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Desjardins Youth Financial Education Award
2010 State-Level Judging Guidelines

League Guidelines for Selecting Judges

1. Choose at least three people to judge the entries. Your committee may include one or two people affiliated with your league, but you may want to have at least one outside person. This person may be someone from a professional organization or someone from outside the league who has a background in education. Many leagues exchange entries with other leagues for judging to ensure impartiality.
2. We recommend a personal call of invitation to each prospective judge. During the call, describe the process of the judging, how many entries there are in each category, and a suggested timeline.
3. Provide the judges with the set of guidelines and scoring sheets for judging the entries. Credit union and chapter/group scoresheets are available here.
4. Give the judges enough time to appropriately judge the entries. The amount of time will vary depending upon the number and length of the entries.
5. Don't forget to send a thank you letter and/or a small gift to the judges. A Sample Thank You Letter is available here.

League Guidelines for Judging the Desjardins Award Program Entries at the State Level

1. Overall, does the credit union/chapter make a clear, well-organized case for the unique value of its youth financial education efforts?
2. (Awareness and Teacher Training) Does the entry support the claim that the credit union/chapter is a preeminent financial literacy advocate?
3. (Youth Instruction) Does the entry demonstrate how the credit union/chapter is helping to support the youth financial education needs of the community at large as well as those of its young membership?
4. (Collaboration) How did the credit union/chapter leverage its influence by forming partnerships with other local organizations? How did the credit union/chapter demonstrate leadership in these partnerships?
5. What proof did the credit union/chapter provide to substantiate the effectiveness of its efforts?
6. If the entry includes optional criterion #4 (In-School Branches), does it provide evidence of educational support in addition to youth member account data?
7. If the entry includes optional criterion #5 (Legislative & Regulatory Advocacy), does it provide evidence of active involvement and leadership?
8. Is there evidence that the credit union/chapter made an extraordinary contribution of time, talent or resources? Does its contribution to its community go beyond what is normally expected of a credit union organization by virtue of its member-ownership?
9. How did the credit union/chapter communicate and promote its youth financial education message? Were its communications efforts creative and effective?
10. Do the activities, projects, and events described in the entry relate to core credit union values of mutual self-help, cooperation, economic empowerment, and volunteerism?