they dont have to be paid back. Students learned about the interest that accrues on student loans and how those bills can quickly add up and keep increasing year after year. She advised them to seek employment at their university to help reduce the cost of tuition by earning a paycheck and turning it back into the school. She closed with discussing the FAFSA as well as other national and state programs that students apply to in order to see if they qualify for more money. The ending statement planning to pay for college is almost a college course in itself! was a great way to close Northmonts Financial Aid Night.

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Financial Literacy Day This year was the first year that the Northmont DECA Chapter launched Financial Literacy Day and it was undoubtedly a great success. Northmont High Schools principle Mr. George Caras even commented on the day as the possible start to an extraordinary tradition for Northmont. The chapter began planning for the project in August and continued planning until the day of the event, February 8th.The Northmont Financial Literacy Day was an event that enabled all students within Northmont High School to understand the concepts of budgeting, personal financing, money management and banking, as well as the cost of living. How do you get high school teenagers to partake in financial literacy activities though? We found the answer in specialized stations that students do not just sit and listen to, but walk through and participate individually. Therefore we made six different stations for the students to be involved in.

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Upon entry, students received a starting salary by throwing a dart. Depending upon where the dart landed on the board is how the numeral value of each participants salary was determined. Once the salary was developed the students deducted 11% for an approximation of taxes, invested 10% of the new total into a savings account, and then divided by 12 for their monthly budget. Students were able to keep track of their current balance after each station on a provided bank ledger. Secondly, the students rolled a die to establish the number of children they had. From there, the students individually prioritized each station and continued on.

"A Place to Live" had a collection of students sit through informational presentation about the advantages and disadvantages of owning or renting a home , the differences between living in a house, apartment, and condo, as well as financing through loans and mortgages. Afterwards they chose their place to live based on the information they had just learned, their own personal considerations such as income, family size, community, and personal interest.

At the "My Closet" station, a hyperlinked iPad presentation was set up for the students to make decisions about the types of clothing they wore and how much clothing they possessed. First, they chose their gender, which was then hyperlinked to a list of different types of clothing (tops, bottoms, shoes, etc.) . Once they chose the type of clothing they were interested in, they selected it and then were sent to a page that listed more detailed discriptions of clothing items (price, brand name, etc.). The students were encouraged to make intelligent decisions about their "Closet" based on their income and other means.
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Students sat down and went through a guided Prezi tour of the costs of utilities based upon usage and personal desire. Utilities included were: Water Gas Electricity (Internet, Lighting, etc.) Cell Phone Television

This station was where the students got to chose which type of vehicle they would drive based on their income and family size. Four different cars were covered up with information about the car, including the recommended income one might have in order to purchace the car, the monthly payment for the car, and the price of the insurance to cover the vehicle. Once the participant summed up what they believed was suitable for them, their car was disclosed to them from underneath the information card.

While "dining out" four packets were available to flip through. The packets each had a different titles. The titles were "Rarely," "Sometimes," "Often," and "Every Day." These were rough estimates of how often students chose to eat out. Inside the next page was a page called "Others In Family" which below had tabs numbered 1-7, where the participants then flipped up the tab to reveal the dollar amount of how much dining out at that frequency and that family size would cost.

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Lastly, the real world experiences from the student-run branch of CODE Credit Union were beyond invaluable.

Student- Run Branch of CODE Credit Union

Students On Both Sides of the Desk Customers Create new savings and/or checking account Deposit and/or Withdrawal from account(s) Apply and receive Northmont

Tellers Open and close a bankowned drawer Keep drawer balanced after days transactions Handle deposit and withdrawal slips and make transaction Check account funds for appropriate transfer Educate new customers on differences of account types and benefits Communicate funds and transactions to CODE Credit local location

CODE Credit Union debit card* Track finances through both online and mobile banking Facebook profile money management ATM branch-sharing availability POP money capability (Pay Other People)

*Account Holder must have checking account and be 18 yrs. of age or older.

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Furthermore, CODE Credit Union helped in our promotion project with school and community wide promotions. During the athletic breaks of home football and basketball games, CODE Credit had their student tellers featured in promotional advertisements and events. At home soccer and football games, on the large scoreboard, a 30 second commercial would air during game breaks welcoming all game attendees to the credit union. At home basketball games, a booth was set up right next to the entrance and ticket stand, with free financial information from the credit union and its student opportunities. At half time, the student tellers themselves would throw t-shirts into the crowd after a brief introduction and explanation of the credit union and its capabilities by our DECA Advisor Mr. Eric Wagner.

THE NORTHMONT CODE CREDIT UNION TABLE

THE NORTMHONT STUDENT CREDIT UNION TELLERS

A QUICK FINANCIAL LITERACY TALK AT HALFTIME

THROWING OUT T-SHIRTS TO GAME ATTENDEES

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Lastly, the student run credit union had promoted throughout the schools without bound.

From hallways,

lockers,

the cafeterias,

tables,

and over the announcements, the credit union has taken the opportunity to grab hold of nearly 1800 students attention in numerous ways. From contests and giveaways, students found their way into the credit union and some even stumbled upon the start of their financially literate life. One student even won a free iPad for opening his first ever bank account and began saving his first few dollars that very day. To reward students for taking the right steps down a financially literate path is a reward in itself, but free prizes are always a good way too.

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Adult Level On October 23, 2012 Timothy Houghton, the Ohio agent for Horace Mann Co., came and spoke to the Northmont faculty about the retirement system. Today, Horace Mann is the largest, national multiline insurance company focusing on educators financial needs with more than $7 billion in assets. Horace Mann offers auto and homeowners insurance, retirement annuities, life insurance and other financial solutions to educators and their families. Houghtons main purpose of his presentation was to get the teachers to solve the retirement puzzle. With so many changes occurring to the teachers retirement system, Timothy helped by explaining the importance of retirement planning being a process, and not an event. Also in the presentation were the benefits of a retire plan and the formula for a defined benefit plan, a defined contribution plan, and a combined plan. All of these plans are formulated from the final average salary (FAS), service credit, and percentage factors of the person. He also addressed social security benefits and how members of the Ohio State Teachers Retirement System do not pay into it. He explained how the teachers may qualify for Social Security benefits if they have worked outside of the system or if their spouses have paid into Social Security. The other idea that he addressed was how Social Security benefits can be reduced. Other factors that played into Houghtons presentation were:

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IV.

EVALUATION AND RECOMMENDATION A. Evaluation of Campaign

We, of the Northmont DECA chapter, feel that our financial literacy promotional project was an outstanding success and achievement. Overall, the project went above and beyond what we had originally planned for. We are entirely satisfied with our completion of the objectives we had set forth for this years campaign. After stating whom it was we wanted to reach, and having the chance to interact and make a difference in their lives, the chapter agrees that the events and activities developed and applied were extremely fitting for the financial literacy promotional project. Lessons to Learn, A Lifetime to Learn was our projects motto, and it was the guiding light of our projects path. We reached within our target demographic, a range of 7-59 years of age and over 2000 different people, which we believe is an accomplishment in itself. Our purpose of the campaign was to implement knowledge of money management, personal finance, budgeting, investing, credit, banking, and other financial factors throughout life, which we accomplished. The chapter takes in pride in the knowledge of financial literacy we bestowed upon our market, and also of the some important financial lessons ourselves along the way. At the Elementary schools, our activities of Cash and Coins, Making Change, and Wants vs. Needs were geared perfectly to adhere to level of comprehension the students of Union and Englewood Hills elementary possessed. Along with having fun and interacting with the project chairpersons, Taylor and Cody, the students displayed that they learned and retained the information that we shared with them on those visits. At Northmont High School, the three avenues that the project took to educate all produced results that surpassed expectations. Our financial aid night filled the Northmont High Schools auditorium with junior and senior students and their parents. All listened attentively to

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our speaker from the University of Dayton, and took home with them not only knowledge from the seminar but useful handouts with further suggestions on how to save money for college. The first ever Northmont Financial Literacy Day, a day created solely for this project, was the highlight of our promotion project. On average, the students rated the day as a 9.1 on a 10 point scale on our evaluation form they received at exiting. Some comments from the day included: Student Quotes It opened my eyes to realize everything has a cost, and you have to sacrifice what you want for what you need! I loved this! It was a great alternative to sitting in through a class about it instead. Fantastic event! Cody and Taylor did a great job at grasping all real world expenses.

Teacher Quotes The DECA Financial Literacy Day was a great way for students in my Financial Management class to actually walk through building a budget. It gave some teens who currently have little financial responsibility insight into what it's like to balance money and prioritize spending. Mrs. Emily McCord Family and Consumer Science Teacher My students really enjoyed the activities and how they put them in "real life" situations. It was great for them to see many of the aspects of "real life" that we have learned about in class and then put them to use. Mr. Matt Adams Consumer Math Teacher This was an amazing experience, especially for my seniors, as it provided real world application. The students were able to get an idea of where salaries go and why adults can't just go buy whatever they want. Mrs. Janelle Ehninger Spanish Teacher

All of these remarks made the day entirely worth the time and effort, because this is what we were aiming for; for the students to enjoy learning about financial literacy through a walkthrough.

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Moreover, our student-run credit union was a great source for our connection to realworld financing. Allowing students to begin their own financial journey through saving, investing, spending, budgeting, earning credit, and building interest is nearly the embodiment of this projects purpose. It also allowed five students to work as bank tellers and gain valuable experience they can take into further employment. They built skills on handling cash, making transactions, creating accounts, educating the public on financial opportunities, and communicating with other credit union branches. Lastly, for the adult end of demographic, bringing in an official insurance agent from Horace Mann Companies was a brilliant decision. Horace Mann offers auto and homeowners insurance, retirement annuities, life insurance and other financial solutions to educators and their families, on top of being a national multiline insurance company. The agent we brought in, Timothy Houghton, did an exceptional job at explaining the importance of retirement planning, how to plan, social security benefits, and various other aspects that concern the adult audience. We were entirely content with his presentation, and will continue our relationship with him and Horace Mann for future events and needs. B. Recommendations for Additional New Activities for Future Campaigns After such a successful completion of the Financial Literacy Campaign, we would recommend future campaigns to strive to reach out to even more people for an increased impact on the financial knowledge of the community. Community- Advertising the major events for the campaign not only to the schools, but to the community as a whole, would be a great way to reach out to more people. 1. A plug in the local news stations, and bulletins available for taking at restaurants and businesses around town. This would be an effective way of allowing people

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outside of the Northmont community to participate in the financial literacy activities as well. 2. A small spot in the local newspaper, once a month, that offers small financially literate pieces of information to the subscribed population. 3. A social networking branch of financial literacy would be a great way to reach out to more than the Northmont community. A twitter account would enable a mass following. The account could daily tweet a financial literacy fact and suggestion, that way all of those users who follow the account could gain a simple piece of knowledge every day. The same outline and action could be used through a facebook account. 4. A financially literacy day for adults held with CODE Credit Union at their Englewood location. Elementary Schools1. Take 2 weeks in advance to visit the classes to evaluate where the students are on mathematical skills and interaction capability. This will help the chapters speakers be more familiar with the children they will soon be spending the day with. 2. More activities than the three that were applied this year would be looked into to develop. These new activities will take place on the computer, making it more inviting to children of that age to partake in. 3. An increase in the frequency and length of the elementary visits, this way we can be certain the students are retaining the financial literacy knowledge being taught.

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Middle School- To present to those students ages 12-14 wouldve been ideal and we find it unfortunate the chapter couldnt get to them for this years project. 1. Those students are in the age that we wouldve been spoken to about short and long-term financial goals 2. Also, preparing them for the responsibility of handling their first ever paychecks when the opportunity of employment arrives in a few short years. High School- Along with the activities we were able to apply in Northmont High School, we had also thought of for future use the activities of Fin. Lit. Bingo and Goal Setters Savings. 1. Our bingo idea would consist of handing each homeroom in the high school a bingo board with various financial literacy terms in a 5x5 square. Terms such as dividend, credit, and overdraft are just a few examples. Over the morning announcements, a DECA member would read a description of the term for that day, and the homeroom would then mark that term off. The rest of the bingo rules then apply, and the winning homeroom could have a DECA sponsored breakfast, or pizza party, or whatever it might be the chapter agrees upon as a prize. 2. Goal Setters Savings would take much more extensive planning. For the pilot year of this activity, it would take place within the students that have an account with the student-run credit union for supervision because it is dealing with personal bank accounts. The activitys purpose would be for students with a bank account, to set a financial goal. This goal would be to save up to a certain amount within a certain amount of time. Now this goal cannot be easy to obtain

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otherwise there is no challenge. There would be requirements stating the minimum amount to save to, along with the maximum period of time allotted. If a particular percentage of the students within the chapter reach their financial goal, then the chapter is rewarded both financially (because of how much they have saved) and in the classroom setting. 3. Although we take great pride in our Financial Literacy Day, there is always room for improvement. Next year the day could involve many more business partners and speakers, more activities to simulate real world expenses, and fixing bugs from this years experience.

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V.

BIBLIOGRAPHY Text Used Dlabay, Les R. and Jack R. Kapoor and Robert J. Hughes. Business and Personal Finance. Columbus, Ohio: McGraw-Hill Education, 2012. Print. Donnelly, Mary Queen. On Your Own, A Personal Budgeting Simulation. Mason, Ohio: SOUTH-WESTERN CENGAGE Learning, 2004. Print. Dungan, Nathan and Grady Kimbrell. Personal Finance, A Lifetime Responsibility. St. Paul, Minnesota: EMC Publishing, 2009. Print. Ryan, Joan S. and Irvin B. Tucker. Economics and Personal Finance. Mason, Ohio: SOUTH-WESTERN CENGAGE Learning, 2008. Print. Businesses and Organizations Used Citizens National Bank, Huber Heights, OH CODE Credit Union, Dayton, OH. Horace and Mann Companies Southwest Ohio office, Springboro, OH PNC Bank-Mortgage, Miamisburg, OH S.J. Meyer and Associates, Inc. Englewood, OH The University of Dayton, Dayton, OH Veamm Modern Data Protection, Columbus OH Websites Used http://www.360financialliteracy.org http://ww.mymoney.gov http://www.themint.org

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VI.

APPENDIX

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The My Closet interactive presentation from Fin. Lit. Day

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Student-Run Credit Union

Shooting for the 30 second

Scoreboard commercial that

airs at home football and soccer games!

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