Proposal and Statement of Work: Guide to Resources in Financial Literacy July 2017


The purpose of the California Jump$tart Coalition (CAJ$) is to improve the quality of life in California by teaching young people how to succeed with money, including organization, earning, spending, saving, investing and credit. We are a not-for-profit, Section 501(c)(3) organization affiliated with the National Jump$tart Coalition for Personal Financial Literacy. Our mission is to improve the personal financial literacy of California’s youth:

  • By helping the personal finance education community become more connected, effective and powerful
  • By supporting the implementation of personal finance education at every level from K to 12th


Many teachers and others seek to include important personal finance topics in their interactions with California youth, but find it difficult to determine:

  • Exactly which topics to cover, given a specified amount of time available
  • For a topic chosen, which of the many low-cost and free resources available to utilize
  • How the topics and resources fit into national common core and California teaching standards and frameworks

CAJ$ seeks to create a resource for teachers and others to use to facilitate this process. Once developed, it will be available on the web for any interested party to use without any fees. It is anticipated that the resource will be updated annually to reflect new topics, resources and standards. It may be of value to the State of California as it prepares to institute a model curriculum pursuant to SB533, It is important to note that CAJ$ does not specifically endorse or approve any of the resources. Users should do their own research to determine which ones might be right for them.

We are seeking at least three educators or others who are familiar with financial literacy topics and teaching: one or two elementary teachers, one middle school teacher and one or two high school teachers. Each will prepare a report that identifies for the relevant age student (K-2; 3-5; Middle School; High School):

  • A list of relevant concepts related to financial literacy appropriate for the age group.
  • For each concept, identify the relevant Common Core or California Standards/Framework, if possible. The California standards are found here: There are two sections that have the most reference to financial literacy topics: the appendix to the Math standards, at; and the newly adopted History/Social Science framework, at
  • For each concept, identify several (hopefully at least three; no more than ten) alternative relevant activities from the providers identified below, or other providers identified by the researcher. Provide links to the website that contains the resource. If relevant, identify the academic subject area that is most relevant for the topic (For example: math, social studies, English, art). Estimate the amount of classroom or homework time required to complete the activity.
  • Identify two of the resources for each concept that will be highlighted with additional information on the CAJ$ resource website. For these, link to the teacher lesson plan and activities. Identify any implementation items that would be needed outside of those typically found in a well-equipped classroom (For example: piggy banks and paint, or transportation for field trip). Each of the partners that has low-cost or free resources should be highlighted at least once.
  • For each concept for which you identify other resources such as books, videos or other materials, identify those.
  • Prepare a list of topics to consider based on how much time the teacher has available to consider financial literacy topics. For example:
    • 3 Hours Available: Topics A, C and G
    • 5 Hours Available: Topics A, B, F, H and Q

Attached to this Proposal/Statement of Work is a (highly incomplete) analysis for K-2 that illustrates the type of report that would fulfill the requirements of the proposal/statement of work.


Furthermore, teachers and others may well have questions or wish to interact with others about projects and activities relating to financial literacy at their grade level. Each researcher will be asked whether they will be interested in monitoring the Q&A section of the web site, and respond to questions relating to their responsibilities at least weekly. It is anticipated that this will be an ongoing need, and subject to mutual agreement, compensation for additional consulting support to teachers and others may be negotiated.


The work can begin as soon as the researchers are notified of their selection. California Jump$tart anticipates that three high-quality resources can be completed in 200 working hours or less for each resource.

To that end, we propose to pay researchers at a rate of $40 per hour to prepare:

  • For Elementary: Two reports, one for K-2 and one for 3-5. Because there are fewer and less complex activities available for young learners, it is anticipated that these could be completed with no more than 80 hours of work for each report.
  • One report covering middle school learners grades 6-8. It is anticipated that this can be completed in no more than 120 hours of work.
  • One report covering high school learners. Because it is anticipated that there will be a greater number of concepts and a much greater volume of resources available for this age students, it is anticipated that this can be completed in no more than 250 hours of work. Two or more researchers could work together on this, but the ultimate result should be one report.


  • A preliminary report is due on or before September 15. It is expected that this will include at a minimum: identify the relevant financial literacy concepts; identify and link to the relevant standards/frameworks; and identify and link to some of the relevant activities/lesson plans
  • Feedback will be given to the researcher by September 30 from the California Jump$tart Coalition.
  • A final report is due on or before October 15, which includes all the information requested, including any agreed-upon adjustments to the preliminary report.
  • These dates can be changed upon mutual documented agreement.
  • Compensation will be paid (based on hours to date, up to half the maximum amount) upon delivery and review of the preliminary document; and the remainder (based on total hours up to the maximum amount) upon delivery and review of the final report

Questions about this proposal or other related topics can be forwarded to: This email address is being protected from spambots. You need JavaScript enabled to view it.


Interested teachers or others should complete the application following and submit a resume and short statement discussing their experience with financial literacy instruction, ability to complete the necessary work on a timely basis, and addressing reasons that their selection would advance the effectiveness of the project and financial literacy education.

We thank you for your interest in this important project.


Links to each of these resources are available on in the “Resources” section.

Banking on Our Future


Better Money Habits/Bank of America and Kahn Academy

Bite of Reality


California CareerZone

California Council on Economic Education

Dollars & Sense

Earn Your Future (PricewaterhouseCoopers)


FDIC’s Money Smart for Young People

Federal Reserve/s Personal Finance Resources

Finance in the Classroom

HYR Block “Dollars & Sense”

Hands on Banking (Wells Fargo)


It’s a Habit Sammy Rabbit

Jump$tart Coalition’s Reality Check

Junior Achievement

Money As You Learn (Tools to Integrate Money in Common Core Subjects)

Money Mammals

Money Math: Lessons for Life

Money Talks for Teens

Money Teach

My (U.S. Treasury)

NEFE High School Financial Planning Program

NextGen Personal Finance

Practical Money Skills for Life (VISA)

Sallie Mae College Planning

Schwab Money Wise

Sesame Street: “For Me, For You, For Later”

Stock Market Game (Foundation for Investor Education)

Download the application to serve as a researcher for financial literacy resources project