The Florida Literacy Coalition (FLC) is proud to partner with Wells Fargo in establishing a statewide financial literacy program for students in adult education/literacy, ESOL (English for Speakers of Other Languages) and family literacy programs. This initiative supports the integration of literacy and math instruction and financial education, promoting a contextualized approach to learning.
Grant Applications Now Available
We are pleased announce the fourth year of grant funding for the Florida Financial Literacy Initiative. Through the generous support of Wells Fargo, eight mini-grants of up to $5,000 will be awarded in September 2017. These grants are available to organizations in Florida who are committed to the advancement of financial literacy in adult ESOL and family literacy programs. Please see application and guidelines below.
Application Deadline: August 3, 2017
The ‘Application’ link is in a Microsoft Word (.docx) format. If the ‘Application’ link produces a compressed zip file when you open it, please try a different browser, such as Google Chrome or Firefox.
|Florida Financial Literacy Initiative Grant Recipients
Congratulations to the following 2016 organizations:
- Adult Literacy League
- Broward Community Schools
- DeSoto County Education Foundation
- El Sol Jupiter's Neighborhood Resource Center
- Lake Worth West Resident Planning Group
- Learn to Read St. Lucie County
- Learn to Read, Inc.
- Sarasota YMCA
Congratulations to the following 2015 organizations:
- Adult Literacy League
- City of Hialeah, Hialeah Reads!
- DePorres Place, Inc.
- DeSoto County Education Foundation, Inc.
- Florida State College at Jacksonville
- Lake County Library Services
- Learn to Read, Inc.
|Reporting Documents and Guidelines
Financial Literacy grantees are asked to submit a mid-year and end of year report. The guidelines and deadlines are listed below. In addition to the narrative (which should be submitted digitally), grantees are asked to submit data collection forms after a course has been completed. All grantees are expected to use the assessments and surveys below.
Reporting deadlines for 2016 Grants
Mid-year report: Due March 6, 2017
End-of-year report: Due September 1, 2017
Reporting deadlines for 2015 Grants
Mid-year report: Due April 6, 2016
End-of-year report: Due October 11, 2016
Data Collection Forms
Pre-Assessment & Post-Assessment
Financial Literacy Instructor Crosswalk
|2015-2016 Grant Recipients
|2016-2017 Grant Recipients
Please submit any assessments of students who have completed both the pre and post assessment before the mid-year with your mid-year report.
Only submit assessments of students who have completed both the
pre and post test.
Put each student's pre test directly infront of that student's post test.
Mid and end-of-year reports should be emailed. Teacher surveys should be completed online and all other documents should be mailed.
Florida Literacy Coalition
ATTN: Financial Literacy
235 S. Maitland Avenue
Maitland, FL 32751
- Students played Bingo using financial terminology on the cards.
Keeping Track of Finances
- Students learned how to balance their accounts.
- Students acquired their credit score and credit report and learned how to interpret them.
- Students created personal financial folders that include documents such as: credit report, credit score, withdraw slips, budget, and info on credit cards, mortgages, bank accounts, and business loans.
Setting Financial Goals
- The families researched the total cost of their planned vacation to experience the realistic amount of work it will require to save enough to go on the vacation.
- Students were given fake/play money to see their monthly cash flow and to have a visual picture of how much they are actually spending and saving.
- The students created 3 goals and developed a time frame to achieve each goal. They researched their goals and determined what is necessary to reach each one. Then they determined what they are willing to do to achieve them and the actions they will take.
- Students participated in the 52 Week Money Challenge.
- One family instituted an allowance for their teen daughter, making her responsible for buying most things she needs/wants. This new allowance system showed her that her allowance had to cover the cost of what she wanted and she found herself becoming a wiser consumer.
- The class was split into clients and bankers. Each student acted out their appropriate role: clients inquired about banking services, setting up a bank profile, and a credit evaluation and the banker explained the services.
- Students were given situational vignettes and blank checks for practice.
- Students were given a series of prompts and asked to make the proper selections on an ATM worksheet. (ATM worksheet through a free membership at MoneyInstructor.com)