NEW FAMILY AND CONSUMER SCIENCES NATIONAL STANDARDS
2008
INTRODUCTION & OVERVIEW
Introduction
Rationale for Change
Today's students are the future leaders and members of tomorrow's families, workplaces, and communities. They need to be
able to act responsibly and productively to synthesize knowledge from multiple sources, to work cooperatively, and to apply
the highest standards in all aspects of their lives.
Family plays a very important role in our individual lives and in society and is widely recognized as the context in which its
members learn about relation to and caring for others, acquire attitudes about learning and work, build communication and
reasoning skills, learn right from wrong, and form patterns of responsible citizenship. Family members learn to work together
within the family and with other families to improve conditions in the home, workplace, community, and world.
The process to develop standards for Family and Consumer Sciences Education has occurred concurrently with the
development of standards in several other areas of education. Goals 2000: Educate America Act initiated development of
national educational standards as a means of encouraging and evaluating student achievement and provided for voluntary
skill standards related to Career Clusters to encourage youth and adults to be better prepared with high-level skills and
updated technological requirements. Standards development that has occurred since then has focused on higher standards
for all students, and has identified what learners should know and be able to do in discipline-specific content and in thinking
and process arenas as well.
Vision and Mission - A Foundation for FACS Standards
The foundation for the development of the national standards was laid in March 1992, when vision and mission statements for
Family and Consumer Sciences Education were developed by FACS administrators, educators and others during a strategic
planning session in Washington, DC. In October 1993, leaders from the many segments of FACS profession convened in
Scottsdale, Arizona, to explore and redefine future directions for the field. The definitions and directions developed in
Scottsdale were in harmony with the vision and mission statements that had been developed for Family and Consumer
Sciences Education, and the work was merged. The modified vision and mission statements were officially adopted in
December 1994. The Vision is:
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Family and Consumer Sciences Education empowers individuals and families across the life span to manage the
challenges of living and working in a diverse global society. Our unique focus is on families, work, and their
interrelationships.
The mission of Family and Consumer Sciences Education is to prepare students for family life, work life, and careers in
Family and Consumer Sciences Education by providing opportunities to develop the knowledge, skills, attitudes, and
behaviors needed for:
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Strengthening the well-being of individuals and families across the life span.
Becoming responsible citizens and leaders in family, community, and work settings.
Promoting optimal nutrition and wellness across the life span.
Managing resources to meet the material needs of individuals and families.
Balancing personal, home, family, and work lives.
Using critical and creative thinking skills to address problems in diverse family, community, and work environments.
Successful life management, employment, and careers development.
Functioning effectively as providers and consumers of goods and services.
Appreciating human worth and accepting responsibility for one's actions and success in family and work life.
The vision and mission statements have been widely publicized and utilized since that time, and have made significant impact
on the directions taken by Family and Consumer Sciences Education curriculum and program development at the national,
state, and local levels.
The Nature of the FACS National Standards
The National Standards for Family and Consumer Sciences Education present a vision for the future and provide FACS
educators with a structure for identifying what learners should know and be able to do. The FACS National Standards are
based on knowledge and skills needed for home and family life as well as those needed to succeed in related careers. The
national standards provide an excellent system for meeting the needs of individuals preparing for life in a global society while
simultaneously preparing for careers. The national standards are comprehensive, designed to encompass the variety that
exists among state philosophies and to accommodate various approaches to standards and educational delivery systems.
Viewed collectively, the national standards provide the structure for an integrated approach to Family and Consumer
Sciences Education. Educational standards have been or are being developed in many of the individual career areas within
Family and Consumer Sciences Education (for example: dietetics, early childhood, facilities maintenance, food service,
hospitality, interior design, and so forth), so it is necessary to clarify the roles of these various sets of standards. The FACS
National Standards address expectations for overall FACS programs and curriculum design, while the standards for individual
FACS career areas provide focused and enhanced content detail and additional direction for specific career paths. Educators
are encouraged to first establish their overall FACS program frameworks using the FACS National Standards as a guide, and
then to use standards for specific career areas to guide the development for specific career-related courses of study.
Adaptability and accessibility are important elements of the national standards. There is wide variation in what, how much,
and when concepts in Family and Consumer Sciences Education are introduced to students and in the level of depth to which
any particular standard or competency may be developed. The national standards apply to all students, regardless of age,
gender, cultural or ethnic background, disabilities, aspirations, interests, or motivations. Different students will achieve
understanding in different ways in different degrees of depth and breadth, depending on interest, ability, and context.
Overview of the FACS National Standards
The Family and Consumer Sciences Education National Standards form a comprehensive structure designed to
accommodate varying state philosophies (competency-based, conceptual and process perspectives) and multiple issues
related to standards and delivery systems. FACS, like other disciplines, is concerned with the integration of academic
knowledge and achievement in a contextual approach. The FACS National Standards allows for both competencies and
processes to relate to standards in a deliberate effort to link the two philosophies.
The FACS National Standards components include Areas of Study, Comprehensive Standards, Content Standards,
Competencies, and Process Questions, which are described on the Standards &
Process Framework for the
National Standards for Family and Consumer Sciences Education
Wanda S. Fox, Purdue University
December 2007
In the National Standards for Family and Consumer Sciences Education, process has been addressed in two
ways. One is the Reasoning for Action standard, which is an overarching, process-oriented standard that delineates
knowledge and skills for high-quality reasoning. The second is through questions related to thinking, communication,
leadership, and management process areas that are provided for each content standard in the 16 Areas of Study. The
purposes of this chapter are to provide background information on process in family and consumer sciences education, to
give an overview of the Reasoning for Action standard, and to explain the structure of the process questions.
Process in Family and Consumer Sciences Education
In an educational context, process refers to skills, operations, and dispositions through which learners construct
meaning and develop applications related to content (Costa & Liebmann, 1997). Process and content work in tandem. On
one hand, process is a vehicle for obtaining, analyzing, and using content. On the other hand, content is a means for
developing students' abilities for using and applying process. While both can be taught separately, they are most
effectively learned when they are used together and linked to life situations or simulations that involve performance (Costa
& Liebmann, 1997; Rubin, 1997)
The emphasis on process within the Standards for Family and Consumer Sciences Education is grounded in
needs and issues of society and in developments in family and consumer sciences education. As with other areas of the
National Standards, family and consumer sciences educators will use the Reasoning for Action standard and the process
questions in various ways, depending on their overall approach to family and consumer sciences curriculum and the
needs and issues of their local setting. For some, process will be a centerpiece of the curriculum, while others will apply
process in more subtle, integrated ways. Regardless of the approach, the process aspects of the Standards complement
and support student learning across all 16 Areas of Study. Likewise, all 16 Areas of Study can be used to develop
students' capabilities related to process.
Needs and Issues of Society
Career and technical educators and other trend watchers predict that over their lifetimes, today's students will
work in several career areas and hold a multitude of different jobs, many of which may not yet be invented. Given the
certainty of future change, today's students are best served by education through which they develop abilities to identify
problems, locate and synthesize information, and work with others to create solutions (Costa & Liebmann, 1997;
Friedman, 2005). "These abilities not only can increase comprehension and retention but -- of even greater consequence
-- can enhance intellectual capability as well as the capacity to use acquire knowledge constructively" (Rubin, 1997, p.
231).
The need for process in education was emphasized in the 1991 report of the Secretary's Commission on
Achieving Necessary Skills (SCANS). The business and industry leaders from across the country who participated in this
Commission determined that process-oriented foundations and competencies are "at least as important as technical
expertise"¦ the competencies represent the attributes that today's high-performance employer seeks in tomorrow's
employee" (U.S. Department of Labor, 1991, p. xvi). Since that time, unprecedented global events, worldwide expansion
in technology and communication, and related social and cultural changes have reinforced the need for process-oriented
knowledge and skills. This rapidly changing world context has accelerated the calls for education that will develop
learners' capacities to analyze and use information; collaborate with others; and make reasoned, ethical decisions (e.g.,
Association for Career and Technical Education, 2006; National Center for Education and the Economy, 2006). The
Reasoning for Action standard and the process questions of the National Standards for Family and Consumer Sciences
Education address these needs.
Developments in Family and Consumer Sciences Education
The ground work for emphasizing process in family and consumer sciences education was established several
years ago with the publication of Home Economics: A Definition (Brown & Paolucci, 1979). In this seminal document,
Brown and Paolucci described the issues families face as "practical problems," or value-based questions about what
actions individuals and families should take in addressing the concerns they face over time.
Central to the practical problems approach is that those who are impacted by the situation or "problem" use
practical reasoning to determine a course of action. Situations that require practical reasoning have four distinct and
interactive characteristics: they are value-related; there is a need to act; the circumstances are uncertain and changing;
and two or more reasonable options or "alternative actions" can be identified with no clear-cut answer about the best
action to take (Laster, 1998). In the practical reasoning process, participants examine and consciously form goals or
valued ends, interpret contextual information, obtain and use technical information and skills, consider alternative actions
and consequences, and decide what action to take (Brown & Paulucci, 1979). The Reasoning for Action standard (further
introduced below) outlines the constituent tasks and expectations for high-quality reasoning.
The practical problems approach is grounded in a critical science perspective of curriculum, with a focus on openended, "what should we do?" questions (Plihal, Laird, & Rehm, 1997; Montgomery, 1999). These learner-directed
questions are in contrast to traditional approaches to education that emphasize steps or techniques used to reach
predetermined goals. Instead, with a practical problems approach instruction begins with questions, emphasizing
examination of valued ends and alternative means for accomplishing them, and focusing on the specific information and
skills needed to identify and take the selected actions (Johnson & Fedje, 1999). This emphasis on questions led to the
process questions that are included in the National Standards (described in further detail below).
Brown (1980) further delineated three systems of action that individuals and families use to address the practical
problems they face: instrumental-technical, interpretive-communicative and critical-emancipatory. In the National
Standards for Family and Consumer Sciences Education these systems are referred to as technical, interpretive, and
reflective. These systems of action provide a framework for the process questions that are included in the Standards. Brief
explanations are provided in the following paragraphs for each system of action. While these are explained individually, it
is important to note that the three types of action are not used separately or in isolation. Rather, they are collaborative,
interrelated actions that in actual practice are used to support, strengthen, and enable one another. References used to
develop the following explanations include American Home Economics Association (1989), Brown (1980, 1986), Brown &
Paolucci (1979), Fox (1998), Hultgren & Wilcosz (1986), Indiana Department of Education (1997), Kowalczyk, Neels, &
Sholl (1990), Laster (1997), Maryland State Department of Education (1989), Montgomery & Davis, (2004); Morgaine
(1992), Nebraska Department of Education (1987), Oregon Department of Education (1990, 1996a, 1996b), Thorsbakken
& Schield (1999), Wisconsin Department of Public Instruction (1997), Vincenti & Smith (2004), and Wogensen (1989).
Technical Action. Technical action emphasizes knowledge, facts, and manipulative skills. Technical action
includes activities such as preparing a specific food item, investigating characteristics of certain careers, describing
developmental tasks of two-year-olds, or explaining the steps in a planning process. Lectures, informational texts,
demonstrations, and structured laboratory activities typically build technical knowledge and skills. Technical action is
essential for successful personal and family life and for all types of careers. There are certain things individuals and
families simply need to know and be able to do. However, in a practical problems approach, technical action has a
supportive rather than central role. Before technical action can be taken, decisions must be made about which knowledge
and skills are needed, and efforts must be made to gain and consider perspectives broader than one's own. This is where
interpretive and reflective actions come in, as means for selecting and implementing technical actions that will contribute
to reaching valued ends. We therefore turn our attention to discussing the other two types of action.
Interpretive Action. Interpretive action emphasizes interacting with other people through written and spoken
words and other types of verbal and nonverbal communication. Interpretive action is used to develop mutual
understanding; shared meanings; and interpretations of values, means, and goals. We are involved in interpretive actions
when we share ideas and when we seek to understand how other people view issues and problems we are trying to
address. Interpretive action also is important for anticipating the impacts various actions could have on ourselves and
others. Class discussions and debates, case studies, role playing, interviews, and summary reports are examples of
learning experiences that typically involve interpretive action.
Reflective Action. Reflective action is a key component of the practical problems approach. Reflective actions
feature critical examination of various alternatives, with a goal of selecting the "best" action to take in this situation and
point in time. Reflective actions are used to answer questions such as, "what should be?" and "what should we do?"
Reflective action relies on technical knowledge and skills. It also depends on interpretive actions through which we aim to
understand our own and others' points of view. Reflective action seeks to examine and address root issues and causes of
problems that individuals and families face, and to make choices that will be best for selves, others, and society.
Classroom activities in which students make decisions and then justify their choices are examples of reflective action.
Other learning experiences that can emphasize reflective action include goal-setting, personal applications, advocacy,
service learning, and self-assessment.
A number of family and consumer sciences education curriculum initiatives reflect the practical problems
approach, with an emphasis on integrating process and content. Descriptions of underlying frameworks and specific
curriculum efforts are available in Family and consumer sciences curriculum: Toward a critical science approach (Johnson
& Fedje, 1999) and in curriculum materials developed in various states (see reference section for further details). These
curricula reflect a belief that process-oriented knowledge and skills are integral to family and consumer sciences
education; that they can be learned; and therefore, they should be directly and purposefully taught. The processes also
must be reinforced in context by studying and using them in conjunction with relevant content (Halpern, 1996; Laster,
1987; Perkins, 1995; Sternberg, 1996).
The needs and issues of society and the developments in family and consumer sciences that have been
described in this section serve as a rationale for incorporating process in middle and high school family and consumer
sciences education. The remainder of this chapter provides an overview of the process-oriented components of the
National Standards. The Reasoning for Action standard is introduced first. The chapter concludes with an explanation of
the framework used for the process questions and an explanation of each of the four process areas.
Reasoning for Action Standard
The Reasoning for Action standard is an overarching standard that links and in many ways defines family and
consumer sciences education (Fox & Laster, 2000). This standard is grounded in beliefs that concepts and processes
used for reasoning can be learned; that reasoning for action is a vehicle for the active use and functionality of all 16 Areas
of Study (Rubin, 1997); and that the content and skills delineated in the Areas of Study provide a context in which
Reasoning for Action can be developed and applied.
The comprehensive standard for Reasoning for Action states that the learner "Uses reasoning processes,
individually and collectively, to take responsible action in families, workplaces, and communities." The five content
standards and their corresponding competencies address evaluating reasoning, analyzing concerns, analyzing practical
reasoning components, demonstrating practical reasoning, and demonstrating scientific inquiry and reasoning. These
standards provide a foundation for instruction and student learning about reasoning and for using reasoning in applied
contexts (Fox & Laster, 2000; Knorr & Manning, 1997).
Framework for Process Questions
During the initial development of the National Standards, a wide range of processes that students learn and use
within their study of family and consumer sciences content were identified and discussed. After much deliberation,
development panels grouped these into four overall process areas: Thinking, Communication, Leadership, and
Management. In the National Standards, these four process areas are integrated through process questions, which are
designed to draw out students' thinking and application of content. The questions included in the National Standards
serve as models that teachers can use in developing questions for their specific students and instructional goals (Ashby,
Conkin, & O'Connor, 2000; Coomer, Hittman, & Fedje, 1997). A total of 12 sample questions are given for every content
standard, with three questions for each of the four process areas. The questions also are intended to help students
consider the three systems of action that were described in the previous section. Thus, for each of the four process areas,
one question focuses on technical action, a second on interpretive action, and a third on reflective action. This four-bythree framework is illustrated in Figure 1. Brief explanations of the four process areas follow.
Process Questions Framework
Process Areas
Types of Action
Technical Action
Interpretive Action
Reflective Action
Thinking
Processes
Questions that lead to
technical actions about
thinking processes
Questions that lead to
interpretive actions about
thinking processes
Questions that lead to
reflective actions about
thinking processes
Communication Processes
Questions that lead to
technical actions about
communication processes
Questions that lead to
interpretive actions about
communication processes
Questions that lead to
reflective actions about
communication processes
Leadership
Processes
Questions that lead to
technical actions about
leadership processes
Questions that lead to
interpretive actions about
leadership processes
Questions that lead to
reflective actions about
leadership processes
Management Processes
Questions that lead to
technical actions about
management processes
Questions that lead to
interpretive actions about
management processes
Questions that lead to
reflective actions about
management processes
Figure 1: Design matrix for process questions in the National Standards for Family and Consumer Sciences
Education
Thinking. Thinking processes encompass complex, multifaceted activities of the mind. The process area of
Thinking in the National Standards for Family and Consumer Sciences Education emphasizes directed thinking, which is
defined by Halpern (1996) as "the use of cognitive skills or strategies that increase the probability of a desirable outcome.
It is purposeful, reasonable, and goal-directed . . . when the thinker is using skills that are thoughtful and effective for the
particular context and type of thinking" (p. 5). Directed thinking relies on an extensive and accessible knowledge base,
multiple cognitive skills, and disposition to think productively (Costa, 2001; Marzano, 1992; Way, 1987). These deliberate,
skill-based characteristics of directed thinking can be contrasted to nondirected thinking, or routine patterns of informationprocessing that are sufficient for many day-to-day events. However, nondirected thinking also can lead to hasty, fuzzy,
narrow, or sprawling thinking in situations when more focused attention is needed. Awareness and skills for directed
thinking can help to counteract these limitations (Perkins, 1995).
The process area of Thinking incorporates two distinct but interdependent types of directed thinking: creative
thinking and critical thinking (Paul & Elder, 2005). Creative thinking is the use of innovative, exploratory approaches to
generate ideas. In creative thinking, unusual ideas are valued, and perspectives and explanations other than those which
are immediately apparent are sought. At the same time, creative thinking is purposeful and goal-directed. It builds on
previous knowledge to create imaginative, new interpretations that are relevant to the desired goal (Barell, 2003; Halpern,
1996).
Critical thinking is defined as reasonable reflective thinking that is focused on deciding what to believe or do
(Ennis, 1987; Way & Nitzke, 1998). Critical thinking typically is used to analyze and evaluate multiple ideas in order to
select the beliefs or actions that are best in a given situation, based on an established set of standards or norms. Critical
thinking involves systematic, purposeful analysis of explanations and arguments in order to identify premises and
conclusions; to distinguish among opinion, reasoned judgment, and fact; and to recognize underlying assumptions,
biases, and values (Wisconsin, 1987). Thus, in contrast to creative thinking, which is intended to generate ideas, the focus
of critical thinking is on examining and eventually narrowing the field.
Communication. Communication is the transmission or interchange of thoughts, feelings, opinions, and
information between a sender and a receiver. People communicate through a variety of verbal and nonverbal channels
including spoken and written language, facial expressions, gestures, tone of voice, and written signs and symbols.
Communicative competence or effective communication can be defined as the clarity with which the sender conveys the
message so that the receiver accurately understands the intended meaning.
Communication processes are important for building a sense of cohesiveness within groups, whether of friends,
coworkers, or family members. They are a powerful cultural tool, a means for creating a sense of group identity through
exchange of values, expectations, and ways of thinking and perceiving. Communication also is important for managing
conflicts. Effective communication includes accepting rather than denying or avoiding differences, while trying to identify
common ground. This is facilitated when individuals are able to express their own ideas and assert their own views
effectively, while at the same time listening to and respecting the views of others.
The four major communication processes are speaking, listening, writing, and reading. Speaking and writing are
ways to send messages. Their effectiveness is influenced by the sender's abilities to organize ideas and to use verbal or
written language to express ideas clearly. Speaking also involves matching verbal messages with appropriate nonverbal
creating and formatting various types of printed documents. Word usage, fluency, and structure are technical processes
used in speaking and writing. Sensitivity to others, insight into individual differences, and ability to adjust communication
to the audience are important interpretive features.
Listening and reading are processes for receiving messages. A key difference between these is that in most cases
listeners, unlike readers, have an immediate opportunity to exchange messages with the speaker. For instance, effective
listening includes appropriate eye contact, asking questions to clarify what the speaker is saying, and regularly sharing,
through paraphrased feedback, an understanding of what the speaker has said. Thus, becoming an effective
communicator not only involves learning how to send messages clearly, but also how to be an effective receiver of
messages and how to provide productive feedback to the sender. (Ohio Department of Education, 1993)
Leadership. Leadership focuses on taking initiative for developing a vision of purpose and goals and then taking
action to achieve that purpose and reach those goals. Leaders work with groups, including family groups, to clarify
purposes and goals and to encourage other group members to commit and recommit themselves to accomplishing
intended results. Leaders use many different actions and skills. They work with others in establishing a shared dream or
goal, and in using that dream or goal to guide actions. They relate well to other group members in that they listen,
empathize, and consider others' perspectives before taking action. Leaders tell, sell, participate, and delegate, using
different strategies at different times and with different group members in order to involve and encourage everyone toward
achieving the shared vision (Fox & Habegger, 1999; Kouzes & Posner, 1995).
Leadership can be accomplished in various ways. The selected style depends on several factors: the situation;
the roles, responsibilities, values, and goals of participants; the types of acceptable outcomes; and the speed with which
action must be taken. A continuum of leadership styles ranges from authoritarian to shared or democratic to laissez-faire
(Bennis & Townsend, 1995). Authoritarian leadership is a "command and control" style in which one individual takes
charge and others take action as directed. This style is especially useful in situations that require fast action to keep
people safe; where confidentiality or hierarchical authority structures exist and the leader has more information and/or
responsibility than others in the group; and when tasks need to be accomplished in a predictable, efficient manner.
A laissez-fair leadership style is on the other end of the continuum from authoritarian. This style emphasizes
individual perspectives, goals, and actions. It involves a loose organizational structure in which the leader serves as a
role-model and facilitator, but individuals determine the specific actions they will take. This style is particularly applicable
among groups of peers where interactions are based more on relationships and activities than on achieving particular
goals.
A shared, participatory leadership style is a middle ground between authoritarian and laissez-fair. This style
incorporates involvement, cooperation, and negotiation among all group members (Woyach, 1991). Everyone in the group
is encouraged to take initiative, carry out actions, and assume responsibility for accomplishing goals. Shared leadership
results in empowered, interdependent relationships among group members. Shared leadership is closely related to
responsible citizenship in a democratic society. Being a responsible citizen requires taking action for the common good of
the group. Responsible citizens are concerned about the well-being of all society members and take social action to meet
those needs (Kister, Laurenson, & Boggs, 1994). Similarly, being a responsible family member requires taking action for
the common good of the family as a whole, as well as, for the good of individuals. Leadership is enacted in families as
members develop a common vision, relate and cooperate with each other, and assume shared responsibility for each
other, their home, and their neighborhood (Kister, Laurenson, & Boggs, 1995).
Management. Management processes are used to carry out actions in order to meet individual and family needs
and goals. Management processes range in complexity from problem solving to decision making to technical
management. This three-part conceptualization of management processes parallels the three systems of action discussed
above. The following brief explanation of these management processes highlights their interdependence and their
relationship to the three systems of action described above.
Problem solving, the most complex management process, is closely related to reflective action, and relies heavily
on the competencies outlined in the Reasoning for Action standard. Problem solving is used when direction and goals are
being established or reconsidered. In this situation, management processes would include examination of values,
perspectives, and concerns. Reasoning processes would be used to identify standards, examine alternative actions,
consider consequences of various alternatives, and select acceptable alternatives. The focus in problem solving is on
"what ought to be?" and "what could we do?"
Once acceptable alternatives are identified, management processes shift to decision making. In decision making,
the acceptable options that were identified during problem solving are further examined and evaluated based on current
preferences, resources, and needs and a specific option is chosen. In decision making, the "what should we do?"
question is answered with a specific choice of action.
Technical management processes are used to implement a selected plan of action. Technical management
focuses on "how". It is an action-oriented process used to select and implement strategies for reaching the established
goal. It involves determining the specific objectives to be accomplished, planning the steps to take and resources to use,
carrying out the plan in a suitable way, and evaluating the implementation process and the result.
The multiple layers of management processes described above are used simultaneously and interactively to
address personal and family issues. In addition each of these incorporates the other process areas in varying ways. For
instance, critical thinking processes such as assessing information accurately, judging the viability of alternatives, and
making a decision, are integral to the process of management. Creative thinking, in which one imagines consequences,
conceptualizes alternatives, and empathizes with others, also is important. Furthermore, when management processes
are carried out in families and other groups, communication and leadership are needed as well. Thus, all four process
areas are used in taking action to meet individual and family needs, and all will be integrated in process-based Family and
Consumer Sciences Education (American Home Economics Association, 1989; Coomer, Hittman, & Fedje, 1997; Indiana
Department of Education, 1997; Kister, Laurensen & Boggs, 1994, 1995; Recick, 1995; Rhode Island Department of
Elementary and Secondary Education, 1997; Stone, 1993)).
In conclusion, the process components of the National Standards will be implemented in various ways depending
on educators' overall approaches to curriculum and needs and issues of the local setting. In any case, process and
content are tandem components of the curriculum, with each aspect supporting the other. The Reasoning for Action
standard and the process-area questions provide a vehicle for students to take greater initiative and responsibility for their
learning and to develop knowledge and skills for the rapidly changing environments they will experience throughout their
lives.
*Wanda S. Fox, Ph.D., Associate Professor, Department of Curriculum and Instruction, College of Education, Purdue
University.
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Development of process questions will be completed in phase 2 of this project.]
Process Questions for the
National Standards for Family and Consumer Sciences Education
Emily O'Connor, Coordinator
As explained in the Process Framework, the practical problems approach is grounded in a critical science perspective of
curriculum, with a focus on open-ended, "what should we do?" questions (Plihal, Laird, & Rehm, 1997; Montgomery,
1999). These learner-directed questions are in contrast to traditional approaches to education that emphasize steps or
techniques used to reach predetermined goals. Instead, with a practical problems approach instruction begins with
questions, emphasizing examination of valued ends and alternative means for accomplishing them, and focusing on the
specific information and skills needed to identify and take the selected actions (Johnson & Fedje, 1999). This emphasis on
questions led to the process questions that are included in the National Standards (described in further detail below).
The questions to be included in the National Standards will serve as models that teachers can use in developing
questions for their specific students and instructional goals (Ashby, Conkin, & O'Connor, 2000; Coomer, Hittman, & Fedje,
1997). A total of 12 sample questions will be given for every content standard, with three questions for each of the four
process areas. The questions also are intended to help students consider the three systems of action that were described
in the previous section. Thus, for each of the four process areas, one question focuses on technical action, a second on
interpretive action, and a third on reflective action. This four-by-three framework is illustrated in Figure 1. Brief
explanations of the four process areas follow.
More details about each of the types of questions can be found in the Process Framework on this website, which can be
accessed through the Process Framework tab at the top of the page.
Process Questions Framework
Process Areas
Types of Action
Technical Action
Interpretive Action
Reflective Action
Thinking
Processes
Questions that lead to
technical actions about
thinking processes
Questions that lead to
interpretive actions about
thinking processes
Questions that lead to
reflective actions about
thinking processes
Communication Processes
Questions that lead to
technical actions about
communication processes
Questions that lead to
interpretive actions about
communication processes
Questions that lead to
reflective actions about
communication processes
Leadership
Processes
Questions that lead to
technical actions about
leadership processes
Questions that lead to
interpretive actions about
leadership processes
Questions that lead to
reflective actions about
leadership processes
Management Processes
Questions that lead to
technical actions about
management processes
Questions that lead to
interpretive actions about
management processes
Questions that lead to
reflective actions about
management processes
Figure 1: Design matrix for process questions in the National Standards for Family and Consumer Sciences
Education
Reasoning for Action
The Reasoning for Action standard is an overarching standard that links and in many ways defines family and
consumer sciences education. This standard is grounded in beliefs that concepts and processes used for reasoning
can be learned; that reasoning for action is a vehicle for the active use and functionality of all 16 Areas of Study
(Rubin, 1997); and that the content and skills delineated in the Areas of Study provide a context in which Reasoning
for Action can be developed and applied.
The comprehensive standard for Reasoning for Action and the five content standards and their corresponding
competencies provide a foundation for instruction and student learning about reasoning and for using reasoning in
applied contexts (Fox & Laster, 2000; Knorr & Manning, 1997).
Reasoning for Action, Comprehensive Standard
Use reasoning processes, individually and collaboratively, to take responsible action in families, workplaces, and
communities.
Content Standards
1
Evaluate reasoning for self and
others.
Competencies
1.1 Analyze different kinds of reasoning (e.g., scientific, practical,
interpersonal).
1.2 Distinguish between adequate and inadequate reasoning.
1.3 Establish criteria for adequate reasoning.
1.4 Contrast consequences of adequate and inadequate reasoning for self,
others, culture/society, and global environment.
2
2.1
Analyze recurring and evolving
family, workplace, and
community concerns.
2.2
2.3
2.4
3
Analyze practical reasoning
components.
3.1
3.2
3.3
3.4
3.5
3.6
4
Implement practical reasoning
4.1
for responsible action in families,
workplaces, and communities.
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
4.12
4.13
Classify different types of concerns (e.g., theoretic, technical, practical)
and possible methods for addressing them.
Describe recurring and evolving concerns facing individuals, families,
workplaces, and communities.
Describe conditions and circumstances that create or sustain recurring
and evolving concerns.
Describe levels of concerns: individual, family, workplace, community,
cultural/societal, global/environmental.
Differentiate types of knowledge needed for reasoned action: value-ends,
goals, contextual factors, possible actions, and consequences.
Analyze short-term and long-term consequences on self, family,
culture/society, and global environment.
Analyze assumptions that underly beliefs and actions.
Distinguish adequate and/or reliable information from inadequate and/or
unreliable information.
Analyze role exchange, universal consequences, the role of ethics, and
other tests for making responsible judgments.
Distinguish adequate from inadequate reasons.
Synthesize information from a variety of sources that are judged to be
reliable
Describe a particular recurring and evolving individual, family, workplace,
or community concern.
Select goals/valued ends to resolve a particular concern.
Establish standards for choosing responsible action to address a
particular concern.
Evaluate the conditions of a particular concern, e.g. historical, socialpsychological, socioeconomic, political, cultural, global/environmental.
Generate reasonable actions for reaching goals/valued ends for a
particular concern.
Use adequate and reliable information to critique possible actions.
Evaluate potential short- and long-term consequences of possible actions
on self, others, culture/society, and global environment.
Justify possible reasons and actions based on valued ends and
information that is judged to be adequate and reliable.
Select an action supported by justified reasons, valued ends, contextual
conditions, and positive consequences of actions.
Design a plan for accomplishing a selected action.
Implement and monitor a plan of action based on established standards
and valued ends.
Evaluate actions and results, including consequences on self, others,
culture/society, and global environment.
4.14 Evaluate practical reasoning processes.
5
Demonstrate scientific inquiry
and reasoning to gain factual
knowledge and test theories on
which to base judgments for
action.
5.1
5.2
5.3
5.4
5.5
5.6
Delineate scope, concepts, and scientific terminology for a particular
inquiry.
Judge validity and reliability of information, sources, opinions, and
evidence.
Generate hypotheses based on scientific principles, observations,
evidence.
Test hypotheses and theories using scientific inquiry and reasoning.
Draw conclusions based on data and information that are judged to be
reliable.
Evaluate scientific reasoning processes.
References
Fox, W. S. & Laster, J. F. (2000). Reasoning for action. In A. Vail, W. S. Fox, & P. Wild (Eds.), (2000). Leadership for
change: National standards for family and consumer sciences education (pp. 20-32). (Family & Consumer
Sciences Teacher Education Yearbook 20, American Association of Family & Consumer Sciences). Peoria, IL:
Glencoe/McGraw-Hill. Available from the Family and Consumer Sciences Education Association,
http://www.cwu.edu/~fandcs/fcsea
Knorr, A.J. & Manning, D.E. (1997). Reasoning and acting on practical problems of home and family. In J. F. Laster & R.
G. Thomas (Eds.), Thinking for ethical action in families and communities (pp. 147-161). (Family & Consumer
Sciences Teacher Education Yearbook 17, American Association of Family & Consumer Sciences). Peoria, IL:
Glencoe/McGraw-Hill.
Rubin, L. (1997). The essence: Process as content (pp. 230-234). In A. L. Costa & R. M. Liebmann (Eds.), Envisioning
process as content: Toward a renaissance curriculum. Thousand Oaks, CA: Corwin Press.
NATIONAL FAMILY AND CONSUMER SCIENCES STANDARDS
2008
CAREER, COMMUNITY AND LIFE CONNECTIONS
Area of Study 1.0
Career, Community and Life Connections
Comprehensive Standard
Integrate multiple life roles and responsibilities in family, work, and community settings.
Content Standards
1.1 Analyze strategies to manage
multiple roles and responsibilities
(individual, family, career,
community, and global).
Competencies
1.1.1
Summarize local and global policies, issues, and trends in the workplace and
community that affect individuals and families.
1.1.2
Analyze the effects of social, economic, and technological change on work and
family dynamics.
1.1.3
Analyze ways that individual career goals can affect the family's capacity to meet
goals for all family members.
1.1.4
Analyze potential effects of career path decisions on balancing work and family.
1.1.5
Define goals for life-long learning and leisure opportunities for all family
members.
1.1.6
Develop a life plan, including pathways to acquiring the knowledge and skills
needed to achieve individual, family, and career goals.
1.2
1.2.1
Demonstrate transferable and
employability skills in school,
community and workplace settings.
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
1.2.7
1.2.8
1.3
Evaluate the reciprocal effects of
individual and family participation
in community activities.
1.3.1
1.3.2
1.3.3
1.3.4
1.3.5
1.3.6
Analyze potential career choices to determine the knowledge, skills, and attitudes
associated with each career.
Demonstrate job seeking and job keeping skills.
Apply communication skills in school, community and workplace settings.
Demonstrate teamwork skills in school, community and workplace settings.
Analyze strategies to manage the effects of changing technologies in workplace
settings.
Demonstrate leadership skills and abilities in school, workplace and community
settings.
Analyze factors that contribute to maintaining safe and healthy school, work and
community environments.
Demonstrate work ethics and professionalism.
Analyze goals that support individuals and family members in carrying out
community and civic responsibilities.
Demonstrate skills that individuals and families can utilize to support civic
engagement in community activities.
Analyze personal and family assets and skills that provide service to the
community.
Analyze community resources and systems of formal and informal support
available to individuals and families.
Analyze the effects of public policies, agencies, and institutions on the family.
Identify ways individuals and families can influence change in policies, agencies,
and institutions that affect individuals and families.
CONSUMER AND FAMILY RESOURCES
Area of Study 2.0
Consumer and Family Resources
Comprehensive Standard
Evaluate management practices related to the human, economic, and environmental resources.
Content Standards
Competencies
2.1
Demonstrate management of
individual and family resources
such as food, clothing, shelter,
health care, recreation,
transportation, time, and human
capital.
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.1.7
2.1.8
2.2
Analyze the relationship of the
environment to family and
consumer resources.
2.2.1
Apply management and planning skills and processes to organize tasks and
responsibilities.
Analyze how individuals and families make choices to satisfy needs and
wants.
Analyze decisions about providing safe and nutritious food for individuals
and families.
Apply consumer skills to providing and maintaining clothing.
Apply consumer skills to decisions about housing, utilities, and furnishings.
Summarize information about procuring and maintaining health care to meet
the needs of individuals and family members.
Apply consumer skills to decisions about recreation.
Apply consumer skills to acquire and maintain transportation that meets the
needs of individuals and family members
2.2.4
Analyze individual and family responsibility in relation to the environmental
trends and issues.
Summarize environmental trends and issues affecting families and future
generations.
Demonstrate behaviors that conserve, reuse, and recycle resources to
maintain the environment.
Explain government regulations for conserving natural resources.
2.2.2
2.2.3
2.3
Analyze policies that support
consumer rights and
responsibilities.
2.3.1
2.3.2
2.3.3
Analyze state and federal policies and laws providing consumer protection.
Analyze how policies become laws relating to consumer rights.
Analyze skills used in seeking information to consumer rights.
2.4
Evaluate the effects of
technology on individual and
family resources.
2.4.1
Summarize types of technology that affect family and consumer decisionmaking.
Analyze how media and technological advances affect family and consumer
decisions.
Assess the use of technology and its effect on quality of life.
2.4.2
2.4.3
2.5
Analyze relationships between
the economic system and
consumer actions.
2.5.1
2.5.2
2.5.3
2.5.4
2.6
Demonstrate management of
financial resources to meet the
goals of individuals and families
across the life span.
2.6.1
2.6.2
2.6.3
2.6.4
Analyze the use of resources in making choices that satisfy needs and
wants of individuals and families.
Analyze individual and family roles in the economic system.
Analyze economic effects of laws and regulations that pertain to consumers
and providers of services.
Analyze practices that allow families to maintain economic self-sufficiency.
Evaluate the need for personal and family financial planning.
Apply management principles to individual and family financial practices.
Apply management principles to decisions about insurance for individuals
and families.
Evaluate personal and legal documents related to managing individual and
family finances.
CONSUMER SERVICES
Area of Study 3.0
Consumer Services
Comprehensive Standard
Integrate knowledge, skills, and practices needed for a career in consumer services
Content Standards
3.1 Analyze career paths within
consumer service industries.
Competencies
3.1.1 Explain roles and functions of individuals engaged in consumer service
careers.
3.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
3.1.3 Summarize education and training requirements and opportunities for
3.1.4
3.1.5
3.1.6
3.2
Analyze factors that affect
consumer advocacy.
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.2.6
3.2.7
3.2.8
3.3
Analyze factors in developing a
long-term financial management
plan
3.3.1
3.3.2
3.3.3
3.3.4
3.3.5
3.3.6
3.3.7
3.3.8
3.4
Analyze resource consumption
for conservation and waste
management practices
3.4.1
3.4.2
3.4.3
3.4.4
3.4.5
3.5
Demonstrate skills needed for
product development, testing,
and presentation.
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.5.6
3.5.7
3.5.8
career paths in consumer services.
Analyze the effects of the consumer service industry on local, state,
national, and global economies.
Create an employment portfolio for use with applying for internships and
work-based learning opportunities in consumer service careers.
Analyze the role of professional organizations in consumer service
professions.
Analyze the role of advocacy groups at state and national levels.
Analyze the contributions of policy makers to consumer advocacy.
Demonstrate strategies that enable consumers to become advocates.
Analyze the effects of consumer protection laws on advocacy.
Apply strategies to reduce the risk of consumer fraud.
Analyze the role of media in consumer advocacy.
Analyze the effects of business and industry policies and procedures on
advocacy.
Analyze the use of educational and promotional materials in consumer
advocacy.
Explain the effects of the economy on personal income, individual and
family security, and consumer decisions.
Demonstrate components of a financial planning process that reflect the
distinction between needs, wants, values, goals, and economic resources.
Analyze the effect of consumer credit in long-term financial planning
Compare investment and savings alternatives.
Analyze the effects of risk management strategies on long-term financial
planning.
Analyze the effect of key life transitions on financial planning
Explain the role of estate planning in long-term financial planning.
Analyze factors that influence establishing and maintaining a good credit
rating and the effect of credit ratings on rates and terms for credit and
insurance.
Investigate sources and types of residential and commercial energy, water
policy and usage, waste disposal, and pollution issues.
Evaluate local, state, and national private and government consumer
programs and services to recycle and conserve energy and environmental
resources.
Explore strategies and practices to conserve energy and reduce waste.
Examine waste management issues.
Examine roles of government, industry, and family in energy consumption.
Conduct market research to determine consumer trends and product
development needs.
Design or analyze a consumer product.
Analyze features, prices, product information, styles, and performance of
consumer goods for potential trade-offs among the components.
Evaluate a product utilizing valid and reliable testing procedures.
Apply statistical analysis processes to interpret, summarize, and report
data from tests.
Evaluate the labeling, packaging, and support materials of consumer
goods.
Demonstrate a product to educate an audience about a new product on
the consumer market.
Utilize appropriate marketing and sales techniques to aid consumers in
the selection of goods and services that meet consumer needs.
EDUCATION AND EARLY CHILDHOOD
Area of Study 4.0
Education and Early Childhood
Comprehensive Standard
Integrate knowledge, skills, and practices required for careers in early childhood, education, and services
Content Standards
4.1 Analyze career paths within
early childhood, education &
related services.
Competencies
4.1.1 Explain the roles and functions of individuals engaged in early childhood,
education, and services.
4.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
4.1.3 Summarize education and training requirements and opportunities for career
paths in early childhood, education, and services.
4.1.4 Analyze the effects of early childhood, education, and services occupations
on local, state, national, and global economies.
4.1.5 Create an employment portfolio for use with applying for internships and
work-based learning opportunities in education and early childhood.
4.1.6 Analyze the role of professional organizations in education and early
childhood.
4.2
4.2.1
Analyze developmentally
appropriate practices to plan for
early childhood, education, and
services.
4.2.2
4.2.3
4.2.4
4.2.5
4.3
Demonstrate integration of
curriculum and instruction to
meet children's developmental
needs and interests.
4.3.1
4.3.2
4.3.3
4.3.4
4.3.5
4.3.6
4.4
Demonstrate a safe and
healthy learning environment
for children.
4.4.1
4.4.2
4.4.3
4.4.4
4.4.5
4.4.6
4.5
Demonstrate techniques for
positive collaborative
relationships with children.
4.5.1
4.5.2
4.5.3
4.5.4
4.5.5
Analyze child development theories and their implications for educational and
childcare practices.
Apply a variety of assessment methods to observe and interpret children's
growth and development.
Analyze cultural and environmental influences when assessing children's
development.
Analyze abilities and needs of children and their effects on children's growth
and development.
Analyze strategies that promote children's growth and development.
. Analyze a variety of curriculum and instructional models.
Implement learning activities in all curriculum areas that meet the
developmental needs of children.
Implement an integrated curriculum that incorporates a child's language,
learning styles, early experiences, and cultural values.
Demonstrate a variety of teaching methods to meet individual needs of
children.
Arrange learning centers that provide for children's exploration, discovery,
and development.
Establish activities, routines, and transitions.
Manage physical space to maintain a learning environment that is safe and
healthy and encourages physical activity.
Apply safe and healthy practices that comply with state regulations.
Implement strategies to teach children health, safety, and sanitation habits.
Plan safe and healthy meals and snacks.
Document symptoms of child abuse and neglect and use appropriate
procedures to report suspected abuse or neglect to the designated
authorities.
Implement basic health practices and prevention procedures for workers and
children regarding childhood illness and communicable diseases.
Apply developmentally appropriate guidelines for behavior.
Demonstrate problem-solving skills with children.
Demonstrate interpersonal skills that promote positive and productive
relationships with children.
Implement strategies for constructive and supportive interactions between
children and families.
Analyze children's developmental progress and summarize developmental
issues and concerns.
4.6
Demonstrate professional
practices and standards related
to working with children.
4.6.1
4.6.2
4.6.3
4.6.4
4.6.5
Utilize opportunities for continuing training and education.
Apply professional ethical standards as accepted by the recognized
professional organizations.
Implement federal, state, and local standards, policies, regulations, and laws
that affect children, families, and programs.
Demonstrate enthusiasm, initiative, and commitment to program goals and
improvements.
Apply business management skills to planning businesses in early childhood,
education, and services.
FACILITIES MANAGEMENT AND MAINTENANCE
Area of Study 5.0
Facilities Management and Maintenance
Comprehensive Standard
Integrate knowledge, skills, and practices required for careers in facilities managment and maintenance.
Content Standards
5.1 Analyze career paths within the
facilities management and
maintenance areas.
Competencies
5.1.1 Explain the roles and functions of individuals engaged in facilities
management and maintenance careers.
5.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
5.1.3 Summarize education and training requirements and opportunities for
career paths in facilities management and maintenance.
5.1.4 Analyze the effects of facilities management and maintenance
occupations on local, state, national, and global economies.
5.1.5 Create an employment portfolio for use with applying for internships
and work-based learning opportunities in facilities management and
maintenance careers.
5.1.6 Analyze the role of professional organizations in facilities
management and maintenance professions
5.2
5.2.1
5.2.2
5.2.3
5.2.4
Demonstrate planning, organizing, and
maintaining an efficient housekeeping
operation for residential or commercial
facilities.
5.2.5
5.2.6
5.2.7
5.3
Demonstrate sanitation procedures for
a clean and safe environment.
5.3.1
5.3.2
5.3.3
5.3.4
5.3.5
5.3.6
5.4
Apply hazardous materials and waste
management procedures.
5.4.1
5.4.2
5.4.3
5.4.4
Apply housekeeping standards and procedures.
Operate cleaning equipment and tools.
Manage use of supplies.
Maintain building interior surfaces, wall coverings, fabrics, furnishings,
and floor surfaces.
Perform facilities maintenance based on established standards.
Analyze energy efficient methods.
Demonstrate quality services in keeping with customer expectations.
Analyze the various types of cleaning methods and their
environmental effects.
Summarize federal and state regulations regarding safe handling use
and storage of chemicals.
Apply Occupational Safety and Health Administration (OSHA)
regulations to situations in which blood borne pathogens exist and
need to be labeled and carefully handled.
Select a pest control system appropriate for the facility and the type(s)
of pests likely to be present.
Apply Centers for Disease Control (CDC) standards.
Apply Americans with Disabilities Act (ADA) regulations.
Carry out federal, state, and other regulations regarding waste
management.
Demonstrate a waste minimization plan.
Practice a recycling program for conservation of resources.
Record presence of hazardous materials and occurrence of
hazardous situations accurately and communicate to appropriate
5.4.5
5.4.6
5.4.7
5.5
Demonstrate a work environment that
provides safety and security.
5.5.1
5.5.2
5.5.3
5.5.4
5.5.5
5.6
Demonstrate laundering processes
aligned with industry standards and
regulations.
5.6.1
5.6.2
5.6.3
5.6.4
5.7
Demonstrate facilities management
functions.
5.7.1
5.7.2
5.7.3
5.7.4
5.7.5
5.7.6
5.7.7
5.7.8
5.7.9
authorities.
Describe procedures for safely handling and storing hazardous
materials and waste products.
Design energy efficient methods.
Demonstrate safe storage and disposals of pesticides.
Design procedures for external and internal emergencies.
Apply security procedures.
Demonstrate safe procedures in the use, care, and storage of
equipment.
Apply safety and security procedures as required by Hazard Analysis
and Critical Control Point (HACCP), Occupational Safety and Health
Administrations (OSHA), and other agencies.
Apply procedures for control of infection and infectious materials.
Summarize the functions of machines and equipment used in
laundering operations.
Demonstrate standard laundry procedures.
Apply procedures for the selection of textiles, chemicals, and
equipment associated with laundry.
Apply industry regulations to laundry/linen systems.
Demonstrate quality customer service which exceeds customer
expectations.
Demonstrate the elements involved in staff planning, recruiting,
interviewing, selecting, hiring, and terminating of employees.
Design staff schedules.
Conduct orientation, regular training and education, and on the job
training/retraining.
Demonstrate techniques and strategies to measure work quality of
employees.
Apply principles of purchasing and receiving in facility management
operations.
Implement procedures to control inventory.
Apply accounting principles in planning, forecasting, and recording
profit and loss.
Develop a marketing plan for a business or department.
FAMILY
Area of Study 6.0
Family
Comprehensive Standard
Evaluate the significance of family and its effects on the well-being of individuals and society.
Content Standards
6.1 Analyze the effects of family as a
system on individuals and society
Competencies
6.1.1 Analyze family as the basic unit of society
6.1.2 Analyze the role of family in transmitting societal expectations.
6.1.3 Analyze global influences on today's families
6.1.4 Analyze the role of family in teaching culture and traditions across the life span.
6.1.5 Analyze the role of family in developing independence, interdependence, and
commitment of family members.
6.1.6 Analyze the effects of change and transitions over the life course.
6.1.7 Analyze the ways family and consumer sciences careers assist the work of the
family.
6.2
6.2.1
Evaluate the effects of diverse
perspectives, needs, and characteristics
of individual and families.
6.2.2
Demonstrate awareness of multiple diversities and their effects on individuals,
families, and society.
Analyze the effects of social and cultural diversity on individual and families.
6.2.3
6.2.4
6.2.5
Analyze the effects of empathy for diversity on individuals in family, work, and
community settings.
Demonstrate respect for diversity with sensitivity to anti-bias, gender, equity,
age, culture, and ethnicity.
Analyze the effects of globalization and increasing diversity on individuals,
families, and society.
FAMILY AND COMMUNITY SERVICES
Area of Study 7.0
Family and Community Services
Comprehensive Standard
Synthesize knowledge, skills, and practices required for careers in family & community services
Content Standards
7.1 Analyze career paths within family and
community services
Competencies
7.1.1 Explain the roles and functions of individuals engaged in family and
community services careers
7.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
7.1.3 Summarize education and training requirements and opportunities for career
paths in family & community services
7.1.4 Analyze the effects of family and community service occupations on local,
state, national, and global economies.
7.1.5 Demonstrate job acquisition skills to gain work-based learning opportunities
and employment in family and community services careers.
7.1.6 Analyze the role of professional organizations in family and community
services professions
7.2
7.2.1
Analyze factors relating to providing
family and community services.
7.2.2
7.2.3
7.2.4
7.2.5
7.2.6
7.2.7
7.3
Demonstrate professional behaviors,
skills, and knowledge in providing family
and community services.
7.3.1
7.3.2
7.3.3
7.3.4
7.3.5
7.4
Evaluate conditions affecting individuals
and families with a variety of
disadvantaging conditions.
7.4.1
7.4.2
7.4.3
7.4.4
Describe local, state, and national agencies and informal support resources
providing human services
Analyze professional, ethical, legal, and safety issues that confront human
service employees.
Summarize licensing laws and regulations that affect service providers and
their participants.
Analyze harmful, fraudulent, and deceptive human services practices.
Summarize the rights and responsibilities of human service participants and
their families.
Analyze effective individual and family advocacy and self-advocacy strategies
to overcome diverse challenges facing human services participants.
Analyze community-networking opportunities in family and community
services.
Apply rules, regulations, and work site policies that affect employer, employee,
participant, and family rights and responsibilities.
Demonstrate professional and ethical collaborative relationships with
colleagues, support teams, participants, and families.
Maintain accurate and confidential documentation to be submitted in a timely
manner to appropriate sources.
Analyze participants' strengths, needs, preferences, and interests across the life
span through formal and informal assessment practices.
Demonstrate use of technology in human services.
Assess health, wellness, and safety issues of individual and families with a
variety of disadvantaging conditions.
Analyze management and living environment issues of individuals and families
with a variety of disadvantaging conditions.
Analyze personal, social, emotional, economic, vocational, educational, and
recreational issues for individuals and family with a variety of disadvantaging
conditions.
Discriminate between situations that require personal prevention or intervention
7.4.5
7.4.6
7.5
Evaluate services for individuals and
families with a variety of disadvantaging
conditions
7.5.1
7.5.2
7.5.3
7.5.4
7.5.5
7.5.6
7.5.7
and those situations that require professional assistance.
Analyze situations which require crisis intervention
Summarize the appropriate support needed to address selected human services
issues.
Describe needs and accommodations for people with a variety of
disadvantaging conditions.
Analyze ways in which individuals with disadvantaging conditions affect the
family and family members financially, socially, physically, and emotionally.
Illustrate coping or adjustment strategies and stress management practices for
the participant, a caregiver, and family members.
Summarize the importance of friends, family, and community relationships for
an individual with a variety of disadvantaging conditions.
Demonstrate ways to provide support that validates the participants' capabilities
and right to privacy, dignity, and autonomy.
Demonstrate strategies that help participants make informed choices, access
resources and support, follow through on responsibilities, and take appropriate
risks.
Demonstrate verbal and nonverbal communication skills that support
individuals and families with a variety of disadvantaging conditions
FOOD PRODUCTION SERVICES
Area of Study 8.0
Food Production and Services
Comprehensive Standard
Integrate knowledge, skills, and practices required for careers in food production and services.
Content Standards
8.1 Analyze career paths within
the food production and
food services industries.
Competencies
8.1.1
Explain the roles, duties, and functions of individuals engaged in food
production and services careers.
8.1.2
Analyze opportunities for employment and entrepreneurial endeavors.
8.1.3
Summarize education and training requirements and opportunities for career
paths in food production and services.
8.1.4
Analyze the effects of food production and services occupations on local,
state, national, and global economies.
8.1.5
Create an employment portfolio for use with applying for internships and workbased learning opportunities.
8.1.6
Analyze the role of professional organizations in food production and services
8.2
8.2.1
Demonstrate food safety
and sanitation procedures.
8.2.2
8.2.3
8.2.4
8.2.5
8.2.6
8.2.7
8.2.8
Identify characteristics of major food borne pathogens, their role in causing
illness, foods involved in outbreaks, and methods of prevention.
Employ food service management safety/sanitation program procedures,
including CPR and first aid.
Use knowledge of systems for documenting, investigating, reporting, and
preventing food borne illness.
Use the Hazard Analysis Critical Control Point (HACCP) and crisis
management principles and procedures during food handling processes to
minimize the risks of food borne illness.
Practice good personal hygiene/health procedures, including dental health and
weight management, and report symptoms of illness.
Demonstrate proper purchasing, receiving, storage, and handling of both raw
and prepared foods.
Demonstrate safe food handling and preparation techniques that prevent cross
contamination from potentially hazardous foods, between raw and ready-to-eat
foods, and between animal and fish sources and other food products.
Analyze current types of cleaning materials and sanitizers for proper uses and
safety hazards.
8.2.9
8.2.10
8.2.11
8.3
Demonstrate industry
standards in selecting,
using, and maintaining food
production and food service
equipment.
8.3.1
8.3.2
8.3.3
8.3.4
8.3.5
8.3.6
8.4
Demonstrate menu planning
principles and techniques
based on standardized
recipes to meet customer
needs.
8.4.1
8.4.2
8.4.3
8.4.4
8.4.5
8.4.6
8.4.7
8.5
Demonstrate professional
food preparation methods
and techniques for all menu
categories to produce a
variety of food products that
meet customer needs.
8.5.1
8.5.2
8.5.3
8.5.4
8.5.5
8.5.6
8.5.7
8.5.8
8.5.9
8.5.10
8.5.11
8.5.12
8.5.13
8.5.14
Use Occupational Safety and Health Administration’s (OSHA) Right to Know
Law and Materials Safety Data Sheets (MSDS) and explain their requirements
in safe handling and storage of hazardous materials.
Demonstrate safe and environmentally responsible waste disposal and
recycling methods.
Demonstrate ability to maintain necessary records to document time and
temperature control, HACCP, employee health, maintenance of equipment,
and other elements of food preparation, storage, and presentation.
Operate tools and equipment following safety procedures and OSHA
requirements.
Maintain tools and equipment following safety procedures and OSHA
requirements.
Demonstrate procedures for cleaning and sanitizing equipment, serving
dishes, glassware, and utensils to meet industry standards and OSHA
requirements.
Analyze equipment purchases based on long-term business needs, specific
regulations, and codes related to foods.
Demonstrate procedures for safe and secure storage of equipment and tools.
Identify a variety of types of equipment for food processing, cooking, holding,
storing, and serving, including hand tools and small ware.
Use computer based menu systems to develop and modify menus.
Apply menu-planning principles to develop and modify menus.
Analyze food, equipment, and supplies needed for menus.
Develop a variety of menu layouts, themes, and design styles.
Prepare requisitions for food, equipment, and supplies to meet production
requirements.
Record performance of menu items to analyze sales and determine menu
revisions.
Apply principles of Measurement, Portion Control, Conversions, Food Cost
Analysis and Control, Menu Terminology, and Menu Pricing to menu planning.
Demonstrate professional skills in safe handling of knives, tools, and
equipment.
Demonstrate professional skill for a variety of cooking methods including
roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising,
stewing, poaching, steaming, and baking using professional equipment and
current technologies.
Utilize weights and measurement tools to demonstrate knowledge of portion
control and proper scaling and measurement techniques.
Apply the fundamentals of time, temperature, and cooking methods to cooking,
cooling, reheating, and holding of variety of foods.
Prepare various meats, seafood, and poultry using safe handling and
professional preparation techniques.
Prepare various stocks, soups, and sauces using safe handling and
professional preparation techniques.
Prepare various fruits, vegetables, starches, legumes, dairy products, fats, and
oils using safe handling and professional preparation techniques.
Prepare various salads, dressings, marinades, and spices using safe handling
and professional preparation techniques.
Prepare sandwiches, canapés and appetizers using safe handling and
professional preparation techniques.
Prepare breads, baked goods and desserts using safe handling and
professional preparation techniques.
Prepare breakfast meats, eggs, cereals, and batter products using safe
handling and professional preparation techniques.
Demonstrate professional plating, garnishing, and food presentation
techniques.
Examine the applicability of convenience food items.
Demonstrate cooking methods that increase nutritional value, lower calorie and
fat content, and utilize herbs and spices to enhance flavor.
8.6
Demonstrate
implementation of food
service management and
leadership functions.
8.6.1
8.6.2
8.6.3
8.6.4
8.6.5
8.6.6
8.6.7
8.6.8
8.6.9
8.6.10
8.7
Demonstrate the concept of
internal and external
customer service.
8.7.1
8.7.2
8.7.3
8.7.4
8.7.5
Apply principles of purchasing, receiving, issuing, and storing in food service
operations.
Practice inventory procedures including first in/first out concept, date marking,
and specific record keeping.
Apply accounting procedures in planning and forecasting profit and loss.
Examine the areas of risk management and legal liability within the food
service industry.
Apply human resource policies including rules, regulations, laws, hiring,
compensation, overtime, discrimination, and harassment.
Apply the procedures involved in staff planning, recruiting, interviewing,
selecting, scheduling, performance reviewing, and terminating of employees.
Conduct staff orientation, training, consistent reinforcement of training
standards, and education, and on the job training/retraining.
Implement marketing plan for food service operations.
Design internal/external crisis management and disaster plans and response
procedures.
Apply principles of inventory management, labor cost and control techniques,
production planning and control, and facilities management to front and back
of the house operations.
Analyze the role of quality service as a strategic component of exceptional
performance.
Demonstrate quality services that meet industry standards in the food service
industry.
Analyze the relationship between employees and customer satisfaction.
Apply strategies for addressing and resolving complaints.
Demonstrate sensitivity to diversity and individuals with special needs.
FOOD SCIENCE, DIETETICS, AND NUTRITION
Area of Study 9.0
Food Science, Dietetics, and Nutrition
Comprehensive Standard
Integrate knowledge, skills, practices required for careers in food science, food technology, dietetics, and nutrition.
Content Standards
9.1 Analyze career paths within food
science, food technology, dietetics,
and nutrition industries.
Competencies
9.1.1
Explain the roles and functions of individuals engaged in food science, food
technology, dietetics, and nutrition careers.
9.1.2
Analyze opportunities for employment and entrepreneurial endeavors.
9.1.3
Summarize education and training requirements and opportunities for career paths in
food science, food technology, dietetics, and nutrition.
9.1.4
Analyze the impact of food science, dietetics, and nutrition occupations on local,
state, national, and global economies.
9.1.5
Create an employment portfolio for use with applying for internships and workbased learning opportunities in food science, food technology, dietetics, and
nutrition careers.
9.1.6
Analyze the role of professional organizations in food science, food technology,
dietetics, and nutrition careers.
9.2
9.2.1
9.2.2
9.2.3
Apply risk management
procedures to food safety, food
testing, and sanitation.
9.2.4
9.2.5
Analyze factors that contribute to food borne illness.
Analyze food service management safety and sanitation programs.
Implement industry standards for documenting, investigating, and reporting food
born illnesses.
Use the Hazard Analysis Critical Control Point (HACCP) during all food handling
processes to minimize the risks of food borne illness.
Demonstrate practices and procedures that assure personal and workplace health and
9.2.6
9.2.7
9.2.8
9.2.9
9.3
Evaluate nutrition principles, food
plans, preparation techniques and
specialized dietary plans.
9.3.1
hygiene.
Demonstrate standard procedures for receiving and storage of raw and prepared
foods.
Classify current types of cleaning materials and sanitizers and their proper use.
Use Occupational Safety and Health Administration's (OSHA) Right to Know Law
and Material Safety Data Sheets (MSDS) and explain their requirements in handling
hazardous materials.
Demonstrate waste disposal and recycling methods.
9.4.1
9.4.2
9.4.3
9.4.4
9.4.5
Analyze nutrient requirements across the life span addressing the diversity of
people, culture, and religions.
Analyze nutritional data.
Apply principles of food production to maximize nutrient retention in prepared
foods.
Assess the influence of socioeconomic and psychological factors on food and
nutrition and behavior.
Analyze recipe/formula proportions and modifications for food production.
Critique the selection of foods to promote a healthy lifestyle.
Categorize foods into exchange groups and plan menus, applying the exchange
system to meet various nutrient needs.
Analyze nutritional needs of individuals.
Use nutritional information to support care planning.
Utilize a selective menu.
Construct a modified diet based on nutritional needs and health conditions.
Design instruction on nutrition for health maintenance and disease prevention.
Demonstrate use of current
technology in food product
development and marketing.
9.5.1
9.5.2
9.5.3
9.5.4
9.5.5
9.5.6
9.5.7
Analyze various factors that affect food preferences in the marketing of food.
Analyze data in statistical analysis in making development and marketing decisions.
Prepare food for presentation and assessment.
Maintain test kitchen/ laboratory and related equipment and supplies.
Implement procedures that affect quality product performance.
Conduct sensory evaluations of food products.
Conduct testing for safety of food products, utilizing available technology.
Demonstrate food science,
dietetics, and nutrition
management principles and
practices.
9.6.1
9.6.2
9.6.3
9.6.4
9.6.5
9.6.6
9.6.7
9.6.8
9.6.9
Build menus to customer/ client preferences.
Implement food preparation, production, and testing systems.
Apply standards for food quality.
Create standardized recipes.
Manage amounts of food to meet needs of customers, clients.
Analyze new products.
Implement procedures that provide cost effective products.
Establish par levels for the purchase of supplies based on an organization's needs.
Utilize Food Code Points of time, temperature, date markings, cross contamination,
hand washing, and personal hygiene as criteria for safe food preparation.
9.3.2
9.3.3
9.3.4
9.3.5
9.3.6
9.3.7
9.4
Apply basic concepts of nutrition
and nutritional therapy in a variety
of settings.
9.5
9.6
HOSPITALITY, TOURISM, AND RECREATION
Area of Study 10.0
Hospitality, Tourism, and Recreation
Comprehensive Standard
Synthesize knowledge, skills and practices required for careers in hospitality, tourism, and recreation
Content Standards
Competencies
10.1 Analyze career paths within the
10.1.1 Explain the roles and functions of individuals engaged in hospitality,
hospitality, tourism and recreation
tourism, and recreation careers.
industries.
10.1.2 Analyze opportunities for employment in hospitality, tourism, and
recreation careers.
10.1.3 Summarize education and training requirements and opportunities for
career paths in hospitality, tourism, and recreation careers.
10.1.4 Analyze the impact of hospitality
10.1.5
10.1.6
10.2
Demonstrate procedures applied to
safety, security, and environmental
issues.
10.2.1
10.2.2
10.2.3
10.2.4
10.2.5
10.3
Apply concepts of quality service to
to assure customer satisfaction.
10.3.1
10.3.2
10.3.3
10.3.4
10.3.5
10.4
Demonstrate practices and skills
involved in lodging occupations.
10.4.1
10.4.2
10.4.3
10.4.4
10.4.5
10.4.6
10.4.7
10.4.8
10.5
Demonstrate practices and skills for
travel related services.
10.5.1
10.5.2
10.5.3
10.5.4
10.5.5
10.5.6
10.6
Demonstrate management of
recreation, leisure, and other
programs and events.
10.6.1
10.6.2
10.6.3
10.6.4
10.6.5
10.6.6
10.6.7
Create an employment portfolio for use with applying for internships
and work-based learning opportunities in hospitality, tourism, and
recreation careers
Analyze the role of professional organizations in the hospitality,
tourism, and recreation professions.
Explain the importance of safety, security, and environmental issues
related to the hospitality, tourism, and recreation industries.
Demonstrate procedures for assuring guest or customer safety.
Evaluate evacuation plans and emergency procedures.
Demonstrate management and conservation of resources for energy
efficiency and protection of the environment.
Design a system for documenting, investigating, and taking action on
safety, security, and environmental issues.
Apply industry standards for service methods that meet expectations of
guests or customers.
Analyze the relationship between employee attitude, appearance, and
actions and guest or customer satisfaction.
Apply a system to evaluate and resolve employee, employer, guest, or
customer complaints.
Analyze effects of customer relations on success of the hospitality,
tourism, and or recreation industry.
Analyze effects of customer relations on meeting the hospitality,
tourism, and recreation needs of special populations.
Demonstrate front desk, office, and customer service skills.
Perform cash handling, accounting, and financial transactions.
Manage convention, meeting, and banquet support functions.
Apply basic food preparation and services skills in catering operations.
Manage use, care, storage, maintenance, and safe operations of
equipment, tools, and supplies.
Apply facility management, maintenance, and service skills to lodging
operations.
Apply time and work management skills to facility service tasks.
Analyze sales and marketing functions in lodging operations.
Examine geography, climate, sites, and time zones of various regions
and countries.
Examine lodging, tourism, and recreation customs of various regions
and countries.
Apply knowledge of food, beverage, and etiquette of various regions
and countries to decisions about lodging, tourism, and recreation.
Assemble information needed for domestic and international travel.
Produce travel documents and itineraries, utilizing current technology.
Monitor travel arrangements using computerized systems.
Coordinate client inquiries and requests.
Design themes, time lines, budgets, agendas, and itineraries.
Organize locations, facilities, suppliers, and vendors for specific
services.
Prepare for distribution of event materials.
Demonstrate skills related to promoting and publicizing events.
Manage programs and events for specific age groups or diverse
populations.
Promote wellness through recreation and leisure programs and events.
HOUSING, INTERIORS AND FURNISHINGS
Area of Study 11.0
Housing, Interiors and Furnishings
Comprehensive Standard
Integrate knowledge, skills, and practices required for careers in housing, interiors, and furnishings.
Content Standards
Competencies
11.1 Analyze career paths within the 11.1.1 Explain the roles and functions of individuals engaged in housing, interiors,
housing, interiors, and
and furnishings careers.
furnishings industry.
11.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
11.1.3 Summarize education, training, and credentialing requirements and
opportunities for career paths in housing, interiors, and furnishings.
11.1.4 Analyze the impact of housing, interiors, and furnishings occupations on
local, state, national, and global economies.
11.1.5 Create an employment portfolio for use with applying for internships and
work-based learning opportunities in housing, interiors, and furnishings
careers.
11.1.6 Analyze the role of professional organizations in housing, interiors, and
furnishings professions.
11.2
Evaluate housing design
11.2.1 Apply the principles and elements of design.
concepts in relation to available 11.2.2 Analyze the psychological impact that the principles and elements of design
resources and options.
have on the individual.
11.2.3 Analyze the effects that the principles and elements of design have on
aesthetics and function.
11.2.4 Apply principles of human behavior such as ergonomics and anthropometrics
to design of housing, interiors, and furnishings.
11.3
Evaluate the use of housing
and interior furnishings and
products in meeting specific
design needs.
11.3.1 Analyze product information, including but not limited to floor coverings, wall
coverings, textiles, window treatments, furniture, lighting fixtures, kitchen and
bath fixtures and equipment.
11.3.2 Evaluate manufacturers, products, and materials considering care,
maintenance, safety, and environmental protection issues.
11.3.3 Demonstrate measuring, estimating, ordering, purchasing, and pricing skills.
11.3.4 Appraise various interior furnishings, appliances, and equipment that provide
cost and quality choices for clients, considering first-cost and product lifecycle costing.
11.4
Demonstrate computer-aided
drafting design, blueprint
reading, and space planning
skills required for the housing,
interiors, and furnishings
industry.
11.4.1 Explain information provided on blue prints.
11.4.2 Evaluate floor plans for efficiency and safety in areas including but not limited
to zones, traffic patterns, storage, and electrical, and mechanical systems.
11.4.3 Draw an interior space to mathematically accurate scale using correct
architecture symbols and drafting skills.
11.4.4 Arrange furniture placement with reference to principles of design, traffic flow,
activity, and existing architectural features.
11.4.5 Utilize applicable building codes, universal guidelines, and regulations in
space planning.
11.4.6 Create floor plans using computer design software.
11.5
Analyze influences on
architectural and furniture
design and development.
11.5.1 Describe features of furnishings that are characteristic of various historical
periods.
11.5.2 Explain how prosperity, mass production, and technology are related to the
various periods.
11.5.3 Illustrate the development of architectural styles throughout history.
11.5.4 Compare and contrast historical architectural details to current housing and
interior design trends.
11.5.5 Analyze future design and development trends in architecture, interiors,
furniture, and furnishings.
11.6
Evaluate client's needs, goals,
11.6.1 Assess human needs, safety, space, and technology as they relate to
and resources in creating
design plans for housing,
interiors, and furnishings.
11.7
housing and interior design goods.
11.6.2 Assess community, family, and financial resources needed to achieve clients'
housing and interior goals.
11.6.3 Assess a variety of available resources for housing and interior design,
including ergonomic and anthropometric data.
11.6.4 Critique design plans that address client's needs, goals and resources.
11.6.5 Justify design solutions relative to client needs and the design process.
Apply design knowledge, skills, 11.7.1 Select appropriate studio tools.
processes, and theories and
11.7.2 Demonstrate illustrative sketching, presentation of color, materials, and
oral, written, and visual
furnishings in preparation of renderings, elevations, and sketches.
presentation skills to
11.7.3 Prepare visual presentations including legends, keys, and schedules.
communicate design ideas.
11.7.4 Utilize a variety of presentation media such as photography, video, computer,
and software for client presentations.
11.7.5 Utilize applicable building codes, universal guidelines, and regulations in
space planning.
11.7.6 Create floor plans using computer design software.
11.8
Analyze professional practices, 11.8.1 Analyze legislation, regulations, and public policy affecting the housing,
procedures for business
interiors, and furnishings industry.
profitability and career
11.8.2 Analyze personal and employer responsibilities and liabilities regarding
success, and the role of ethics
industry related safety, security, and environmental factors.
in the housing, interiors and
11.8.3 Analyze how security and inventory control strategies, laws and regulations,
furnishings industries.
and worksite policies and procedures affect loss prevention and profit.
11.8.4 Demonstrate procedures for reporting and handling accidents, safety, and
security incidents.
11.8.5 Apply procedures for maintaining inventory control and loss prevention,
including cash and credit transactions.
11.8.6 Analyze operational costs such as mark ups, mark downs, cash flow, and
other factors affecting profit.
11.8.7 Demonstrate knowledge of the arts, of various resources, and of cultural
impact upon design industries.
HUMAN DEVELOPMENT
Area of Study 12.0
Human Development
Comprehensive Standard
Analyze factors that influence human growth & development.
Content Standards
Competencies
12.1 Analyze principles of human
12.1.1 Analyze physical, emotional, social, spiritual, and intellectual development.
growth and development across 12.1.2 Analyze interrelationships among physical, emotional, social, and intellectual
the life span.
aspects of human growth and development.
12.1.3 Analyze current and emerging research about human growth and
development, including research on brain development.
12.2 Analyze conditions that
influence human growth and
development.
12.2.1 Analyze the effect of heredity and environment on human growth and
development.
12.2.2 Analyze the impact of social, economic, and technological forces on individual
growth and development.
12.2.3 Analyze the effects of gender, ethnicity, and culture on individual development.
12.2.4 Analyze the effects of life events on individuals' physical, intellectual, social,
moral, and emotional development.
12.2.5 Analyze geographic, political, and global influences on human growth and
development.
12.3 Analyze strategies that
promote growth and
development across the life
span.
12.3.1 Analyze the role of nurturance on human growth and development.
12.3.2 Analyze the role of communication on human growth and development.
12.3.3 Analyze the role of family and social services support systems in meeting
human growth and development needs.
INTERPERSONAL RELATIONSHIPS
Area of Study 13.0
Interpersonal Relationships
Comprehensive Standard
Demonstrate respectful and caring relationships in the family, workplace and community.
Content Standards
Competencies
13.1 Analyze functions and expectations 13.1.1 Analyze processes for building and maintaining interpersonal relationships.
of various types of relationships.
13.1.2 Predict the effects of various stages of the family life cycle on interpersonal
relationships.
13.1.3 Compare physical, emotional, spiritual and intellectual functioning in stable and
unstable relationships.
13.1.4 Analyze factors that contribute to healthy and unhealthy relationships.
13.1.5 Analyze processes for handling unhealthy relationships.
13.1.6 Demonstrate stress management strategies for family, work, and community settings.
13.2 Analyze personal needs and
characteristics and their effects on
interpersonal relationships.
13.2.1
13.2.2
13.2.3
13.2.4
13.2.5
Analyze the effects of personal characteristics on relationships.
Analyze the effect of personal need on relationships.
Analyze the effects of self-esteem and self-image on relationships.
Analyze the effects of life span events and conditions on relationships.
Explain the effects of personal standards and behaviors on interpersonal
relationships.
13.3 Demonstrate communication skills
that contribute to positive
relationships.
13.3.1
13.3.2
Analyze communication styles and their effects on relationships.
Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective
communication.
Demonstrate effective listening and feedback techniques.
Analyze strategies to overcome communication barriers in family, community and
work settings.
Apply ethical principles of communication in family, community and work settings.
Analyze the effects of communication technology in family, work, and community
settings.
Analyze the roles and functions of communication in family, work, and community
settings.
13.3.3
13.3.4
13.3.5
13.3.6
13.3.7
13.4 Evaluate effective conflict
prevention and management
techniques.
13.4.1
13.4.2
13.4.3
13.4.4
13.4.5
13.4.6
13.5 Demonstrate teamwork and
leadership skills in the family,
workplace, and community.
13.5.1
13.5.2
13.5.3
13.5.4
Analyze the origin and development of attitudes and behaviors regarding conflict.
Explain how similarities and differences among people affect conflict prevention and
management.
Apply the roles of decision making and problem solving in reducing and managing
conflict.
Demonstrate nonviolent strategies that address conflict.
Demonstrate effective responses to harassment.
Assess community resources that support conflict prevention and management
Create an environment that encourages and respects the ideas, perspectives, and
contributions of all group members.
Demonstrate strategies to motivate, encourage, and build trust in group members.
Demonstrate strategies that utilize the strengths and minimize the limitations of team
members.
Demonstrate techniques that develop team and community spirit.
13.6 Demonstrate standards that guide
behavior in interpersonal
relationships.
13.5.5
13.5.6
13.5.7
Demonstrate ways to organize and delegate responsibilities.
Create strategies to integrate new members into the team.
Demonstrate processes for cooperating, compromising, and collaborating.
13.6.1
13.6.2
13.6.3
Apply critical thinking and ethical criteria to evaluate interpersonal relationships.
Apply guidelines for assessing the nature of issues and situations.
Apply critical thinking and ethical standards when making judgments and taking
action.
Demonstrate ethical behavior in family, workplace, and community settings.
Compare the relative merits of opposing points of view regarding current ethical
issues.
13.6.4
13.6.5
NUTRITION AND WELLNESS
Area of Study 14.0
Nutrition and Wellness
Comprehensive Standard
Demonstrate nutrition and wellness practices that enhance individual and family well-being.
Content Standards
14.1 Analyze factors that influence
nutrition and wellness practices
across the life span.
Competencies
14.1.1 Explain physical, emotional, social, psychological, and spiritual components of
individual and family wellness.
14.1.2 Analyze the effects of psychological, cultural, and social influences on food
choices and other nutrition practices.
14.1.3 Analyze the governmental, economic, and technological influences on food
choices and practices.
14.1.4 Analyze the effects of global and local events and conditions on food choices
and practices
14.1.5 Analyze legislation and regulations related to nutrition and wellness.
14.2 Evaluate the nutritional needs of 14.2.1 Analyze the effect of nutrients on health, appearance, and peak performance.
individuals and families in
14.2.2 Analyze the relationship of nutrition and wellness to individual and family
relation to health and wellness
health throughout the life span.
across the life span
14.2.3 Analyze the effects of food and diet fads, food addictions, and eating
disorders on wellness.
14.2.4 Analyze sources of food and nutrition information, including food labels,
related to health and wellness.
14.3 Evaluate various dietary
guidelines in planning to meet
nutrition and wellness needs.
14.3.1 Apply various dietary guidelines in planning to meet nutrition and wellness
needs.
14.3.2 Design strategies that meet the health and nutrition requirements of
individuals and families with special needs.
14.3.3 Demonstrate ability to select, store, prepare, and serve nutritious and
aesthetically pleasing foods.
14.4 Evaluate factors that affect food 14.4.1 Analyze conditions and practices that promote safe food handling.
safety from production through 14.4.2 Analyze safety and sanitation practices throughout the food chain.
consumption.
14.4.3 Analyze how changes in national and international food production and
distribution systems influence the food supply.
14.4.4 Analyze federal, state, and local inspection and labeling systems that protect
the health of individuals and the public.
14.4.5 Analyze food borne illness factors, including causes, foods at risk, and
methods of prevention commercially and by individuals and
families.
14.4.6 Analyze public dialogue about food safety and sanitation.
14.5 Evaluate the influence of
14.5.1 Analyze how scientific and technical advances influence the nutrient content,
science and technology on food
availability, and safety of foods.
composition, safety, and other
14.5.2 Analyze how the scientific and technical advances in food processing,
issues.
storage, product development, and distribution influence nutrition and
wellness.
Analyze the effects of technological advances on selection, preparation and
home storage of food.
14.5.4 Analyze the effects of food science and technology on meeting nutritional
needs.
14.5.3
PARENTING
Area of Study 15.0
Parenting
Comprehensive Standard
Evaluate the effects of parenting roles and responsibilities on strengthening the well-being of individuals and families.
Content Standards
15.1 Analyze roles and
responsibilities of parenting.
Competencies
15.1.1 Analyze parenting roles across the life span.
15.1.2 Analyze expectations and responsibilities of parenting.
15.1.3 Analyze consequences of parenting practices to the individual, family, and
society.
15.1.4 Analyze societal conditions that influence parenting across the life span.
15.1.5 Explain cultural differences in roles and responsibilities of parenting.
15.2 Evaluate parenting practices
that maximize human growth
and development.
15.2.1 Choose nurturing practices that support human growth and development.
15.2.2 Apply communication strategies that promote positive self-esteem in family
members.
15.2.3 Assess common practices and emerging research about discipline on human
growth and development.
15.2.4 Assess the effects of abuse and neglect on children and families and
determine methods for prevention.
15.2.5 Apply criteria for selecting care and services for children
15.3 Evaluate external support
systems that provide services
for parents.
15.3.1 Assess community resources and services available to families.
15.3.2 Appraise community resources that provide opportunities related to parenting.
15.3.3 Summarize current laws and policies related to parenting.
15.4 Analyze physical and emotional 15.4.1 Analyze biological processes related to prenatal development, birth, and
factors related to beginning the
health of child and mother.
parenting process.
15.4.2 Analyze the emotional factors of prenatal development and birth in relation to
the health of parents and child.
15.4.3 Analyze implications of alternatives to biological parenthood.
15.4.4 Analyze legal and ethical impacts of current and emerging technology on
fertility and family planning.
TEXTILES, FASHION, AND APPAREL
Area of Study 16.0
Textiles, Fashion, and Apparel
Comprehensive Standard
Integrate knowledge, skills, and practices required for careers in textiles and apparels.
Content Standards
Competencies
16.1
Analyze career paths within textile 16.1.1 Explain the roles and functions of individuals engaged in textiles and apparel careers.
apparel and design industries.
16.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
16.1.3 Summarize education and training requirements and opportunities for career paths in
textile and apparel services.
16.1.4 Analyze the effects of textiles and apparel occupations on local, state, national, and
global economies.
16.1.5 Create an employment portfolio for use with applying for internships, work-based
16.1.6
16.2
Evaluate fiber and textile products 16.2.1
and materials.
16.2.2
16.2.3
16.2.4
16.2.5
16.3
Demonstrate fashion, apparel, and
textile design skills.
16.3.1
16.3.2
16.3.3
16.3.4
16.3.5
16.3.6
16.3.7
16.4
Demonstrate skills needed to
produce, alter, or repair fashion,
apparel, and textile products.
16.4.1
16.4.2
16.4.3
16.4.4
16.4.5
16.5
Evaluate elements of textile,
apparel, and fashion
merchandising.
16.5.1
16.5.2
16.5.3
16.5.4
16.5.5
16.5.6
learning opportunities and employment in textiles, fashion, and apparel.
Analyze the role of professional organizations in textiles, fashion, and apparel
industries.
Apply appropriate terminology for identifying, comparing, and analyzing the most
common generic textile fibers.
Evaluate performance characteristics of textile fiber and fabrics.
Summarize textile legislation, standards, and labeling in the global economy.
Analyze effects of textile characteristics on design, construction, care, use, and
maintenance of products.
Apply appropriate procedures for care of textile products.
Explain the ways in which fiber, fabric, texture, pattern, and finish can affect visual
appearance.
Apply basic and complex color schemes and color theory to develop and enhance
visual effects.
Utilize elements and principles of design in designing, constructing, and/or altering
textile, apparel, and fashion products.
Demonstrate design concepts with fabric or technology/computer, using draping
and/or flat pattern making technique.
Generate design that takes into consideration ecological, environmental, sociological,
psychological, technical, and economic trends and issues.
Apply elements and principles of design to assist consumers and businesses in
making decisions.
Demonstrate ability to use technology for fashion, apparel, and textile design.
Demonstrate professional skills in using a variety of equipment, tools, and supplies
for fashion, apparel, and textile construction, alteration, and repair.
Explain production processes for creating fibers, yarn, woven, and knit fabrics, and
non-woven textile products.
Use appropriate industry products and materials for cleaning, pressing, and finishing
textile, apparel, and fashion products.
Analyze current technology and trends that facilitate design and production of textile,
apparel, and fashion products.
Demonstrate basic skills for producing and altering textile products and apparel.
Apply marketing strategies for textile, apparel, and fashion products.
Analyze the cost of constructing, manufacturing, altering, or repairing textile,
apparel, and fashion products.
Analyze ethical considerations for merchandising apparel and textile products.
Apply external factors that influence merchandising.
Critique varied methods for promoting apparel and textile products.
Apply research methods, including forecasting techniques, for marketing apparel and
textile products.
16.6
Evaluate the components of
customer service.
16.6.1
16.6.2
16.6.3
16.6.4
Analyze factors that contribute to quality customer relations.
Analyze the influences of cultural diversity as a factor in customer relations.
Demonstrate the skills necessary for quality customer service.
Create solutions to address customer concerns.
16.7
Demonstrate general operational
procedures required for business
profitability and career success.
16.7.1
Analyze legislation, regulations, and public policy affecting the textiles, apparel, and
fashion industries.
Analyze personal and employer responsibilities and liabilities regarding industryrelated safety, security, and environmental factors.
Analyze the effects of security and inventory control strategies, cash and credit
transaction methods, laws, and worksite policies, on loss prevention and store profit.
Demonstrate procedures for reporting and handling accidents, safety, and security
incidents.
Analyze operational costs such as mark ups, mark downs, cash flow, and other
factors affecting profit.
Demonstrate knowledge of the arts, of various resources, and cultural impact upon
the textile, apparel, and fashion industries.
16.7.2
16.7.3
16.7.4
16.7.5
16.7.6