Apparel Design 2 Curriculum Notebook.docx

Apparel Design and Production 2 Curriculum Notebook
2017


Curriculum Notebook Table of Contents
Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Content Standards................................................................................................................................. Page 4 Reading standards for literacy in technical subjects ............................................................................. Page 11 Writing standards for literacy in technical subjects .............................................................................. Page 13
Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning. ....................................................................................................................................................................... Page 16
Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course. ....................................................................................................................................................................... Page 17
Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year). ....................................................................................................................................................................... Page 18
Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Understanding by Design .............................................................................................................................. Page 19
2


Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Skill Certificate Test Points by Strand .................................................................................................... Page 20 Ethics ..................................................................................................................................................... Page 21
Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
RTI ......................................................................................................................................................... Page 23 MTSS...................................................................................................................................................... Page 25
Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Provo Way Instructional Model ............................................................................................................ Page 27
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie ............................................................................................................................................ Page 31
Glossary
Terms and acronyms used in this document ........................................................................................ Page 32
3


Course Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
STRAND 1 Students will increase knowledge and application of sewing machines, sergers, and pressing techniques.
Standard 1
Learn and apply sewing machine functions and adjustments.
• Machine stitch selection:
• Straight stitch: used for the majority of sewing
• Stretch stitch: used for sewing on knits or other times when you need the stitching to be
able to stretch
• Blind hem: used to sew a blind hem, edge stitch or stitch in the ditch
• Zigzag stitch: classic zigzag stitch
• Buttonhole stitch: series of stitches used to create a buttonhole
• Stitch length and width (i.e., increase length for top-stitching, baste, easing, gathering;
increase width for zigzag stitch)
• Needle position, size, type, and common needles:
• Universal: general purpose stitching and fabrics
• Stretch: stretch and knit fabrics
• Sharp: silks and artificial leather
• Jean: reinforced to handle extra thick woven fabrics without breakage or skipped
stitches
• Presser foot selection and pressure (e.g., all-purpose foot, buttonhole foot, zipper foot,
blind hem foot, rolled hem foot; less pressure for heavier fabrics, more pressure for lighter fabrics)
Standard 2
Learn to operate, thread, and maintain a serger.
• Identify the needle stitch plate, feed dogs/system, presser foot, thread tensions, presser
foot lever/lifter, handwheel, stitch length control, knives and loopers (overcast on the
serger).
• Thread, operate, and care for serger according to machine manual (e.g., clean, oil).
Standard 3
Use pressing tools to create a professional product.
• Incorporate the practice of “press as you sew.”
• Use pressing equipment (e.g., tailor’s ham, sleeve board, seam roll, point presser,
pressing cloth).
o Tailor’s ham: for pressing curved areas of clothing (darts, shoulders, collars, etc.) o Sleeve board: narrow board for sleeves
o Seam roll: oblong for long, project like sleeves
o Point presser: for narrow, hard-to-reach areas of collars, belts, cuffs, corners and
points
o Pressing cloth: prevents scorching/melting of fabric
4


• Identify and use appropriate temperature settings for a various fabrics with different fiber content.
STRAND 2 Students will distinguish the different types of fabric and fiber characteristics.
Standard 1
Identify and review basic fibers (i.e., natural fibers include cotton, linen, silk, wool; manmade fibers include nylon, polyester, acrylic, rayon/lyocell, spandex, acetate).
Natural fiber characteristics: comes from plant and animals, moisture absorbent, more Expensive
Cotton: absorbent, comfortable, durable, wrinkles, shrinks, easy to launder, plant source. Linen: absorbent, natural luster, quick drying, wrinkles, frays, little stretch, plant source -flax
Silk: animal source-silk worm cocoon, absorbent, natural luster, insulating, strong, resilient, dyes well, expensive, degrades and yellows from age and sunlight.
Wool: animal source-fur, absorbent, strong, elastic, shrinks when laundered improperly, wrinkle resistant, warm
Manmade fiber characteristics: made from chemical compounds, heat sensitive/will melt, less absorbent to not at all absorbent, less expensive
Nylon: strong, elastic, water repellent, colorfast, frays easily
Polyester: good shape retention, easy to launder, wrinkle resistant, colorfast, blends well with other fibers, retains oily stains
Acrylic: resembles wool, soft, warm, nonabsorbent, pills, heat sensitive, can shrink or stretch
Rayon: soft and comfortable, drapes beautifully, blends well with other fibers, shrinks, poor
shape retention, wrinkles, dyes well
Spandex: very elastic, adds stretch when blended with other fibers, requires stretch stitching techniques, shrinks
Acetate: high luster, drapes well, loses shape, wrinkles
o Introduce students to sustainable methods of fiber production. Standard 2
Identify various types of fabric construction.
• Identify basic weaves (plain, twill, satin)
Plain: yarns interlace at right angles, passing alternately over and under each other; strong, durable, easy to sew, wrinkles easily
5


Twill: one yarn passes over two or more yarns to create a diagonal pattern; soft, wrinkle resistant, hides soil.
Satin: yarns float over four or more yarns, then pass under one; shiny, smooth surface, snags easily
• Identify basic knits (warp and weft)
Warp: Tricot, tulle, lace
Weft: Jersey, velour, fleece, interlock, rib, fake fur
• Identify non-woven fabrics (e.g., felt).
• Identify specific fabrics such as broadcloth, chambray, corduroy, double knit, gingham,
interlock knit, oxford, tricot, and velour.
• Broadcloth: plain weave cotton or cotton/polyester; tightly woven fabric with a faint rib
pattern
Chambray: looks much like lightweight denim; plain woven fabric with a colored warp and a white filling that gives it a heathered look
Corduroy: piled, vertical rib design; napped fabric that comes in varying weights; often identified by the width of the ribs or wales
Double knit: two fabrics knitted together; made on a circular rib machine, with the two layers identical on each side; stable knit, less likely to curl or stretch out of shape Gingham: checkered pattern, lightweight, plain woven cotton or cotton blend
Interlock knit: created on a knitting machine, with two separate one -by-one rib fabrics; soft, elastic, wrinkle resistant
Oxford: traditional shirting fabric with a warp of two fine yarns and heavier weft or softly spun fill yarn; subtle basket weave look and silk-like finish
Tricot: warp-knit fabric of various natural or synthetic fibers, as wool, silk polyester, having fine vertical ribs on the face and horizontal ribs on the back, used especially for making apparel
Velour: similar to terrycloth, but with cut loops; thick, short pile; can be a knit or a woven; soft to the touch; rich appearance
6


STRAND 3 Students will review and demonstrate pre-construction sewing techniques at the intermediate level.
Standard 1
Students will independently take measurements and choose appropriate fabric and make pattern alterations.
• Determine pattern size based on body measurements and finished garment measurements. Look at finished garment measurements on pattern envelope and pattern pieces, then compare to body measurements to choose a good fit.
o Natural waist, bust/chest, high bust, full hip, neck, sleeve length
o Back -waist measurement, from prominent bone at base of neck to waist
• Review relationship between body measurements and pattern measurements and the
use of ease (wearing ease, designing ease, layering ease, negative ease).
Wearing ease: amount added to a person’s body measurements so one can move in a garment
Design ease: any amount of ease beyond the basic wearing ease that creates the style of a garment
Layering ease: amount of ease added to clothing that will be worn over other clothing Negative ease: will measure smaller than actual body measurements, but will stretch to fit comfortably
Standard 2
Apply pattern preparation techniques.
• Review basic pattern symbols (e.g., straight of grain arrows, notches, pattern markings,
buttons and buttonholes, place on fold line, sizing lines, adjustment lines).
• Identify pattern symbols (e.g., pleat, dart, finished garment measurements, center front
or back).
Finished garment measurements: measurements of the garment after it is completed Center front and back: where the center of the garment front or back is located
• Review pattern placement and layout on fabric (e.g., straight of grain is always parallel to the selvage; place on fold should be placed directly on the fold of the fabric; allows the garment to hang straight).
• Review one-way directional/nap layout (e.g., all pattern pieces must face the same direction; tops of the pattern pieces should be at the top of the direction of the design
or nap).
•
Standard 3
Use appropriate marking techniques.
STRAND 4 Students will use correct sewing construction techniques at the intermediate level.
Standard 1
Students will use correct sewing construction techniques at the intermediate level.
• Identify stitching techniques (e.g., dart, ease stitching, gathering, pleat, tuck, topstitching, understitching, stitch in the ditch, stay stitching, hem) and their
applications.
Dart: The goal is to sew a dart with a point that is as smooth as possible. Stitch from the wide end to the tip, do not back stitch at the point.
Ease stitching: There are three ways to ease a seam: (1) gather before sewing the seam, (2)
7


stretch the shorter seam as you sew the unequal layers together, or (3) let the machine
ease the longer edge as the layers move under the presser foot.
Gather: Tiny, soft folds of fabric that form when a larger piece of fabric is sewn to smaller piece. The fabric should determine the best method of gathering to use. The goal is to create small, evenly spaced folds of fabric along the gathered area. There are four basic ways to gather: (1) rows of basting stitches, (2) machine couch a cord, (3) use a ruffler attachment or gathering foot, and (4) zigzag over clear elastic.
Pleat: All pleats involve folding fabric, and each folding strategy produces a different type of pleat (e.g., knife pleat, box pleat, inverted pleat).
Tuck: A stitched fold of fabric that is usually decorative, but can also be used to add shape to a garment; formed so that the fold and stitching show on the right side of the fabric
Topstitching: A row of evenly spaced straight stitches visible on the right side of a garment; usually aligned parallel to an edge or a seam. Typical distance is 1/4” to 3/8”; however, it usually is a matter of taste.
Understitching: A technique when seam allowances are sewn to a fabric layer to help keep
the fabric from rolling to the right side of the garment; invisible from the right side of the garment. Grade and clip seam allowances before understitching. Press seam allowances
toward the facing.
Stitch in the ditch: Refers to machine stitching that is sewn in the “ditch” of a seam so that it sinks into the seam and stays out of sight.
Stay stitching: A row of permanent, straight stitches sewn on a single layer to prevent stretching in key areas when you’re handling the garment during the construction process.
The stitching should be done just inside the seam allowance (1/2” from the cut edge if seam allowances are 5/8”). No back stitch is necessary.
Hem: The finished edge on the bottom of a garment.
• Identify specialty threads (e.g., quilting, heavy duty, embroidery, metallic, elastic). Quilting: a strong cotton thread with a waxy coating to prevent tangling when used in hand- quilting. It is not appropriate for use in sewing machine.
Heavy duty: Slightly heavier than all-purpose thread; to be used for prominent top-stitching. Embroidery: Decorative thread offered in a wide variety of vibrant colors. Silky, lustrous, and versatile, it is weaker than regular sewing thread and should not be used for construction. It is used for decorative stitches. Metallic: Add glitter and they are durable. All-purpose thread should be used on the bobbin; use metallic in upper looper on a serger. Elastic: Used for stretch shirring; usually wound by hand onto the bobbin. The bobbin tension must be adjusted when using this type of thread.
• Understand that serger thread is lighter -weight than all-purpose sewing machine thread.
Standard 2
Use appropriate techniques for enclosed seams (e.g, clipping, notching, layering/grading, trimming).
• Clipping and notching a seam allowance make them more flexible. Clip a concave(inside) curve within 1/8” of the stitching so the seam allowance outer edge can spread when turned back to release tension of the seam. Notch a convex (outside) curve by cutting away V-shaped wedges from the seam allowance to remove bulk
• Trimming refers to reducing any seam allowance wide. Grading is more specific and is done on enclosed seams where the layered seam allowances create excess bulk.
8


Trimming is done on collars, lapels, facings, and underarms. To grade a seam allowance, trim the side closest to the outer portion of the garment to 1/8”-3/16”, then trim the other allowance 1/4”-3/8”.
Standard 3
Practice correct application techniques for applying interfacing and attaching facings or collars.
• Interfacing can fulfill the following functions: (1) reinforce edges, such as hems and front
openings; (2) provide added body; (3) create stability in buttonholes; (4) prevent stretch in areas like a waistband or upper back; (5) build shape in lapels and collars; and (6) provide a crisp finish in areas such as pockets.
• Select and apply appropriate interfacing (fusible, non-fusible).
o Sew-in/non-fusible interfacing must be anchored to the garment with stitches,
either sewn into a seam or sewn onto a layer of fabric before being sewn into the garment. To apply, sew the interfacing to the wrong side of fabric within the seam allowance.
o Fusible interfacing is attached to the fashion fabric with glue activated by heat from the iron. To apply non-fusible, use heat, moisture and a press cloth. Follow the manufacturer’s instructions.
o Choose between sew-in/non-fusible and fusible based on the project fabric, thegarment’s requirement and preference.
• Demonstrate techniques associated with attaching facings or collars
o Facings used to finish edges at necklines, armholes, front and back openings, hems, vents, and slits. Facings add support, prevent the edge from stretching
and ensure a flat, crisp outer edge.
o Three types of collars: flat (Peter Pan), rolled (stands up slightly on the neck) and
standing (Mandarin).
Identify each of the following and construct one or more: darts, pleats, and gathers
Standard 5
Identify uses and application of commercially prepared bias tape.
Single or double fold, bias cut fabric strips have pre-folded edges that meet in the middle to bind raw fabric edges. They are prepackaged in several widths and come in a wide variety of colors, but you can make your own.
• Identify types of bias tape (single-fold, double-fold). ingle-fold tape has two folds. Each long edge is folded 1/4” to the center on the bias wrong side. Comes in varying widths.
• Double-fold tape starts as a single fold strip, then it’s folded in half again, either exactly down the center, or with one side slightly wider (to be placed on the underside when it’s stitched, so the topstitching is sure to catch it). Comes in varying widths.
• Identify uses of bias tape (seam finish, hemming, facing, and trim).
Standard 4
9


Standard 6
Identify each of the following sleeves: raglan and set in (i.e., closed/round method and open/flat method).
Raglan sleeves (two-piece and one-piece) join the bodice in a diagonal seam that extends from the neckline to the side seam.
Set-in sleeves are joined to the garment bodice at a seam that circles over the shoulder and
under the arm. A well-made set-in sleeve meets at the shoulder in a pucker-free, smooth, curved seam. Two methods of construction: closed/round method and open/flat method.
Standard 7
Identify each of the following zipper applications, and construct one or more: centered, lapped, fly, exposed/sport, invisible.
Centered zippers are found on a variety of garments, including dresses, skirts and pants. Centered zippers align the seam over the zipper teeth and the zipper tape is covered by symmetrical overlaps on each side. Parallel lines of topstitching flank the seam.
Lapped zippers are sewn to completely hide the zipper under a flap of fabric, and are found in skirts, pants, and center backs of dresses.
Fly zippers are used in pants. Women’s garments lap right over left, and men’s garments lap
left over right.
Exposed zippers are sewn directly on the outside of the garment. The zipper tape becomes a decorative feature. When installing an exposed zipper, turn the seam allowances to the right side, topstitch the zipper over the seam allowance to cover the fabric edge. Invisible zippers, when inserted correctly, are unnoticeable except for the zipper pull. They
are incredibly flexible and soft, making them ideal for fine fabrics.
Standard 8
Identify types and complete correct application of hems.
• Identify steps of hem preparation (i.e., appropriate length and width, reduce bulk, ease,
pressing).
• Apply correct edge finishes (e.g., clean finished, zigzag, serged).
• Complete one or more of the following hemming techniques: hand stitched hems,
double fold hem, machine blind hem, rolled hem
10


Utah Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Reading
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the next text says explicitly and make logical inferences from it; cite specific textural evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Note on Range and Content of
Student Reading
Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and
confidence because a majority of reading in college and workforce training programs will
11


Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
be sophisticated nonfiction. It is important to note that these reading standards are meantto complement the specific content demands of the disciplines, not replace them.
Reading Standards for Literacy in RST Science and Technical Subjects Grades 9-10
Key Ideas and Details
1. Cite specific textual evidence to support analysis of science and technical texts, attending to precise details of explanations or descriptions.
2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; attending to special cases or exceptions defined in the text.
Craft and Structure
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
5. Analyze how the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
Integration of Knowledge and Ideas
7. Translatequantitativeortechnicalinformationexpressedinwordsinatext into visual form (e.g., a table, or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
8. Assesstheextenttowhichthereasoningandevidenceinatextsupportthe author’s claim or a recommendation for solving a scientific or technical problem.
9. Compareandcontrastfindingsrepresentedinatexttothosefromother sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Range of Reading and Level of Text Complexity
10.By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
12


Utah Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Writing
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended me frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Note on Range and Content of Student Writing
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.
13


Writing Standards for Literacy in
History/Social Studies, Science, and Technical Subjects 6-12
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information
so to make important connections and distinctions; including formatting (e.g., heading), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
d. Usepreciselanguage,domain-specificvocabularytomanagethe complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
3. Not applicable as a separate requirement (Students’ narrative skills continue to grow in these grades. The standards require that students be able to incorporate narrative elements effectively into arguments and
14


informative/exploratory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
15


Course Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning.
1. 2. 3. 4.
Increase knowledge and application of sewing machines, sergers, and pressing techniques. Distinguish the different types of fabric and fiber characteristics
Review and demonstrate pre-construction sewing techniques at an intermediate level. Use correct sewing construction techniques at an intermediate level.
16


Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
Strand 1
http://www.schmetzneedles.com/schmetz-household-needle-chart/#sthash.Ln3rVtxV.dpbs
Strand 2
http://www.cottoninc.com
http://www.globalfootprints.org/sustainability/
http://www.undressrunways.com/fashion-sustainability/
http://www.triplepundit.com/special/sustainable-fashion- 2014/
http://www.patagonia.com/us/environmentalism
http://www.powersewing.com/2009/07/fabric-photo-dictionary
Strand 3
http://www.craftsy.com/blog/2014/01/sewing-ease/ http://www.taunton.com/threads/pages/t00103.asp http://www.threadsmagazine.com/item/5053/the-seam-method-of-pattern-alteration Strand 4
http://www.threadsmagazine.com/item/15345/video-sleeves-101
http://www.tillyandthebuttons.com/2014/11/sewingfrancoise-sewing-raglan-sleeves.html http://www.craftsy.com/blog/2014/02/sewing-in-set-in-sleeves
http://www.nancyzieman.com/blog/sewing-with-nancy/how-to-sew-a-zipper http://extension.usu.edu/files/publications/factsheet/FC_Clothing&Textiles_2012-02pr.pdf http://www.threadsmagazine.com/item/3831/video-easy-to-sew-flat-fly-front-zipper http://www.craftsy.com/blog/2013/12/sewing-exposed-zippers/ http://www.craftsy.com/blog/2014/02/how-to-sew-an-invisible-zipper http://www.craftsy.com/blog/2014/12/how-to-hem-skirts-and-pants http://www.sew4home.com/tips-resources/sewing-tips-tricks/how-make-simple-hem
17


Course Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
Course
Core Standards
Text
Term 1
Term 2
Term 3
Term 4
18


Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Planning Guide: Jay McTighe, an expert in unit planning and author of Understanding by Design, has written four point to consider when planning units. They are presented below.
UbD Design Standards Stage 1 – To what extent does the design:
1. focus on the “Big ideas” of targeted content? Consider: are . . .
– the targeted understandings enduring, based on transferable, big ideas at the heart of the
discipline and in need of “uncoverage”?
– the targeted understandings framed as specific generalizations?
– the “big ideas” framed by questions that spark meaningful connections, provoke genuine
inquiry and deep thought, and encourage transfer?
– appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? – valid and unit-relevant knowledge and skills identified?
Stage 2 – To what extent do the assessments provide:
2. fair, valid, reliable and sufficient measures of the desired results? Consider: are . . .
– students asked to exhibit their understanding through “authentic” performance tasks? – appropriate criterion-based scoring tools used to evaluate student products and
performances?
– a variety of appropriate assessment formats provide additional evidence of learning? Stage 3 – To what extent is the learning plan:
3. effective and engaging? Consider: will students . . .
– know where they’re going (the learning goals), why (reason for learning the content), and
what is required of them (performance requirements and evaluative criteria)?
– be hooked – engaged in digging into the big ideas (e.g., through inquiry, research, problem- solving, experimentation)?
– have adequate opportunities to explore/experience big ideas and receive instruction to equip them for the required performance(s)?
– have sufficient opportunities to rethink, rehearse, revise, and/or refine their work based upon timely feedback?
– have an opportunity to self-evaluate their work, reflect on their learning and set future goals? Consider: the extent to which the learning plan is:
– tailored and flexible to address the interests and learning styles of all students?
– organized and sequenced to maximize engagement and effectiveness?
Overall Design – to what extent is the entire unit:
4. coherent, with the elements of all 3 stages aligned?
Grant Wiggins and Jay McTighe 2005
19


Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Skill Certificate Test Points by Strand
20


Ethical Assessment Practices (USBE ethics training)
Licensed Utah Educators should:
• Ensure students are enrolled in appropriate courses and receive appropriate instruction
• Provide instruction to the intended depth and breadth of the course curriculum
• Provide accommodations throughout instruction to eligible students as identified by an
ELL, IEP, or 504 team.
• Use a variety of assessments methods to inform instructional practices
• Introduce students to various test-taking strategies throughout the year
• Provide students with opportunities to engage with available training test to ensure that
they can successfully navigate online testing systems, and to ensure that local
technology configurations can successfully support testing.
• Use formative assessments throughout the year using high-quality, non-secure test
questions aligned to Utah Standards.
Licensed Utah Educators shall ensure that:
• An appropriate environment reflective of an instructional setting is set for testing to limit distractions from surroundings or unnecessary personnel.
• All students who are eligible for testing are tested.
• A student is not discouraged from participating in state assessments, but upon a
parent’s opt-out request (follow LEA procedures), the student is provided with a
meaningful educational activity.
• Tests are administered in-person and testing procedures meet all test administration
requirements.
• Active test proctoring occurs: walking around the room to make sure that each
student has or is logged into the correct test; has appropriate testing materials
available to them; and are progressing at an appropriate pace.
• No person is left alone in a test setting with student tests left on screen or open.
• The importance of the test, test participation, and the good faith efforts of all
students are not undermined.
• All information in the Test Administration Manual (TAM) for each test administered
is reviewed and strictly followed (see 53A-1-608; R277-404).
• Accommodations are provided for eligible students, as identified by an ELL, IEP, or
504 team. These accommodations should be consistent with accommodations
provided during instruction throughout the instructional year.
• Any electronic devices that can be used to access non-test content or to
record/distribute test content or materials shall be inaccessible by students (e.g., cell phones, recording devices, inter-capable devices). Electronic security of tests and student information must not be compromised.
• Test materials are secure before, during and after testing. When not in use, all materials shall be protected, where students, parents cannot gain access.
No one may enter a student’s computer-based test to examine content or alter a student’s response in any way either on the computer or a paper answer document for any reason.
21


Unethical Assessment Practices (USBE ethics training)
It is unethical for educators to jeopardize the integrity of an assessment or the validity of student responses.
Unethical practices include:
• Providing students with questions from the test to review before taking the test.
• Changing instruction or reviewing specific concepts because those concepts appear on
the test.
• Rewording or clarifying questions, or using inflection or gestures to help students
answer.
• Allowing students to use unauthorized resources to find answers, including dictionaries,
thesauruses, mathematics tables, online references, etc.
• Displaying materials on walls or other high visibility surfaces that provide answer to
specific test items (e.g., posters, word walls, formula charts, etc.).
• Reclassifying students to alter subgroup reports.
• Allowing parent volunteers to assist with the proctoring of a test their child is taking or
using students to supervise other students taking a test.
• Allowing the public to view secure items or observe testing sessions.
• Reviewing a student’s response and instructing the student to, or suggesting that the
student should, rethink his/her answers.
• Reproducing, or distributing, in whole or in part, secure test content (e.g., taking
pictures, copying, writing, posting in a classroom, posting publically, emailing).
• Explicitly or implicitly encouraging students to not answer questions, or to engage in
dishonest testing behavior.
• Administering tests outside of the prescribed testing window for each assessment.
22


Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
PCSD MTSS/RTI Model
Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
23


24


PCSD MTSS/RTI Model Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
Unpacking the Complexity of MTSS Decision Making
Successful MTSS implementation is a highly complex process that involves the following tasks:
• Gathering accurate and reliable data
• Correctly interpreting and validating data
• Using data to make meaningful instructional changes for students
• Establishing and managing increasingly intensive tiers of support
• Evaluating the process at all tiers to ensure the system is working
25


Utah’s Multi-Tiered System of Supports USBE website:
http://www.schools.utah.gov/umtss/UMTSS-Model.aspx
26


Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
The Provo Way Instructional Model
27


• Student focus
• Educator credibility
• Meeting norms
• Professional Learning Communities (PLC)/Collaboration
• Civility policy
• Appearance and interactions
• Continual Leaning
• Testing ethics
• Research orientation
• Policy adherence
• Culture
• Safety–emotional and physical
• Physical classroom space
• Relationships
• Family connections
• Procedures
• Classroom management
• Student artifacts
• Student focus
28


• Formative evaluation
• Summative evaluation
• Feedback:
• Performance of understanding
• Self-reported grades
• Student self-evaluation
• Testing ethics
• Differentiation
• Data analysis
• Response to interventions (RTI)/Multi-tiered system of success (MTSS)
• Lesson design
• Teacher clarity: share LT, share SC, share PoU
• Evidence-based instructional strategies
• Based on data
• Student engagement
• DOK – Depth of Knowledge
• Differentiation
• Student ownership of learning
• Curriculum notebook
• RTI/MTSS
29


• State standards
• Curriculum map/pacing guide
• Units
• Objectives
• Curriculum Notebooks
• Course essentials
• Current
• Planning
Professional Associations Websites
30


Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
Hattie's Visible Learning
John Hattie, creator of Visible Learning, is a leading education researcher who has analyzed meta analyses in order to rank education practices (and factors) from most effective to least effective.
Hattie's list of highest ranking factors can be found at: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
or
https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
Hattie's original book on the topic can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Definitions of Hattie's factors can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Learning Targets
Provo City School District employs the use of learning targets, success criteria, formative assessment, and feedback. A basis of study on these topics is the book, Learning Targets, by Connie Moss and Susan Brookhart, can be found at: https://www.amazon.com/Learning-Targets-Helping-Students-Understanding- ebook/dp/B008FOKP5S.
The district has produced four videos that demonstrate elements of learning target instruction and can be found at:
http://provo.edu/teachingandlearning/learning-targets-videos/
Teacher Resource Guide
Provo City School District's Teacher Resource Guide helps teachers meet the Utah Effective Teaching Standards and includes effective teaching practices. It can be found at: http://provo.edu/teachingandlearning/wp-content/uploads/sites/4/2016/01/11182016-TRG- fixed.pdf
31


Glossary
Terms and Acronyms used in this document
Assessment Standards
College and Career Readiness
Curriculum Resources
Essential Learning Standards
Evidence-based Pedagogical Practices
Intervention Standards
Learning Target
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
The College and Career Readiness (CCR) anchor standards
and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
These are also known as power standards. They are particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they: 1. have endurance, 2. have leverage, and 3. are important for future learning.
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher- developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
(LT) A Learning Target is a target that is shared and actively used by both the teacher and the students as a classroom learning team. (Moss & Brookhart, 2012).
32


MTSS
Pacing Guide
Performance of Understanding.
Provo Way Instructional Model
RTI
Success Criteria
Standards
Supplemental Resources
Units
Multi-Tiered Systems of Support is an approach to academic and behavioral intervention. It is part of the intervention standards.
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
(PoU). Student results that provide compelling evidence that the student has acquired the learning target. (Brookhart, 2012).
The five areas of expectations for successful instruction identified by Provo City School District.
Response to Intervention is an approach to academic and behavioral intervention. It is part of the Intervention standards.
Detailed explanation requirements for different levels of quality. They are also referred to as “student-fors” to be used during the formative learning cycle in the day’s lesson (Moss & Brookhart, 2012).
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
33