Developing a Standards Based Approach to Family and Consumer Sciences in the Digital Age

T E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 1

Stan Freeda

AGENDA


• Standards Based Teaching for Competency

• Family and Consumer Sciences Process Framework

• National Educational Technology Standards

• Technology Rich Teaching

• Open Discussion

STANDARDS BASED

TEACHING FOR COMPETENCY


• Competency

• Minimum Standards for Public School Approval

• Backward Design (Understanding by Design)

STANDARDS & COMPETENCY


com·pe·ten·cy [kom-pi-tuhn-see]

having the behaviors, knowledge, skills

and abilities that are necessary for

successful demonstration of knowledge

and understanding.

something set up and established

by authority as a rule for the

measure of quantity, weight, extent,

value, or quality.

stan·dard [stan-derd]

Behavior

Knowledge

Skills

Abilties

quantity

weight

extent

Value

quality

ED 306

MINIMUM STANDARDS FOR SCHOOL APPROVAL

5

(b) The required curriculum content shall comply with the following:

(4) If a district chooses to offer extended learning opportunities, the

extended learning opportunities shall:

b. Be governed by a policy adopted by the local school board that:

5. Requires that granting of credits shall be based on a student’s

demonstration of competencies, as approved by certified

educators;

Ed 306.27 High School Curriculum, Credits, Graduation

Requirements, and Cocurricular Program.

T E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

ED 306


6

Ed 306.27 High School Curriculum, Credits, Graduation

Requirements, and Cocurricular Program. (d) The local school board shall require that a high school credit can be earned by

demonstrating mastery of required competencies for the course, as approved by

certified school personnel. Each high school shall determine the number of credits

to be awarded for successful demonstration of competencies following completion

of a classroom course, independent study, distance learning course, or extended

learning opportunity. One credit shall equate to the level of rigor and achievement

necessary to master competencies that have been designed to demonstrate the

knowledge and skills necessary to progress toward college level and career work.

Determination of the weight of each course competency on which credit is based,

as well as the degree of mastery on which credit will be granted, shall be a local

decision.


ED 306


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TA #12 Competency Assessment of Student Mastery (2006) State Standards indicate that local districts must have a competency

assessment process and defined competencies in place by the 2008-2009

school year. The school approval standards state that local school boards

may implement competency assessment of student mastery at the high

school level at any time, but it is not required by the state standards until the

2008-2009 school year.

http://www.education.nh.gov/standards/documents/advisory12.pdf


ED 306


8

Ed 306.38 Family and Consumer Science Education Program

(a) Pursuant to Ed 306.26, the local school board shall require that a family and

consumer science education program in each middle school provides: (1) Instructions which emphasizes the use of critical and creative thinking skills to

address problems as individuals in diverse family, community, and work

environments;

(2) Planned activities designed to promote becoming responsible citizens and

leaders in family, community, and work settings;

(3) Experiences which develop students’ information-gathering techniques,

including, but not limited to: a. Collecting, analyzing, organizing, and presenting information;

b. Decision making and problem solving;

c. Self-management;

d. Communication and conflict resolution; and

e. Technological literacy;


ED 306


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(4) Instruction in both subject matter and process, with an emphasis on breadth

rather than depth;

(5) Experiences which develop students' knowledge and skills in: a. Managing foods and nutrition;

b. Consumer and family resource management;

c. Interpersonal relationships; and

d. Human growth and development; and

(6) Systematic instruction and activities designed to enable students to: a. Manage foods and nutrition as follows:

b. In the area of consumer and resource management:

c. In the area of interpersonal relationships:

d. In the area of human growth and development:


ED 306


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(b) Pursuant to Ed 306.27, the local school board shall require that a

family and consumer science education program in each high school

provides: (1) Opportunities for students to develop the knowledge, skills, attitudes, and

behaviors needed for balancing personal, home, family, and work lives;

(2) Instruction which emphasizes the development of all individuals into

effectively literate consumers and managers of resources;

(3) Instruction which emphasizes knowledge and skills to promote optimal

food, nutrition, and wellness practices;

(4) Opportunities for students to develop an awareness of career

opportunities and to function as leaders in family, community, and work

settings;


ED 306


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(5) Courses totaling at least 3 credits, of which:

a. At least ½ credit is devoted to adult roles and responsibilities covering: 1. Personal financial literacy;

2. Interpersonal relationships;

3. Communications and conflict resolution; and

4. Positive adult roles; and

b. At least 2 ½ credits are from the following areas of study: 1. Career, community, and family relations;

2. Consumer and resource management;

3. Foods, nutrition, and wellness;

4. Hospitality, tourism, and facilities management;

5. Housing and textiles; and

6. Human growth and development; and


ED 306


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(6) Systematic instruction and activities designed to enable students to:

a. Balance personal, home, family, and work lives;

b. Promote optimal nutrition and wellness across the life span;

c. Function effectively as providers and consumers of goods and services;

d. Manage resources to meet the needs of individuals and families;

e. Strengthen the well-being of individuals and families;

f. Develop attitudes and habits conductive to career planning, preparation,

and success;

g. Understand the principles of human growth and development;

h. Manage housing, furnishings, clothing, and textiles; and

i. Understand the hospitality and tourism industry.


ED 306


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Renewal of Minimum Standards is due

New Hampshire Standards for School Approval were adopted in 2005

through 2013.

Standards are due to be updated.

Next Generation Learning Initiative in NH.

Innovative education is supported.

Every indication suggests:

• stronger emphasis on competency.

• less dependence on course structure.


BACKWARD DESIGN


Identify Desired Results

•What “enduring” understandings are desired?

•What should students know, understand, and be able to do?

•What is worth understanding?

Determine Acceptable Evidence

•How will we know if students have achieved the desired results and met the standards?

•What will we accept as evidence of student understanding and proficiency?

Plan Learning

Experiences

•What activities will give students experience and practice demonstrating the acceptable evidence of learning?

•What instruction or guidance do they need in order to know or be able to do those things?

assessment

standards

instruction

competency

BACKWARD DESIGN


Identify Desired Results

•What “enduring” understandings are desired?

•What should students know, understand, and be able to do?

•What is worth understanding?

Determine Acceptable Evidence

•How will we know if students have achieved the desired results and met the standards?

•What will we accept as evidence of student understanding and proficiency?

Plan Learning

Experiences

•What activities will give students experience and practice demonstrating the acceptable evidence of learning?

•What instruction or guidance do they need in order to know or be able to do those things?

assessment

standards

instruction

competency

Web 2.0 Tools

Online Research

Productivity Software

Performance using

Digital and Media

Literacies

SBAC Online Assessment

Other computer adaptive

assessments

FAMILY & CONSUMER SCIENCES

PROCESS FRAMEWORK


• National Standards for Family and Consumer Sciences Education

The Family and Consumer Sciences Education

National Standards form a comprehensive structure

designed to accommodate varying state philosophies

(competency-based, conceptual and process

perspectives) and multiple issues related to standards

and delivery systems. FACS, like other disciplines, is

concerned with the integration of academic knowledge

and achievement in a contextual approach. The FACS

National Standards allows for both competencies and

processes to relate to standards in a deliberate effort to

link the two philosophies.

NATIONAL STANDARDS FOR

FAMILY & CONSUMER SCIENCES EDUCATION


Reasoning for Action Standard

Comprehensive Standard

Content Standards

Competencies

Areas of Study

Comprehensive Standard

Content Standards

Competencies

Process Questions

Types of Actions

Reasoning for Action Comprehensive Standard

Use reasoning processes, individually and collaboratively, to take

responsible action in families, workplaces, and communities.

Content

Standards

Competencies

1 Evaluate

reasoning for

self and others.

1.1 Analyze different kinds of reasoning (e.g., scientific,

practical, interpersonal).

1.2 Distinguish between adequate and inadequate

reasoning.

1.3 Establish criteria for adequate reasoning.

1.4 Contrast consequences of adequate and inadequate

reasoning for self, others, culture/society, and

global environment.




• 16 Areas of Study

9. Food Science, Dietetics, Nutrition

10. Hospitality, Tourism, Recreation

11. Housing, Interior Design

12. Human Development

13. Interpersonal Relationships

14. Nutrition

15. Parenting

16. Textiles, Fashion, Apparel

1. Career, Community and Family

2. Consumer & Family Resources

3. Consumer Services

4. Education & Early Childhood

5. Facilities Management

6. Family

7. Family & Community Service

8. Food Production & Service




• 4 Process Areas

1. Thinking Processes

2. Communication Processes

3. Leadership Processes

4. Management Processes

• 3 Types of Actions

1. Technical Actions

2. Interpretive Actions

3. Reflective Actions

PROCESS / ACTION FRAMEWORK


Process Questions Framework

Process Areas

Types of Action

Technical

Action

Interpretive

Action

Reflective

Action

Thinking

Processes

Questions that lead to

technical actions about

thinking processes


interpretive actions about

thinking processes


reflective actions about

thinking processes

Communicatio

n Processes



communication

processes



communication

processes



communication

processes

Leadership

Processes



leadership processes







Management

Processes



management processes







Figure 1: Design matrix for process questions in the National Standards for Family and

Consumer Sciences Education

NATIONAL

EDUCATIONAL TECHNOLOGY STANDARDS


• International Society for Technology in Education

Students

Teachers Administrators

Coaches

Computer Science

Educators

ISTE.NETS - S


• National Educational Technology Standards for Students

1. Creativity and Innovation

Students demonstrate creative thinking,

construct knowledge, and develop innovative

products and processes using technology. a. Apply existing knowledge to generate new

ideas, products, or processes

b. Create original works as a means of personal

or group expression

c. Use models and simulations to explore

complex systems and issues

d. Identify trends and forecast possibilities

ISTE.NETS - S


1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and

processes using technology.

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a

distance, to support individual learning and contribute to the learning of others.

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and

make informed decisions using appropriate digital tools and resources.

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and

ethical behavior.

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.

ISTE.NETS - T


• National Educational Technology Standards for Teachers

3. Model Digital Age Work and Learning

Teachers exhibit knowledge, skills, and work

processes representative of an innovative

professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer

of current knowledge to new technologies and situations

b. Collaborate with students, peers, parents, and community

members using digital tools and resources to support student

success and innovation

c. Communicate relevant information and ideas effectively to

students, parents, and peers using a variety of digital age

media and formats

d. Model and facilitate effective use of current and emerging

digital tools to locate, analyze, evaluate, and use information

resources to support research and learning

ISTE.NETS - T


1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate

experiences that advance student learning, creativity, and innovation in both face-to-face and virtual

environments.

2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating

contemporary tools and resources to maximize content learning in context and to develop the knowledge,

skills, and attitudes identified in the NETS·S

3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a

global and digital society.

4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and

exhibit legal and ethical behavior in their professional practices.

5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership

in their school and professional community by promoting and demonstrating the effective use of digital

tools and resources.

TECHNOLOGY RICH TEACHING


International Association for K-12 Online Learning

• National Standards for Quality

Online Teaching Quality teaching that integrates technology will

follow the same guidelines as in the National

Standards for Quality Online Teaching.

Good teaching is good teaching!

www.inacol.org/resources/publications/nation

al-quality-standards/



National Standards for Quality Online Teaching

The online teacher:

• knows the primary concepts and structures of effective online instruction

and is able to create learning experiences to enable student success.

• understands and is able to use a range of technologies, both existing

and emerging, that effectively support student learning and

engagement in the online environment.

• plans, designs, and incorporates strategies to encourage active

learning, application, interaction, participation, and collaboration in

the online environment.

• promotes student success through clear expectations, prompt

responses, and regular feedback.



National Standards for Quality Online Teaching

The online teacher:

• models, guides, and encourages legal, ethical, and safe behavior

related to technology use.

• is cognizant of the diversity of student academic needs and

incorporates accommodations into the online environment.

• demonstrates competencies in creating and implementing

assessments in online learning environments in ways that ensure

validity and reliability of the instruments and procedures.



LoTi – Levels of Teaching Innovation

The Levels of Teaching Innovation (LoTi) Framework was first conceptualized by

Dr. Chris Moersch in 1994 as a research tool to assess authentic classroom

technology use. Several iterations later, the original LoTi Framework has

transformed into a conceptual model to measure classroom teachers

implementation of the tenets of digital-age literacy as manifested in the National

Educational Technology Standards for Teachers (NETS-T).

www.loticonnection.com/inde

x.php/more/frameworks




• Level 0 = Non-use The use of digital tools and resources in the classroom is non-

existent.

• Level 1 = Awareness Digital tools and resources are either used by the teacher for

classroom and/or curriculum management tasks or presentations and/or used by

students as a reward.

• Level 2 = Exploration Digital tools and resources are used by students for

extension activities, enrichment exercises, or information gathering assignments requiring

lower levels of student cognitive processing.

• Level 3 = Infusion Digital tools and resources are used by students to carry out

teacher-directed tasks that emphasize higher levels of student cognitive processing.




• Level 4a = Integration-Mechanical Digital tools and resources are inherent and

motivated by the drive to answer student-generated questions that dictate the content,

process, and products embedded in the learning experience. Management, climate, or

technology may restrict full scale integration.

• Level 4b = Integration-Routine Digital tools and resources are inherent and

motivated by the drive to answer student-generated questions that dictate the content,

process, and products embedded in the learning experience. No restrictions on

integration.

• Level 5 = Expansion The complexity and sophistication of the digital resources and

collaboration tools used in the learning environment are commensurate with the diversity,

inventiveness, and spontaneity of the teacher's experiential-based approach to teaching

and learning and the students' level of complex thinking.

• Level 6 = Refinement The pervasive use of and access to advanced digital tools

and resources provides a seamless medium for information queries, creative problem-

solving, student reflection, and/or product development.



Next Generation Learning

• Personalizing learning A data-driven framework to set goals, assess progress, and

ensure students receive the academic and developmental supports they need.

• Comprehensive systems of learning supports Social, emotional, physical, and

cognitive development along a continuum of services to ensure the success of all

students.

• World-class knowledge and skills Achievement goals to sufficiently encompass the

content knowledge and skills required for success in a globally-oriented world.

Performance-based learning Puts students at the center of the learning process by

enabling the demonstration of mastery based on high, clear, and commonly-shared

expectations.

• Anytime, everywhere opportunities Constructive learning experiences in all aspects of

a child’s life, through both the geographic and the Internet-connected community.

• Authentic student voice The deep engagement of students in directing and owning

their individual learning and shaping the nature of the education experience among their

peers.

RESOURCES FOR TEACHERS TECHNOLOGY SKILLS

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ISTE NETS www.iste.org/standards

iNACOL Standards

www.inacol.org/resources/publications/national-quality-

standards/

LoTi Framework

www.loticonnection.com/index.php/more/frameworks

Project New Media Literacies www.newmedialiteracies.org/

Partnership for 21st Century Skills www.p21.org/

Partnership for Next Generation Learning

www.ccsso.org/resources/publications/partnership_for_next_g

eneration_learning_overview.html

Common Sense Media www.commonsensemedia.org/


RESOURCES FOR TEACHERS

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New Hampshire Educators Online www.nheon.org

OPEN NH Professional Development www.opennh.org

NH Digital Resources Consortium www.nhdrc.org

NH Educational GIS Partnership www.nhedgis.org

NH Frameworks www.education.nh.gov/instruction/curriculum

Open Education Resources www.oercommons.org

Thinkfinity www.thinkfinity.org

National Standards for Family & Consumer Science Education

www.nasafacs.org/national-standards-home.html

Office of Educational Technology www.nheon.org/oet


OPEN DISCUSSION


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OFFICE OF EDUCATIONAL TECHNOLOGY

Contact Information

www.education.nh.gov www.nheon.org www.opennh.org

@ Stan Freeda Educational Technology and Online Learning Specialist

NH SBAC Technology Readiness Coordinator

Office of Educational Technology

Bureau of Accountability and Assessment

New Hampshire Department of Education

[email protected] 603.271.5132
