645 – FAMILY AND CONSUMER SCIENCE I

STATE GOALS

State Goal #1 is for all students to read with understanding and fluency. As a result
of Family and Consumer Science I the students should be able to do the following:

A.              Apply word analysis and vocabulary skills to comprehend selections.

B.              Apply reading strategies to improve understanding and fluency.

C.              Comprehend a broad range of reading materials.

State Goal #3 is for all students to write to communicate for a variety of purposes.

A.              Use correct grammar, spelling, punctuation, capitalization, and structure.

B.              Compose well-organized and coherent writing for specific purposes and     audiences.
C.              Communicate ideas in writing to accomplish a variety of purposes.

ACT STANDARDS FOR TRANSITION

A.              Exhibit topic development in terms of purpose and focus.

B.              Show organization, unity, and coherence.
650 – FAMILY AND CONSUMER SCIENCE II
STATE GOALS 
State Goal #1 is for all students to read with understanding and fluency. As a
result of Family and Consumer Science II the students should be able to do the following:

A.              Apply word analysis and vocabulary skills to comprehend selections.

B.              Apply reading strategies to improve understanding and fluency.

C.              Comprehend a broad range of reading materials.

State Goal #3 is for all students to write to communicate for a variety of purposes.

A.              Use correct grammar, spelling, punctuation, capitalization, and structure.

B.              Compose well-organized and coherent writing for specific purposes and audiences.

C.              Communicate ideas in writing to accomplish a variety of purposes.

ACT STANDARDS FOR TRANSITION

A.              Exhibit topic development in terms of purpose and focus.

B.              Show organization, unity, and coherence.
655 – INDIVIDUALIZED SEWING CONSTRUCTION
STATE GOALS 
State Goal #1 is for all students to read with understanding and fluency. As a result of Individualized Sewing Construction, the students should be able to do the
following:

A.              Apply word analysis and vocabulary skills to comprehend selections.

B.              Apply reading strategies to improve understanding and fluency.

C.              Comprehend a broad range of reading materials.

State Goal #3 is for all students to write to communicate for a variety of purposes.

A.              Use correct grammar, spelling, punctuation, capitalization, and structure.

B.              Compose well-organized and coherent writing for specific purposes and audiences.

C.              Communicate ideas in writing to accomplish a variety of purposes.

ACT STANDARDS FOR TRANSITION

A.              Exhibit topic development in terms of purpose and focus.

B.              Show organization, unity, and coherence.
660 – INTERIOR DESIGN I
662 – INTERIOR DESIGN II
STATE GOALS 
State Goal 1 is for all students to read with understanding and fluency. As a result of
Interior Design I and II the students should be able to do the following:

A.              Apply word analysis and vocabulary skills to comprehend selections.

B.              Apply reading strategies to improve understanding and fluency.

C.              Comprehend a broad range of reading materials.

State Goal 3 is for all students to be able to write to communicate for a variety of purposes. As a result of Interior Design I and II the students should be able to do the following:

A.              Use correct grammar, spelling, punctuation, capitalization
and structure.

B.              Compose well-organized and coherent writing for specific purposes and audiences.

C.              Communicate ideas in writing to accomplish a variety of purposes.
ACT STANDARDS FOR TRANSITION
READING

A.              To focus on topic development in terms of purpose and focus.

MATHEMATICS

A.              Include basic operations and applications

B.              Statistics and data analysis

C.              Measurement

WRITING

A.              Expressing judgments

B.              Organizing ideas

C.              Using Language

LOCAL LEARNER OUTCOMES

·                 Explore aspects of choosing house and floor plans
·                 Review information about furniture styles
·                 Explore skills needed in selecting furniture and lighting
·                 Investigate information concerning kitchen appliances, cabinets,    counter tops, flooring, etc.
·                 Gain insight into the skills needed for planning, furnishing, and
completing social and privacy zones
in house
·                 Explore current topics in interior design
·                 Understand basic construction of a house
·                 To become aware of several careers in the housing industry
·                 To apply the knowledge of color schemes, visual placements, and  the design elements in several projects.
668 – CHILD DEVELOPMENT
STATE GOALS

State Goal #1 is for all students to read with understanding and fluency. As a result
of Child Development, the students should be able to do the following:

A.              Apply word analysis and vocabulary skills to comprehend selections.

B.              Apply reading strategies to improve understanding and fluency.

C.              Comprehend a broad range of reading materials.

State Goal #3 is for all students to write to communicate for a variety of purposes.

A.              Use correct grammar, spell­ing, punctuation, capitalization and structure.

B.              Compose well-organized and coherent writing for specific pur­poses and audiences.

C.              Communicate ideas in writing to accomplish a variety of purposes.

ACT STANDARDS FOR TRANSITION

A.              Exhibit topic development in terms of purpose and focus.

B.              Show organization, unity, and coherence.
LOCAL LEARNER OUTCOMES
After taking this course, the student should be able to:
·                 Analyze principles of human growth and development across the
span of childhood.  (Birth to age 12)
·                 Analyze conditions that influence human growth and development.
·                 Analyze and discuss strategies that promote growth and development   throughout childhood.
·                 Understand roles and responsibilities of childcare.
·                 Evaluate childcare practices that maximize human growth and potential.
·                 Locate and evaluate external support systems that provide services for  caregivers.
·                 Analyze physical and emotional factors related to beginning the care-of- children process.
·                 Understand that quality childcare and the education and protection of children is everyone’s  responsibility.
670 – CHILD CARE SERVICES
STATE GOALS 
State Goal #1 is for all students to read with understanding and fluency. As a result of
Child Care Services, the students should be able to do the following:

A.              Apply word analysis and vocabulary skills to comprehend selections.

B.              Apply reading strategies to improve understanding and fluency.

C.              Comprehend a broad range of reading materials.

State Goal #3 is for all students to write to communicate for a variety of purposes.

A.              Use correct grammar, spelling, punctuation, capitalization, and structure.

B.              Compose well-organized and coherent writing for specific purposes and audiences.

C.              Communicate ideas in writing to accomplish a variety of purposes.

ACT STANDARDS FOR TRANSITION

A.              Exhibit topic development in terms of purpose and focus.

B.              Show organization, unity, and coherence.
680 – FOOD SCIENCE I
682 – FOOD SCIENCE II

STATE GOALS
State Goal 1 is for all students to read with understanding and fluency.
As a result of Food Science I and II the students should be able to do the following:

A.              Apply word analysis and vocabulary skills to comprehend selections.

B.              Apply reading strategies to improve understanding and fluency.
C.              Comprehend a broad range of reading materials.

State Goal 3 is for all students to be able to write to communicate for a variety of purposes. As a result of Food Science I and II the students should be able to do the following:

A.              Use correct grammar, spelling, punctuation, capitalization, and structure.

B.              Compose well-organized and coherent writing for specific purposes and audiences.

C.              Communicate ideas in writing to accomplish a variety of purposes.

State Goal 11 is for all students to understand the basic processes of scientific inquiry
and technological design to investigate questions conduct experiments and solve problems. As a result of Food Science I and II the students should be able to do the
following:

A.              Know and apply the concepts, principles, and processes of
scientific inquiry.

B.              Know and apply the concepts, principles, and processes of technological design.

State Goal 13 is for all students to understand the relationships among science, technology, and society in historical and contemporary contexts. As a result of Food Science I and II, the students should be able to do the following:

A.              Know and apply the accepted practices of science.

B.              Know and apply concepts that describe the interaction between science, technology, and society.

ACT STANDARDS FOR TRANSITION

READING

A.              To focus on topic development in terms of purpose and focus.

MATHEMATICS

A.             Include basic operations and applications

B.              Statistics and data analysis

C.              Measurement

SCIENCE

A.              Include interpreting data

B.              Scientific investigation

C.              Evaluation of experimental results

WRITING

A.              Expressing judgments

B.              Organizing ideas

C.              Using Language

LOCAL LEARNER OUTCOMES

As a result of students taking Food Science II, and I the student will be able to:
·                Understand why we make food choices
·                Develop a food safety and sanitation plan
·                Gain knowledge of the basic nutrients needed for humans
·                Discover how science and food are interrelated
·                Understand the scientific reasoning behind several food combinations
·                Understand the concept of coagulation in relationship to eggs,
cheese, and meat
·                Gain knowledge of basic ingredient functions in certain foods
·                Gain Knowledge of and apply meat and poultry backgrounds and cooking temperatures
·                Recognize different food cultures from other parts of the country and world
·                Research topics related to food science
692 – PARENTING
STATE GOALS
State Goal 1 is for all students to read with understanding and fluency. As a result of Parenting the students should be able to do the following:

A.              Apply word analysis and vocabulary skills to comprehend selections.

B.              Apply reading strategies to improve understanding and fluency.

C.              Comprehend a broad range of reading materials.

State Goal 3 is for all students to be able to write to communicate for a variety of purposes. As a result of Parenting the students should be able to do the following:

A.              Use correct grammar, spelling, punctuation, capitalization, and structure.

B.              Compose well-organized and coherent writing for specific purposes and audiences.

C.              Communicate ideas in writing to accomplish a variety of purposes.

ACT STANDARDS FOR TRANSITION
READING

A.              To focus on topic development in terms of purpose and focus.

WRITING

A.              Expressing judgments

B.              Organizing ideas

C.              Using Language

LOCAL LEARNER OUTCOMES

·                    Develop Skills that help you become an effective parent
·                    Discuss how parenting is affected by society and other influences
·                    Identify and describe prenatal development.
·                    Describe physical growth and development during infancy.
·                    Discuss how to manage the life of a parent
694 – HUMAN RELATIONSHIPS

STATE GOALS

State Goal 1 is for all students to read with understanding and fluency. As a result of
Human Relationships the students should be able to do the following:

A.              Apply word analysis and vocabulary skills to comprehend selections.

B.              Apply reading strategies to improve understanding and fluency.

C.              Comprehend a broad range of reading materials.

State Goal 3 is for all students to be able to write to communicate for a variety of purposes. As a result of Parenting the students should be able to do the following:

A.              Use correct grammar, spelling, punctuation, capitalization and structure.

B.              Compose well-organized and coherent writing for specific purposes and audiences.

C.              Communicate ideas in writing to accomplish a variety of purposes.

ACT STANDARDS FOR TRANSITION
READING

A.              To focus on topic development in terms of purpose and focus.

WRITING
A.              Expressing judgments

B.              Organizing ideas

C.              Using Language

LOCAL LEARNER OUTCOMES

·                Understand and improve knowledge of interpersonal development.
·                Identify and recognize the importance of family relationships.
·                Gain understanding related to health and well being of families.
·                Explore current topics relating to family relationships.

state831, 832, 833, 834 – CONSUMER EDUCATION
 
STATE GOALS

State Goal #1 is for all students to read with understanding and fluency. As a result of
the Consumer Education class, students will be able to do the following:

A.              Apply word analysis and vocabulary skills to comprehend selections.

B.              Apply reading strategies to improve understanding and fluency.

C.              Comprehend a broad range of reading materials.

State Goal #3 is for students to write to communicate for a variety of purposes.

A.              Use correct grammar, spelling, punctuation, capitalization, and structure.

B.              Compose well-organized and coherent writing for specific purposes and audiences.

C.              Communicate ideas in writing to accomplish a variety of purposes.

State Goal #5 is for students to use the language arts to acquire, assess, and
communicate information.

A.              Locate, organize, and use information from various sources to answer questions, solve problems,  and communicate ideas.

B.              Analyze and evaluate information acquired from various sources.

C.              Apply acquired information, concepts, and ideas to communicate in a variety of formats.

State Goal #6 is for students to demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios, and proportions.

A.              Investigate, represent, and solve problems using number facts,
operations (addition, subtraction, multiplication, division) and their properties, algorithms, and relationships.

B.              Compute and estimate using mental mathematics, paper-and-pencil methods, calculators, and computers.
C.              Solve problems using comparison of quantities, ratios, proportions, and percents.

ACT MATH STANDARDS FOR TRANSITION

A.              Basic operations and applications

B.              Statistics and data analysis

C.              Graphical representations

ACT READING STANDARDS FOR TRANSITION

A.              Main ideas and author’s approach

B.              Supporting details

C.              Meanings of words

D.              Generalizations and conclusions

LOCAL LEARNER OUTCOMES

The student will be:
·                    an informed consumer.
·                    able to develop a sound decision-making process based on
his/her goals and values.
·                    able to develop money management skills.
·                    able to explore consumer roles, problems, and solutions.
·                    able to use necessary communication and computational skills.
·                    able to have understanding of a citizen’s rights and responsibilities.
·                    able to develop the economic skills needed to participate effectively in a      free enterprise system.