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Committee urges adding FAFSA practice to financial-literacy instruction
Summary
A committee member proposed embedding FAFSA completion practice into the district's personal-financial-literacy unit, suggesting mock assignments, partnerships with UW, and timing changes so students gain familiarity before senior year.
A committee member proposed that the Platteville School District include hands-on FAFSA preparation in its personal-financial-literacy curriculum to help students complete the form earlier and more confidently.
"Can we find a way to make our instruction of the financial literacy standards include completing the FAFSA?" the committee member asked during the operations meeting, noting the form is now easier to complete and that integrating it into coursework could better prepare students for postsecondary planning.
Committee members discussed timing and delivery: some said FAFSA practice commonly happens in the fall of senior year, while others suggested mock assignments or a unit within the semester that would allow juniors or seniors to practice without submitting an official form. The committee discussed using the UW platform for support and the possibility of inviting a UW presenter to introduce FAFSA content with follow-up lessons provided by classroom staff.
Why it matters: embedding FAFSA practice into the curriculum could increase college and financial-aid readiness among students who otherwise lack guided support. The committee asked staff to make a note to include FAFSA support in local materials; members emphasized the change would supplement—but not alter—state-provided documents.
Next steps: staff indicated they would ensure the state document remains unchanged while including local supports and follow-up lessons; no formal motion or policy change was adopted at the operations meeting.
