Intermediate teachers at Cochiti Elementary School in Bernalillo Public Schools are financial innovators! This team of 3rd, 4th, and 5th grade teachers used a classroom economy where students earn “money” for actions or choices, such as restoring the classroom environment. These students, typically 8- to 11-year-olds, also must pay bills, keep track on personal transaction records, and use “debit cards.” In one classroom, “Cochiti Credit Union” was labeled on students’ debit cards and various financial institutions (including Nusenda), were the names of the student cooperative learning groups!

Ms. Choneska, Mr. Mannella, Ms. Espina, and Ms. Scarlett are innovators in vertical collaboration among intermediate classroom teacher teams and implementation of the NMPED Social Studies standards for Economics and Personal Financial Literacy. Students have the added benefit of positive behavior management, personal accountability, delayed gratification, and self-regulation. This creates a joyful classroom culture and knowledgeable, financially savvy students.

Mike Nair, a teacher at Highland High School in Albuquerque Public Schools, spent 2 years designing a two-week lesson series with the support of a panel of students and small business owners. Titled “Create your own business and compete for limited funds,” this project builds on previous concepts in economics; supply and demand, opportunity cost, scarcity, loans, market efficiency, and interest rates, while adding business organizational structure, income, and taxes.

This multi-standard unit integrates English Language Arts, social studies, and real-world mathematical applications. Students describe, compare, and contrast key vocabulary concepts, then apply these into a small business model, creating their own company. Students interview local managers and owners of local restaurants to gather information about their local community. The 11th and 12th graders in this course also keep a finance record of loan repayment, confronting money issues from multiple perspectives in a business (business manager, accounting, wholesale to retail, and direct consumers). The final presentation is a pitch to professionals in business and financial industries, to fund a start-up loan.

This innovative unit propels students to solve complex problems, approach financial accountability from the lens of several different vocational roles in the restaurant industry and reflect on their future opportunities as entrepreneurs.

Terri Bitsie, a 4th grade dual language teacher at Alamosa Elementary (Albuquerque Public Schools), teachers at one of several Transformational Opportunity Schools (TOPs) designated programs, which provides Genius Hour to students. This extended learning is guided by student and family interests, everyday applicability, and is non-evaluative.

Each rotation is 6 weeks, 4 days per week, and is an added hour to the regular school day schedule. Using Banzai Financial Literacy (online platform and comprehensive printed booklets in English/ Spanish) and ProjectGLAD (Guided Language Acquisition Design) strategies, Ms. Bitsie planned and created a Financial Capability unit for 3rd through 5th grade students in English and Bilingual/ Dual language classroom programs.

Standards were integrated from Language Arts, Math (multiplication/ fractions/ decimals), and Social Studies (Economics/ Personal Financial Literacy), then presented to engage students in self-directed learning. Tier 3 vocabulary, such as credit unions, banks, saving, budget, and interest were taught through color-coded, teacher-created charts and student practice. Essential questions, such as “How do your methods of purchases make a difference in using your account?” guided comparative learning using credit, debit, and the choice of debit or cash systems when using the classroom store for individual purchases. Cash handling (even with pretend bills) paired with scaffolds (images and teacher-created realia), encouraged students across the grade levels and at various levels of language acquisition to express excitement in their future careers and entrepreneurial endeavors.

Next possible step? Impact entrepreneurship to create a no cost spay/ neuter program for families.