FACS exploration A Curriculum Notebook.docx

FACS Exploration A 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
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 9
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 10
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 11
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 12
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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.
Ethics ..................................................................................................................................................... Page 13
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 15 MTSS...................................................................................................................................................... Page 17
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 19
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie ............................................................................................................................................ Page 23
Glossary
Terms and acronyms used in this document ........................................................................................ Page 24
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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 be introduced to elements of housing and interior design and how it impacts families, communities and careers. (FACS Interior Design Career Pathway)
Standard 1
Discuss how homes can be designed according to the activities, wants and needs of the family.
Standard 2
Discuss the basic elements and principles of design used in the home and industry.
• Identify the elements (tools) of design: space, line, texture, shape/form, pattern, color.
• Identify the principles (rules) of design: balance, emphasis, rhythm, harmony, and
scale/proportion.
• Describe the effect of color on shape, size, feelings, and moods.
• Explore the science of color and color combinations to form color schemes.
Standard 3
Integrate consumerism/entrepreneurship and careers related to housing and interior design
Standard 4
Discuss how interiors are affected by furniture arrangements and traffic patterns in the home and industry
• Using a floor plan and/or templates, arrange furniture for an apartment, home or office using the elements and principles of design
• Discuss the traffic patterns developed by furniture arrangement
STRAND 2 Students will discuss and participate in hands -on skill development related to clothing construction, fashion, textile technology and careers. (FACS Fashion, Manufacturing and Merchandising Career Pathway)
Standard 1
Demonstrate the skill to use and care for the sewing machine, serger and other specialty sewing machines. (*STEM: Technology)
• Learn the parts of the sewing machine and their functions.
• Learn to change a needle in the sewing machine.
• Learn to correctly thread the sewing machine.
• Learn to wind and insert a bobbin into the sewing machine.
• Learn the proper/safe usage of a serger.
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Standard 2
Identify industry based sewing equipment and follow safety standards as they apply.
• Scissors/shears
• Rotary cutter and mat board
• Pins
• Hand needles
• Seam gauge
• Measuring tape/tape measure
• Seam ripper
• Iron
Standard 3
Apply concepts related to reading and following a sewing pattern during the construction process.
• Identify information found on a sewing pattern.
• Determine body measurements and calculate/apply pattern adjustments.
• Identify various pattern markings and transfer pattern markings to fabric.
• Identify the fold, lengthwise and crosswise grain of the fabric.
• Correctly lay a pattern onto fabric.
• Correctly pin and cut a pattern from fabric
Standard 4
Learn basic industry based sewing techniques to construct textile projects
• seam allowances
• backstitch
• pivot
• seam finishes
• casing
• topstitch
• buttonhole and attach a button
• pressing/ironing techniques
Standard 5
Explain the meaning and function of fashion.
• Discuss how fashion is used as a means of personal communication and expression of
one’s self.
• Discuss brand names, advertising, merchandising and how they affect buying.
• Discuss proper textile laundering techniques and interpret care symbols.
Standard 6
Integrate consumerism, entrepreneurship and careers related to clothing, textiles and fashion merchandising.
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STRAND 3 Students will explore employability skills, entrepreneurship, the principles of the free enterprise system and their impact on families, communities and careers. (College and Career Ready Skill Development)
Standard 1
Discuss employability skills preparation.
• Identify characteristics of a good employee.
• Discuss how social skills and conflict resolution are helpful in obtaining and maintaining
a job
Standard 2
Complete a free enterprise experience. Develop a business plan that incorporates the following:
• Select a product or service to sell.
• Conduct and analyze a market survey.
• Design packaging for the product if applicable.
• Establish a price for the product.
• Conduct an advertising campaign.
• Produce and sell the product.
• Evaluate the effectiveness of the process/business plan.
STRAND 4 Students will identify and discuss social skills related to Human Services careers needed to develop personal independence and interpersonal relationships. (FACS Family and Human Services Career Pathway)
Standard 1
• Identify skills needed to develop and strengthen interpersonal relationships.
• Identify traits needed to develop (positive and supportive) friendships.
• Examine the effect of personal behavior on relationships.
• Discuss the effects of positive and negative peer pressure.
• Practice skills that strengthen and support positive family relationships.
• Identify appropriate behavior in social situations regarding families, communities and
careers.
Standard 2
Discuss values, goals, decision-making and personal responsibility
• Identify personal values, needs vs. wants, goals and the effect upon personal decisions.
• Analyze personal values and how they impact future college and/or career plans.
• Discuss and apply the decision-making process to personal and professional goals.
STRAND 5 Students will discuss and participate in activities regarding childcare services/early childhood education and its effect on families, communities and careers. (Pre-School, Kindergarten – Grade 3) (FACS Education Pathway)
Standard 1
Review the responsibilities of childcare providers who work in early childhood careers.
• Identify safety hazards, accident prevention and emergency situation procedures.
• Discuss types and signs of child abuse and how to prevent it.
• Differentiate between negative and positive methods of guidance for children.
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Standard 2
Describe the developmental value of play.
• Identify age appropriate activities that promote creative play.
• Discuss how play influences social, emotional and physical development.
Standard 3
Plan and/or prepare a food experience that appeals to children, promotes healthy eating habits, and follows current USDA nutritional guidelines for preparing foods for children.
Standard 4
Plan a hands -on childcare/early childhood education experience that can be used in childcare services careers.
• Select a theme, games, healthy snacks, stories, finger plays, art project, and science or sensory projects to use for child care activities.
• Role play and/or practice early childhood education activities.
Standard 5
Integrate consumerism/ entrepreneurship and careers related to childcare\early childhood education. (Pre-School, K-3)
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STRAND 6 Students will identify and discuss the importance of food and nutrition sciences and related careers through class activities and lab experiences. (FACS Food Science, Dietetics & Nutrition and Food Services \Culinary Arts Career Pathways
Standard 1
Explore and apply the foundations of lab management and safety procedures critical in the foods service careers:
• Identify food safety and sanitation guidelines.
• Formulate basic equivalent conversions including doubling and halving recipes.
• Demonstrate correct measuring techniques.
• Apply safety and care concepts related to kitchen equipment and appliances.
• Identify cooking terms and demonstrate food preparation procedures.
• Practice table setting and appropriate social interactions during mealtimes.
Standard 2
Students will discuss and analyze basic nutrition information that is taught and practiced in dietetic careers.
• Review the six basic nutrients for function: (carbohydrates, protein, lipids, vitamins, minerals and water).
• Identify food sources for the six basic nutrients. Standard 3
Discuss the current USDA Dietary Guidelines and MyPlate.
Standard 4
Prepare recipes following the current USDA Dietary Guidelines and MyPlate.
Standard 5
Integrate consumerism/ entrepreneurship and careers included in food related industries.
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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. I can identify and utilize basic sewing room equipment correctly.
2. I can identify the basic parts of the sewing machine and use the sewing machine correctly
3. I can perform basic stitching techniques using the sewing machine
4. I can identify and recognize specific direction of the fabric and understand how to fold and prepare my fabric before laying out my pattern.
5. I can correctly identify which pattern pieces to use for my selected pattern, and correctly lay them out on my fabric using the layout guide.
6. I can complete a functional project using a pattern and following the steps on the pattern instruction sheet.
7. I can identify the important parts of the serger and learn and follow the rules of using the serger correctly.
8. I can perform specific intermediate stitching and pressing techniques to construct a functional project using the serger.
9. I can take basic body measurements to determine pattern size.
10. I can construct a garment that is the correct size, using a commercial sewing pattern
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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.
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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
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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
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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.
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.
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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.
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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.
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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
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Utah’s Multi-Tiered System of Supports USBE website:
http://www.schools.utah.gov/umtss/UMTSS-Model.aspx
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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
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• 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
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• 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
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• State standards
• Curriculum map/pacing guide
• Units
• Objectives
• Curriculum Notebooks
• Course essentials
• Current
• Planning
Professional Associations Websites
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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
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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).
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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.
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