Family and Consumer Sciences

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Family and Consumer Sciences

• Classroom Implementation of Academic Standards

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Famous Standard Myths

• If you can name the standards you know the
  standard
• Standards are educational reform
• Standards are here today and gone tomorrow

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Standards Myths continues

• To cover PAs adopted standards will take 23.7
  years
• Standards are subject specific
• Standards are a top down management method

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Pennsylvania Standards

• Mathematics
• Reading, writing, listening, speaking
• Science technology
• Environment ecology
• Health physical education
• Art Humanities

• Family Consumer Sciences
• History
• Geography
• Economics
• Career Education Work
• World Languages

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Financial Resource Management

• Resource management
• Spending plan
• Housing
• Consumer rights and responsibilities
• Income
• Purchasing
• Services

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Balancing Work, Family and Community
Responsibility

• Practical reasoning
• Team building
• Technology
• Family functions
• Family life cycle
• Interpersonal communications

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Food Science Nutrition

• Food supply
• Meal preparation
• Food handling
• Nutrition
• Calories energy
• Chemical interactions
• Food science

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Child Development

• Developmental stages
• Health safety
• Learning environment
• School involvement
• Literacy

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Are you Average?
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Standards Not Standardization

• Curriculum
• Instruction
• Assessment
• Teacher role
• Student role
• Parental involvement
• Community Business Partners

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Standards Not Standardization

• Habitual attention to quality
• All students
• K-12 longitudinal
• Initial failure unavoidable
• Individual referenced
• Work repeated until up to standard
• Essential, real world
• Known to students
• Varied performance and products

• Test
• Winners Losers
• Snap shot
• Failure unacceptable
• Right answers
• Norm referenced
• One shot
• Contrived
• Mystery
• Simplistic uniformity

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What is a standard?

• Clear expectations for what all students should
  know and be able to do

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Why standards?

• Students
• Teachers
• Schools
• Parents, business people and community leaders
• State
• Nation

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Congruent Curriculum

• Identify a topic or essential question
• Select standards
• Insert local curriculum objectives
• Design down

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Congruent Assessment

• Decide on products and performances
• Define assessment criteria
• Writing performance guides
• Creating scoring guides
• Collect display exemplars

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Sources of Evidence of Learning

• Written (essays, letters, poems, narratives,
  reports,instructions, quizzes and test)
• Visual (diagrams, flowcharts, drawings,
  paintings, graphs, maps)
• Oral (reports, debates, musical performances,
  readings, interviews)
• Made or built (models, constructions, exhibits,
  sculptures)
• Combination (videotapes, multimedia
  presentations, dramas, experiments, dance)

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Congruent Instruction

• Introductory activities
• Enabling activities
• Culminating activities

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Activity-based versus standards-based
Activities are
Standards are

• Are the means the ends
• Selected based on relationship to topic
• Assessment based on proper products or
  performances
• Communication focuses on activities and
  expectations

• Standards are the ends
• Selected based on usefulness in standards
  attainment
• Based on criteria directly related to standards
• Communication focuses on student progress in
  achieving the standards