The compass rose logo with a globe in the center is a reminder that a sense of direction is needed in order for us to have a secure financial future.

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An Overview of the Instructional Package of Modules

Student Materials

Lesson Modules, Instructors, and Goals

Module Content

1. Administration; Expectations; Goals; Assessment; Financial Identity
2. Basic Mathematics; Spending Patterns and Problem Areas; Budget Introduction
3. Budgeting: The Envelope System
4. Grocery Shopping and Meal Planning
5. Other Expenses – Part I: Household Needs; Car Expenses; Personal Care; Utilities; Buying Clothing
6. Other Expenses – Part II: Health Insurance and Medical Bills; Child Care; Kids: Allowances for/ Contributions from; Travel; Entertainment; Holiday Meals and Gift Giving
7. Banking – Checking Accounts and Saving
8. ATM / Check Cards; Credit Cards; Borrowing; Building / Rebuilding Your Credit
9. Taxes
10. Questions / Answers – Summary – Bringing It All Together

Appendix 2 – Detailed Lesson Plans
The full lesson plans for these Modules are in final development

Appendix 3 – Referrals / Forms
Referral Application; Additional Forms May be Developed

Appendix 4 – Résumés
     Résumé of Rita Moritz
     Résumé of Harry Moritz

• To enable individuals and families to achieve and maintain a sound and sustainable financial environment through the use of budgets and planning.

• To educate individuals and families about the financial community and how to interact effectively in that forum.

• To encourage independence, autonomy, initiative, and self sufficiency.

• To ease the transition from a state-supported to a self-supported financial basis.

• To empower people to succeed by giving them the tools to plan their success.

• To ensure the safety of all children by providing the tools that will empower their families to successfully manage their finances and provide for the needs of their children without DHR intervention.

• That our program will help these people to discover their own strengths and move forward into the community as responsible and independent members of society.

• In the intrinsic value of individuals and in their right to self determination.

• In and respect diversity, and we realize that family styles, lifestyles, and financial priorities will differ, and an effective training program will accommodate those differences.

• In the rights of individuals to make their own choices and to live on their own without DHR intervention so long as their children are safe.

• In the premise that the work ethic involves not only working, but also profiting from that work. We believe that success builds confidence and encourages further effort. We further believe that knowledge is power, and the chances for success of individuals increase dramatically when training is part of the transition.

• In keeping families together as long as that is not contrary to the best interest of the children. Under most circumstances, it is best for a child to grow up in their own family. Taking control of one’s finances can and will help to make that possible.

• That financial problems, which are often caused by mismanagement of funds, can and often do precipitate a crisis that requires intervention by DHR and children being placed in foster care. It is our firm belief that individuals and families can be taught the skills necessary to manage money, avoid the financial problems and resultant stress, and prevent their children being placed into foster care.

Our first concern is the safety of children. We believe children have a right to safety and to be nurtured and cared for in an environment that will allow them to develop to their fullest potential. We believe the safety, protection, and care of children should be our highest priority. To that end, we would report to DHR any situation that comes to our attention if that situation could create an environment that might put children in danger.

It is our mission to implement our philosophy and beliefs as detailed above.

These tools will allow the Course’s Modules to be customized to fit the needs of the students using the concept that it is always best to start teaching where the students’ needs start.

• All Modules will be presented in a lecture / class participation format and will include demonstration / simulation, and group discussion and with handouts.

• Each module will include a review of the performance objective for the entire Course.

• Each module will begin by determining and stating the performance objective for the Module.

• Major segments of each lesson plan for modules will include the following:
     · Introduction (Tell them what you’re going to tell them.)
     · Body of Content (Tell them, show them, let them practice.)
     · Summary (Tell them what you’ve told them. Then transition to the next topic.)

• Modules will be presented in ways which incorporate various learning styles and include significant hands-on student involvement because we retain about:
     · 10% of what we read · 50% of what we hear and see
     · 20% of what we hear · 70% of what we say
     · 30% of what we see · 90% of what we hear, say, and do

• Active learning is the most effective, and people learn most readily by associating new ideas with previous related experience. Therefore, discussion, problem solving (starting with the first step of identifying the problem), and the opportunity to practice new skills will be the foundation of our training.

• Parts of each Module will be presented by one of two Instructors present at all times.

• The non-presenting Instructor will be in class and available to:
     · Provide individual one-on-one assistance, and
     · Observe student participation and interaction and make notes that will be provided
          to DHR on a monthly basis.

• Each Module will be two hours long and will include a short break.

• Instructor aids will include one or more of the following: handouts, overhead transparencies and projections, and whiteboard or flip charts.

• Ample time will be allocated for group feedback, interaction, and personal questions.

• Practical “homework” assignments will be given after each Module to be returned at the next class for analysis and discussion.

1. Administration; Expectations; Goals; Assessment; Financial Identity.

2. Basic Mathematics; Spending Patterns and Problem Areas; Budget Introduction.

3. Budgeting: The Envelope System.

4. Grocery Shopping and Meal Planning.

5. Other Expenses – Part I: Household Needs; Car Expenses; Personal Care; Utilities; Buying Clothing.

6. Other Expenses – Part II: Health Insurance and Medical Bills; Child Care; Kids: Allowances for/ Contributions from; Travel; Entertainment; Holiday Meals and Gift Giving.

7. Banking – Checking Accounts and Saving.

8. ATM / Check Cards; Credit Cards; Borrowing; Building / Rebuilding Your Credit.

9. Taxes.

10. Questions / Answers – Summary – Bringing It All Together.

• Classes will be scheduled as needed and requested by DHR.

• Class size will be limited to ten students, (five will be a minimum) who have been referred by DHR, to allow for the maximum interaction and personal input / feedback.

• Each Module will be presented in order. See: Course Content sequence, above. One complete Module, in sequence, will be presented each scheduled class period.

• Written monthly individual Progress Reports, based on attendance and participation in class, will be provided to DHR for each session for each student.

• We are willing to (as necessary and requested):
     · Sit in on DHR Staffing Meetings
     · Participate in Individualized Service Planning (ISP) Meetings

• Each individual / student must be referred by Chilton County DHR.

• Each student / attendee will complete a class sign-in sheet to verify / certify attendance.

• Billing cycle will be for a full calendar month or fraction thereof.

Throughout life we face numerous personal finance choices and decisions. For some of us, the process of making decisions is at best haphazard. For others, this process is completely new. Yet we all can learn and practice how to analyze situations, identify choices, and make informed decisions.

• Copies of overheads and handouts

• In-class worksheets with space for personal note-taking

• Paper-based activities, with answer keys (when necessary)

• Each lesson Module in the teaching package has a different set of goals and expectations.

• Each lesson Module will be presented with two Instructors present and working with the class. The lead instructor may vary from class to class and from class segment to class segment.

Module 1
Administration; Expectations; Goals; Assessment; Financial Identity.

Module 2
Basic Mathematics; Spending Patterns and Problem Areas; Budget Introduction.

The spending diaries will be turned in at the start of class and reviewed / analyzed by an Instructor. The previous Module’s content will be reviewed and time allowed for questions and answers. A basic mathematics skills assessment test will have been administered by DHR as part of the referral process. The results of this testing will be discussed and used in fitting the presentation of Module #2 to the classes’ needs. The basic Mathematics Module will be presented by an Instructor, its content crafted around the results of the needs assessment test. An analysis of the classes’ spending diaries will be presented to the class. Areas of commonality will be noted for everyone’s benefit. Some problem areas will be immediately apparent, but correction is not the goal at this point. Identifying patterns is. As a homework assignment, each student will continue the spending diary for one additional week and to complete an estimate of personal budget items ($In vs. $Out) based on an Instructor-supplied worksheet.

Module 3
Budgeting: The Envelope System.

The previous Module’s content will be reviewed and time allowed for questions and answers. Assist in identifying and prioritizing personal and financial goals, create a plan to achieve those goals, and provide practice setting up and maintaining a personal budget using the envelope system. An Instructor will review / analyze the estimate of personal budgeting sheets. An Instructor then presents the use of the envelope system in developing and maintaining a household budget. The Needs vs. Wants issue is again discussed. As a homework assignment, each student will create a more clearly defined household budget and set up the necessary envelopes to implement it. Students will begin using the envelope budget system after this Module.

Module 4
Grocery Shopping and Meal Planning.

An Instructor reviews and analyzes the budget input information. The previous Module’s content will be reviewed and time allowed for questions and answers. An Instructor presents the Module content relating to successful use of coupons and using loss leads in shopping for groceries. Options for organizing coupons and rebates. Shopping locally for coupon face value vs. the possible advantage of driving to a store that doubles coupons. Meal Planning using coupons and loss leads. Using discount cards available for merely signing up at local stores. As a homework assignment, each student will clip and organize all available coupons and loss leads and plan their grocery shopping to maximize savings.

Module 5
Other Expenses – Part I: Household Needs; Car Expenses;
Personal Care; Utilities; Buying Clothing.

An Instructor reviews the coupon / loss lead submissions of students. The previous Module’s content will be reviewed and time allowed for questions and answers. An Instructor introduces the pros and cons of buying clubs vs. local stores; Shopping at thrift stores, consignment stores and yard sales; Shopping for car insurance; Car maintenance savings; The real and hidden costs of working as well as pros/cons of both parents working; Investigate the legal and financial responsibilities of buying, maintaining, insuring, and operating a car, and translate those responsibilities into a monthly budget; Electric power providers; Cellular vs. land-line telephone service, including discount calling cards or prepaid minutes for cell phones for long distance calling. An Instructor will then present an analysis of the coupon / loss lead efforts of the students. Then continue with how to save money on personal care; bartering; buying quality at a discount. Each student will maintain their spending diaries for an additional week to try to detect changes in spending patterns and continue clipping and organizing coupons and loss leads.

Module 6
Other Expenses – Part II: Health Insurance and Medical Bills;
Child Care; Kids: Allowances for/ Contributions from; Travel;
Entertainment; Holiday Meals and Gift Giving.

The previous Module’s content will be reviewed and time allowed for questions and answers, including discussion of savings and changes in spending patterns realized from Modules 2 and 3. How to get health insurance. Discussion of medical bills and how to cope with them. How to get and maintain reasonably priced child care. What should your teen-aged child expect by way of an allowance? How much of a teenager’s wages should be expected as a contribution to maintaining the household? How to travel economically. How to obtain economical and enjoyable entertainment. How to prepare for the Holidays - Meal planning and gift giving. Each student shops using the coupons and loss leads and documents their savings.

Module 7
Banking – Checking Accounts and Saving.

The previous Module’s content will be reviewed and time allowed for questions and answers. Provide practice in comparing and evaluating various banking services including checking accounts and savings accounts, ATM / check cashing cards, debit cards, and online banking. Perform the tasks associated with maintaining checking and savings accounts. Benefits / Shortfalls / Costs of each. Other types of savings (Savings Bonds, 401k, etc.). Introduce the advantages and disadvantages of common savings and investment vehicles and show the short- and long-term effects of various savings and investment choices. Each Student will receive a packet of six sample checks and two sample deposits, and a sample checkbook ledger. Using these items each student will “spend” for the week and return to class with an ending checkbook “balance.”

The previous Module’s content will be reviewed and time allowed for questions and answers, including going over the checkbook exercise and demonstrating how to reconcile a checkbook with the bank statement. Then an Instructor will continue with an evaluation of the pros and cons of ATM / Check cards; moving into credit cards - Whether everyone needs one, options for getting one, and their many pitfalls. A discussion will follow on how to borrow money and then repay it. An Instructor will present a discussion on personal credit: How to build it and how to rebuild it if it is damaged. Provide an awareness and understanding of what credit is and of the rights and responsibilities of using credit. Analyze the behaviors and circumstances that can lead to financial trouble and identify some of the options available to a person in financial trouble, including free or low cost credit counseling and intervention. Discussion of a real but sanitized credit report will presented as an in-class exercise. Students can work with their own credit reports. How to work with collection agencies to reduce the total debt, eliminate payment penalties, or make small payments on a regular basis. Using the Consumer Credit Counseling Service for free counseling and managing debt to help reduce overall debt and / or reduce monthly payments reduced. Bankruptcy: To file or not to file. As a homework assignment, each student will be required to do a one week spending diary and compare/contrast it with the initial spending diaries. Students will be asked to bring a pay stub to the next class.

Module 9
Taxes.

The previous Module’s content will be reviewed and time allowed for questions and answers. Students will share any insights they have about differences in spending patterns. An Instructor will address any questions relating to credit reports. An Instructor will then launch into the topic of personal income taxes, including how to read a sample pay stub; Who has to file personal income taxes; How and when to file; The pros and cons of itemizing vs. taking the standard deduction; Completing IRS Forms 1040EZ and 1040A; advice (including the pros and cons) on how to customize your refund’s size by using your W-4 Form filing. As a homework assignment, each student will prepare both a Form 1040EZ and a Form 1040A using simulated financial data, forms, and information supplied at the end of class.

Referring County #_____ DHR #_____ Family Options Case#_____

DHR Worker Making the Referral:________________ Phone:_______________

Referral Supervisor:__________________________ Phone:_______________

Family Specialist:___________________ Referral Completed By:__________

Reason for Referral / Precipitating Crisis:_________________________________

_____________________________________________________________

_____________________________________________________________

Has the basic mathematics skills test been given and the completed test attached to this Referral?
YES NO

1. _______________________ _____ __/__/__ ___ Self_______
Name (Printed, Last Name First) SSN(4) DoB Age Relationship

2. _______________________ _____ __/__/__ ___ ___________
Name (Printed, Last Name First) SSN(4) DoB Age Relationship

List of Children Living in the Home____________________________________

Address of Family: ______________________
______________________

Home Phone ______________ Work Phone _______________

Alt Phone ______________ Contact Name ______________

Income Source(s): TANF___ SSI___ Employment___ Other______________

_____________________________________________________________

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Date of Last ISP_____________ Next ISP Scheduled________________

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Skill Level at START of Course_____ Skill Level at END of Course_____

16

2937 Graham Road

Falls Church, VA 22042-1640

Phone = 703-560-7869 eFax = 509-461-7522

To obtain a personally fulfilling and rewarding support position where I can help

people entering or reentering the financial world gain a good solid foothold in

managing their personal finances. This would be a position where I will be able to

utilize my academic and life-based knowledge, experience, and skills in analytical

thinking, oral and written communications, administrative, and organizational

aptitude, leadership, and the ability to interact with and motivate a wide variety of

people to the benefit of the people of Chilton County, Alabama as well as myself.

• Teaching technical and vocational subjects to teenagers and adults with diverse

academic backgrounds and abilities.

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• Developing a curriculum for high school business classes to include shorthand, typing,

business math, and bookkeeping.

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• Web Page and Web Site and Graphics Design.

• Training Development, Coordination, and Presentation.

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• Facilitating and co-facilitating a unipolar depression support group bases on the

premise of self determination and being pro-active in one’s own recovery.

• Taught English and business education to high school grades 10-12.

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• Trained adults in customer service and use of computer technology in Financial

Services Unit of an educational association.

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• Administrative Assistant to the director of Education Department of a minimum

security state prison for first time youthful offenders.

Small Businesses Professionals, and Individuals.

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Financial Services Project Assistant: Quality Control, training, Mentoring of data

entry staff to include evaluation of training needs. Primary staff person responsible

for problem solving and evaluating training needs. Responsible for composing and

editing letters for department and for streamlining processes.

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English and Business Education Teacher: Taught business education and

English to High School students. Subjects included shorthand, typing, accounting,

business math, business English, telephone etiquette, résumés, and other businessrelated

subjects.

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Administrative Assistant, Education Department: Hillsborough County

Correctional Facility. Interacted with young inmates and acted as liaison between

Director and inmates as well as between Director and teachers.

• Work related training including “constructive 360 degree feedback,” conflict

resolution, communication skills, written and oral presentation, and communication,

personal computers, spreadsheets, plain language, speaking, problem solving, and

writing adult training, etc.

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• Betz Business College: Presidents List; 4.0 GPA; graduated with highest honors.

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• High School: North Brookfield High School, North Brookfield, MA, Diploma

• The Grapevine. Quarterly Christian magazine. Several issues.

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• Educational Leadership. Article: “Tough Love for Kids at Risk” October, 1992.

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• 360 Degree Feedback. Assisted in the development of and participated in the

production of this training film on how to give and receive constructive feedback.

Dr. Walter S. Beebe: 770-474-3636 Dr. Ron Brandt: 703-765-4779

Beebe Publications 1104 Woodcliff Drive

166 Swan Lake Drive Alexandria, VA 22308

Stockbridge, GA 30281

2937 Graham Road

Falls Church, VA 22042-1640

Phone = 703-560-7869 eFax = 509-461-7522

To obtain a personally fulfilling and rewarding support position where I can help

people entering or reentering the financial world gain a good solid foothold in

managing their personal finances. This would be a position where I will be able to

utilize my academic and life-based knowledge, experience, and skills in analytical

thinking, oral and written communications, administrative, and organizational

aptitude, leadership, and the ability to interact with and motivate a wide variety of

people to the benefit of the people of Chilton County, Alabama as well as myself.

• Teaching technical subjects to adults with diverse academic backgrounds.

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• Web Page and Web Site and Graphics Design.

• Training development, coordination, and presentation.

• 34 Years Federal government civilian service (14 year’s supervisory).

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• 14 Years teaching adults at the Community College / University levels and in many

other government sponsored training presentations, including: Federal mineral

regulations, Plain Language, Web Site, and Graphics Design and geology.

1996 to Present: President of “AlphaGeek,” an Internet-based Web Site Design

service for small businesses, professionals, and individuals.

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1996 to 2003: Special Assistant to the State Director; eCommerce Specialist and Web

Master; DOI / BLM-ES Executive Leadership Team; GS-14; U.S. Department of the

Interior’s Bureau of Land Management, (DOI-BLM) Eastern States; Springfield, VA.

Retiring in January, 2003.

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1994 to 1996: Senior Technical Specialist and Co-Team Leader – Resource

Assessment Team; GS-14; DOI-BLM’s Washington Office.

Nationwide; GM-14 – U.S. Geological Survey (USGS) / Minerals Management Service

(MMS) / DOI-BLM; Washington Offices.

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1975 to 1980: District Geologist; BLM-California; also, Taught physical geology and

earth science to adults at Mendocino Community College, Ukiah, California.

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1974 to 1977: District Public Affairs Coordinator; Media Contact and Guest Public

Speaker on natural resource programs to public interest groups; Ukiah, CA.

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1972 to 1975: Graduate Teaching / Research Assistant; taught physical geology to

undergraduate students at The University of Georgia, Athens, GA.

• Government training; written and oral communication; Web Site development &

graphics design; training course design and presentation; personal computers;

spreadsheets; Plain Language presentation and use.

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• Post - M.S. courses [34 Credits] in Management and Personnel Practices; 1988-1989.

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• M.S. - Geology / Exploration Geochemistry; University of Georgia, Athens; 1976.

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• B.S. - Geology / Geochemistry; University of Wisconsin, Madison; 1972.

• Instructor / Course Designer – DOI-BLM National Training Center; Phoenix, AZ;

1980 – 1994.

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• Adult Education Lifetime Teaching Credential – State of California; 1975.

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• Junior College Lifetime Teaching Credential – State of California; 1975.

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• National DOI-BLM Award for Promoting Business Practices on the Internet; 1998.

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• Instructor and Course Designer – DOI-BLM National Training Center; Phoenix, AZ;

1980 – 1994.

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• Two Department of the Interior Unit Awards; 1980.

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• Department of the Interior Appreciation Award-Federal Coal Management Program

Issues; 1979.

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• Registered Professional Geologist – G138; State of Oregon; 1978.

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• Member: MENSA, AAPG, and AIME.

• Created, designed, and developed a Web Site for First Century Farm,

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• Created, designed, and developed the DOI-BLM National Wild Horse and Burro

interactive competitive online bidding for animal adoptions. This Web Site won the

first national Department of the Interior Award for promoting Internet business

practices; 1998.

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• Created, designed, and developed the DOI-BLM Eastern States Internet Web Site;

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• Principal Author: “Federal Coal Operating Regulations, 43 C.F.R. 3480";

DOI-MMS / BLM Washington Office; 1982.

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• Co-Authored: “Who Owns the Oil Shale?” – H.W. Moritz and M. Duckworth in:

“Synthetic Fuels Development – Earth Science Considerations,” DOI-USGS; 1979.

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• Co-Authored: “Who Owns the Coal?” – M. Duckworth and H.W. Moritz in: “Synthetic

Fuels Development – Earth Science Considerations,” DOI-USGS; 1979.

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• Researched and Authored: “Muscovite – Paragonite Relationships in Altered and

Mineralized Meta-Anorthosite at Chibougamau, Quebec,” Thesis for Master of Science

Degree; The University of Georgia, Athens; 1976.

• United States natural-born citizen.

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• 5 Years, 11 month active duty; 1962 – 1968; U.S. Army Intelligence;

5-point veterans’ Preference.

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• Top Secret / Cryptographic Clearance; 1962 – 1968. Secret Clearance; 1980 – 1984.

• Available upon request.