A. Family and Consumer Sciences – Home & Career Skills Home & Career Skills Indicators of Achievement Checklist Indicators LEVEL OF PERFORMANCE 1 Falls Below 2 Approaches 3 Meets 4 Exceeds Acceptable Evidence Student Performance Student work demonstrates that students have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. (FACS Standard 1-Intermediate Level, Performance Indicators Student work demonstrates that students have the necessary knowledge and ability to create and maintain a safe and healthy environment. (FACS Standard 2, Intermediate Level, Performance Indicators 1-3) Student work demonstrates that students understand and are able to manage their personal and community resources. (FACS Standard 3, Intermediate Level, Performance Indicators 1-5) A. Program does not meet the NYS Learning Standards for Family and Consumer Sciences. A. Program meets some of NYS Learning Standards for Family and Consumer Sciences. A. Program meets all of NYS Learning Standards for Family and Consumer Sciences and key ideas. A. Program exceeds NYS Learning Standards for Family and Consumer Sciences and key ideas and performance indicators. All students receive basic instruction in the ten content topics and the four process skills of the Home & Career Skills curriculum. Content Topics: -Career Development (CD) -Clothing Management (CM) -Community Connections (CC) -Consumer Resource Management (CRM) -Family (F) -Financial Management (FM) -Human Development (HD) -Interpersonal Relationships (IR) -Nutrition and Wellness (NW) -Personal Environment Management (PEM) Process Skills: -Communication -Leadership -Management -Thinking
Student Performance cont’d. Student work will demonstrate that students have the necessary knowledge about the world of work, career options, and the relationship of personal skills, aptitudes and abilities to future career decisions. (CDOS Standard 1, Intermediate Level, Performance Indicators Student work will demonstrate how academic skills and knowledge are applied in the home, workplace and other settings. (CDOS Standard 2, Intermediate Level, Performance Indicators 1-3) Student work will demonstrate the mastery of the foundation skills and competencies essential for success in the workplace. (CDOS Standard 3a, Intermediate Level, 8 skills areas, Performance Indicator 1) Classroom instruction is framed to answer the essential questions for each content topic. - CD – How can I develop skills to help me find meaningful work and determine the role work will play in my life? - CM – How can I develop skills that demonstrate effective clothing management and that show how clothing decisions affect me? - CC – How can I integrate multiple life roles and responsibilities into family, school, and community settings? - CRM – How can I develop skills that demonstrate responsible consumer practices? - F – How is the family important and how does it impact the of individuals and society? - FM – How can I develop skills that demonstrate effective money management? being
Student Performance cont’d B. Evidence demonstrates that students have not met NYS Learning Standards for Family and Consumer Sciences. B. Evidence demonstrates that students meet some of NYS Learning Standards for Family and Consumer Sciences. B. Evidence demonstrates that students meet NYS Learning Standards for Family and Consumer Sciences and key ideas. B. Evidence demonstrates that students exceed NYS Learning Standards for Family and Consumer Sciences and key ideas and performance indicators. All students can demonstrate the acquisition of skills learned and apply those skills to real-life situations through the use of: -Daily math computations, -Written reflections, -Public speaking, -Sequencing and following directions, -Reading for information, -Job readiness, -Problem-solving strategies, -Active citizenship, -Financial literacy, and -Cultural appreciation. C. No assessments are used. C. Assessments are inconsistently used in non-tested content areas. C. Assessments are used to evaluate the acquisition of NYS Learning Standards for Family and Consumer Sciences and skills. C. Results of assessments are used to improve the acquisition of NYS Learning Standards for Family and Consumer Sciences and skills. Students are assessed on a regular basis. Assessment examples include but are not limited to: -Projects, -Portfolios, -Laboratories, and -Practical/authentic assessments
Collaboration A. Teachers are not viewed as an integral part of the team. A. Teachers are viewed as an integral part of the team solely within their own content area. A. Teachers are sometimes viewed as an integral part of the team; they serve as resources to other content area staff some of the time. A. Teachers are viewed as an integral part of the team and act as resources to other content area team members and visa-versa. There is documentation of two-way communication between Home & Career Skills teachers and other content area teachers. There is articulation (webbing) of skills and content from across various disciplines. There is evidence in student learning experiences (events, activities, press releases, team projects, etc.) that demonstrate collaboration of content and skills from a variety of curricular areas. Curriculum A. There is no Home & Career skills curriculum (Grades 5-8). A. There is some Home & Career skills curriculum that is standards based. A. There is written curriculum for all Home & Career Skill classes that is based upon the NYS Learning Standards for Family and Consumer Sciences. A. There is written curriculum for all Home & Career Skill classes that is aligned with the NYS Learning Standards for Family and Consumer Sciences. It also follows the Home & Career Skills program content matrix. Current curriculum is based upon the NYS Learning Standards for Family and Consumer Sciences. Assessment Scenarios and other forms of evaluation closely reflect the curriculum. Fundamental dimensions of curriculum and scheduling are met. (See Resources, at the end of the Family and Consumer & Career Skills Checklist)
Professional Staff A. No appropriately certified teachers are assigned to classes. A. Appropriately certified teachers are assigned to some classes. Teachers who are uncertified in their assigned areas are in the process of obtaining appropriate certification. A. All student instruction is delivered by appropriately certified teachers. A. All student instruction is delivered by Family and Consumer Sciences certified teachers. All student instruction is delivered by Family and Consumer Sciences certified teachers. Basic Educational Data System (BEDS) records B. Access to professional development opportunities does not exist. B. Some professional development opportunities are provided for teachers. B. All teachers participate annually in content-specific professional development. B. All teachers participate annually in content-specific professional development and are actively involved in their professional organization. Record of professional development activities
Indicators LEVEL OF PERFORMANCE 1 Falls Below 2 Approaches 3 Meets 4 Exceeds Acceptable Evidence Administrative Support A. Administration does not demonstrate interest in maintaining or advancing the program. A. Administration demonstrates a basic understanding of the program area and goals. A. Administration actively supports the program at the and district levels. A. Administration actively supports the program at the building and district levels to both the school and public audiences. Administration can document support of Home & Career Skills program in the school and public audience. B. Administration supports limited professional development opportunities for teachers in some of the non-tested content areas. B. Administration allows all teachers in the non-tested content areas to participate in professional development opportunities. B. Administration advocates the importance of professional development that focuses on NYS Learning Standards for Family and Consumer Sciences at the intermediate level for teachers in the non-tested content areas. B. Administration can document Home & Career Skills teacher attendance in professional development activities. Documentation of Home & Career Skills teacher attendance in professional development activities.
Indicators LEVEL OF PERFORMANCE 1 Falls Below 2 Approaches 3 Meets 4 Exceeds Acceptable Evidence Scheduling/Student Access A. Instruction is not available. A. Some classes are scheduled. Formal instruction is available to some of the school population. Sometimes formal instruction is not scheduled and time requirements for the unit(s) of instruction are not met. A. Classes are scheduled as part of the intermediate-level experience to meet the current mandate. A. All students are scheduled for instruction that is delivered over more than one grade level and exceeds the minimum requirement. Master schedule shows that all students meet the minimum time requirement over more than one grade level. Student course schedules show that all students receive instruction covering all Home & Career Skills and Career Development and Occupational Studies Standards. Instructional Technology A. No access to technology or technical support for facilitating instruction is provided. A. Classes have access to technology to assist classroom instruction, but scheduling is difficult or technology is unavailable when needed. A. Classes have technology on site to assist in instruction or have access to technology as needed. A. All classrooms are equipped with technology. All Home & Career Skills professionals have access to technological support. School has technologically- equipped classroom with state-of-the-art equipment.
Indicators LEVEL OF PERFORMANCE 1 Falls Below 2 Approaches 3 Meets 4 Exceeds Acceptable Evidence Facility/Equipment A. No rooms or equipment are dedicated to providing students with appropriate experiences, as required in the curriculum (e.g., laboratory). A. Some dedicated space is provided with a minimum of equipment, if required. A. Students have access to dedicated spaces and equipment for instruction. A. All student instruction takes place in dedicated facilities with state-of-the-art equipment. Meets requirements of State Education Department, Family and Consumer Education Facilities Guide, revised 2005. B. Any existing instruction is heavily focused on textbook, paper and pencil. B. Hands-on experiential learning is limited to shared spaces and/or equipment. B. Most classes include hands-on applications of principles taught. B. All classes include hands-on applications of principles being taught. Evidence of adequate supplies, equipment or materials required to deliver hands-on experiential learning. Resources A. No funds or inadequate funds are provided for the program. A. Funding for the program is minimal. A. Administration provides adequate funding to maintain an experiential program. A. Administration provides adequate funding to enable the program to achieve a level of excellence. Classroom budget demonstrates that teacher is able to run program without needing outside fundraising. Budget reflects experiential nature of the Home & Career Skills curriculum (75 percent hands-on).