Presentation made to the NH Association of Family and Consumer Sciences spring conference in Manchester, NH on May 3, 2013.

1. 1
Stan Freeda
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

2. AGENDA
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 2
• Competency
• New Hampshire College and Career Ready
Standards
• New Ways of Teaching and Learning
• Open Discussion

3. WHAT IS COMPETENCY?
3
com·pe·ten·cy [kom-pi-tuhn-see]
having the behaviors, knowledge,
skills and abilities that are
necessary for successful
demonstration of knowledge and
understanding.
Multidimensional
Family Consumer Science Knowledge Skill Behavior
Content Process Disposition
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

4. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
4
(b) The required curriculum content shall comply with the following:
(4) If a district chooses to offer extended learning opportunities, the
extended learning opportunities shall:
b. Be governed by a policy adopted by the local school board that:
5. Requires that granting of credits shall be based on a student’s
demonstration of competencies, as approved by certified
educators;
Ed 306.27 High School Curriculum, Credits, Graduation
Requirements, and Cocurricular Program.
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

5. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
5
Ed 306.27 High School Curriculum, Credits, Graduation
Requirements, and Cocurricular Program.
(d) The local school board shall require that a high school credit can be earned by
demonstrating mastery of required competencies for the course, as approved by
certified school personnel. Each high school shall determine the number of credits
to be awarded for successful demonstration of competencies following completion
of a classroom course, independent study, distance learning course, or extended
learning opportunity. One credit shall equate to the level of rigor and achievement
necessary to master competencies that have been designed to demonstrate the
knowledge and skills necessary to progress toward college level and career work.
Determination of the weight of each course competency on which credit is based,
as well as the degree of mastery on which credit will be granted, shall be a local
decision.
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

6. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
6
TA #12 Competency Assessment of Student Mastery (2006)
State Standards indicate that local districts must have a competency
assessment process and defined competencies in place by the 2008-2009
school year. The school approval standards state that local school boards
may implement competency assessment of student mastery at the high
school level at any time, but it is not required by the state standards until the
2008-2009 school year.
http://www.education.nh.gov/standards/documents/advisory12.pdf
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

7. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
7
Ed 306.38 Family and Consumer Science Education Program
(a) Pursuant to Ed 306.26, the local school board shall require that a family and
consumer science education program in each middle school provides:
(1) Instructions which emphasizes the use of critical and creative thinking skills to
address problems as individuals in diverse family, community, and work
environments;
(2) Planned activities designed to promote becoming responsible citizens and
leaders in family, community, and work settings;
(3) Experiences which develop students’ information-gathering techniques,
including, but not limited to:
a. Collecting, analyzing, organizing, and presenting information;
b. Decision making and problem solving;
c. Self-management;
d. Communication and conflict resolution; and
e. Technological literacy;
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

8. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
8
Ed 306.38 Family and Consumer Science Education Program
(4) Instruction in both subject matter and process, with an emphasis on breadth
rather than depth;
(5) Experiences which develop students' knowledge and skills in:
a. Managing foods and nutrition;
b. Consumer and family resource management;
c. Interpersonal relationships; and
d. Human growth and development; and
(6) Systematic instruction and activities designed to enable students to:
a. Manage foods and nutrition as follows:
b. In the area of consumer and resource management:
c. In the area of interpersonal relationships:
d. In the area of human growth and development:
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

9. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
9
Ed 306.38 Family and Consumer Science Education Program
(b) Pursuant to Ed 306.27, the local school board shall require that a
family and consumer science education program in each high school
provides:
(1) Opportunities for students to develop the knowledge, skills, attitudes, and
behaviors needed for balancing personal, home, family, and work lives;
(2) Instruction which emphasizes the development of all individuals into
effectively literate consumers and managers of resources;
(3) Instruction which emphasizes knowledge and skills to promote optimal
food, nutrition, and wellness practices;
(4) Opportunities for students to develop an awareness of career
opportunities and to function as leaders in family, community, and work
settings;
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

10. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
10
Ed 306.38 Family and Consumer Science Education Program
(5) Courses totaling at least 3 credits, of which:
a. At least ½ credit is devoted to adult roles and responsibilities covering:
1. Personal financial literacy;
2. Interpersonal relationships;
3. Communications and conflict resolution; and
4. Positive adult roles; and
b. At least 2 ½ credits are from the following areas of study:
1. Career, community, and family relations;
2. Consumer and resource management;
3. Foods, nutrition, and wellness;
4. Hospitality, tourism, and facilities management;
5. Housing and textiles; and
6. Human growth and development; and
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

11. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
11
Ed 306.38 Family and Consumer Science Education Program
(6) Systematic instruction and activities designed to enable students to:
a. Balance personal, home, family, and work lives;
b. Promote optimal nutrition and wellness across the life span;
c. Function effectively as providers and consumers of goods and services;
d. Manage resources to meet the needs of individuals and families;
e. Strengthen the well-being of individuals and families;
f. Develop attitudes and habits conductive to career planning, preparation,
and success;
g. Understand the principles of human growth and development;
h. Manage housing, furnishings, clothing, and textiles; and
i. Understand the hospitality and tourism industry.
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

12. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
12
Renewal of Minimum Standards is due
New Hampshire Standards for School Approval were adopted in 2005
through 2013.
Standards are due to be updated.
Next Generation Learning Initiative in NH.
Innovative education is supported.
Every indication suggests:
• stronger emphasis on competency.
• less dependence on course structure.
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

13. LEARN MORE ABOUT COMPETENCY ONLINE
13
www.CompetencyWorks.org
www.education.nh.gov/innovati
ons/hs_redesign/competencies.
htm
www.inacol.org/research/comp
etency/
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

14. COMMENTS OR QUESTIONS
14
com·pe·ten·cy [kom-pi-tuhn-see]
having the behaviors, knowledge, skills and
abilities that are necessary for successful
demonstration of knowledge and
understanding.
Where are we on course
competencies?
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

15. STANDARDS
15
something set up and established by
authority as a rule for the measure
of quantity, weight, extent, value, or
quality.
stan·dard [stan-derd]
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

16. NEW HAMPSHIRE
COLLEGE AND CAREER READY STANDARDS
16
• Common Core State Standards for Mathematics
• Common Core State Standards for English Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects
• NH Framework for Science Literacy
• (may be replaced with Next Generation Science Standards)
• NH Framework for Social Studies
• (may be updated to reflect National Curriculum Standards for Social Studies)
• National Standards for Arts Education
• (may be replaced with the National Core Arts Standards)
• Information and Communication Technologies Literacy Standards (ED 306.42, ISTE
NETS-S)
• National Standards for Family and Consumer Sciences Education
• National Health Education Standards
• National Standards for Physical Education
• International Technology Education Association Standards for Technological Literacy
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

17. COMMON PRACTICES
17
English Language Arts Capacities
1. Demonstrate independence.
2. Build strong content knowledge.
3. Respond to the varying demands of
audience, task, purpose, and discipline.
4. Comprehend as well as critique.
5. Value evidence.
6. Use technology and digital media
strategically and capably.
7. Come to understand other perspectives and
cultures.
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

18. COMMON PRACTICES
18
ELA Capacities manifest as:
“construct effective arguments,” “request clarification,” “ask relevant questions,”
“build on others’ ideas,” “articulate their own ideas,” “question assumptions and
premises,” “assess the veracity of claims,” “assess the soundness of reasoning,”
“cite specific evidence,” “make their reasoning clear,” “constructively
evaluate others’ use of evidence,” “evaluate other points of view critically and
constructively,” “express and listen carefully to ideas,” “cite specific textual
evidence to support conclusions,” “delineate and evaluate the argument and
specific claims in a text including the validity of the reasoning as well as the
relevance and sufficiency of the evidence,” “participate effectively in a range of
conversations and collaborations with diverse partners, building on others’
ideas and expressing their own clearly and persuasively.”
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

19. COMMON PRACTICES
19
Mathematical Practices
1. Make sense of problems and persevere in
solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique
the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

20. COMMON PRACTICES
Science and Engineering Practices
1. Asking questions and defining problems.
2. Developing and using models.
3. Planning and carrying out investigations.
4. Analyzing and interpreting data.
5. Using mathematics, information and computer technology,
and computational thinking.
6. Constructing explanations and designing solutions .
7. Engaging in argument from evidence.
8. Obtaining, evaluating, and communicating information.
20
• Core Ideas
• Crosscutting
Concepts
• Practices
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

21. 21
• Knowledge through content-rich
text.
• Reason abstractly and
quantitatively.
• Construct arguments.
• Critique the reasoning of others.
• Argue with evidence.
PERFORMANCE IS AT THE CORE
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

22. 22
16 Content Areas
PERFORMANCE IS AT THE CORE
1. Career, Community and Family
2. Consumer & Family Resources
3. Consumer Services
4. Education & Early Childhood
5. Facilities Management
6. Family
7. Family & Community Service
8. Food Production & Service
9. Food Science, Dietetics, Nutrition
10. Hospitality, Tourism, Recreation
11. Housing, Interior Design
12. Human Development
13. Interpersonal Relationships
14. Nutrition
15. Parenting
16. Textiles, Fashion, Apparel
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S
“ [middle school]… emphasis
on breadth rather than
depth.”

23. 23
Process / Action
Framework
PERFORMANCE IS AT THE CORE
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
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

24. COMMENTS OR QUESTIONS
24
Where are we on
standards?
something set up and established
by authority as a rule for the
measure of quantity, weight, extent,
value, or quality.
stan·dard [stan-derd]
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

25. NEW WAYS OF TEACHING AND LEARNING
25
ENGAGING IN CONTENT RICH DISCUSSIONS AND REFLECTIVE ACTIONS THAT
ENABLE STUDENTS TO MAKE DECISIONS AND SOLVE PROBLEMS WITH
EVIDENCE.
REQUIRES EFFECTIVE PROJECT BASED TEACHING AND PERFORMANCE BASED
ASSESSMENTS
EXEMPLIFIES TEACHING PRACTICES FOR ALL NH COLLEGE AND CAREER
READY AREAS.
SCIENCE AND FAMILY AND CONSUMER SCIENCE TEACHING ALREADY
ENGAGES IN THOSE PRACTICES.
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

26. COMMONALITIES AT THE CORE
26
AT THE CORE OF ALL THESE STANDARDS IS:
• REASONING WITH EVIDENCE.
• BUILDING ARGUMENTS AND CRITIQUING THE ARGUMENTS
OF OTHERS.
• DEVELOPING RIGOROUS, CONCEPTUALLY STRONG,
EVIDENCE-BASED THINKING PRACTICES.
• PARTICIPATING IN REASONING-ORIENTED PRACTICES AND
ACTIONS WITH OTHERS.
A FEW MORE OF THESE PRACTICES SEEM TO RELATE
EXPLICITLY TO SENSE-MAKING AND DISCUSSION:
REASONING, IN THE SERVICE OF MAKING ARGUMENTS THAT
SUPPORT AND JUSTIFY ACTIONS.
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

27. COMMONALITIES AT THE CORE
27
REASONING, IN THE SERVICE OF MAKING ARGUMENTS THAT
SUPPORT AND JUSTIFY ACTIONS.
• REQUIRES THAT TEACHERS FOCUS MORE ATTENTION ON
REASONING AND “THINKING PRACTICES.”
• REQUIRES STUDENTS TO PARTICIPATE IN MAKING THEIR
THINKING PUBLIC AND COGENT.
• STUDENTS WILL NEED GUIDANCE TO MAKING THEIR
THINKING…
• Visible
• Public
• Available to others
…IN SPEAKING AND WRITING!
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

28. COMMONALITIES AT THE CORE
28
TEACHERS WILL HAVE TO HELP ALL STUDENTS:
• EXTERNALIZE THEIR THINKING;
• LISTEN CAREFULLY TO ONE ANOTHER
AND TAKE ONE ANOTHER SERIOUSLY;
• DIG DEEPER INTO THE DATA AND EVIDENCE FOR THEIR
POSITIONS;
• WORK WITH THE REASONING OF OTHERS.
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

29. COMMON PRACTICES IN TEACHING
29
Points to Consider:
• “Reasoning practices” in all content areas have to be enacted, and
for learners, most are enacted socially, through talk and writing.
• “Social” does not just mean student-led group work. Well-
structured social interaction builds in time to think as an individual
– making thinking available - metacognition.
These are hallmarks of Family & Consumer Sciences teaching.
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

30. THE GOOD NEWS
30
“Reasoning” practices are common to all modern standards. Big
bang for the buck.
The practices of discussion transfer from one content domain to
another.
We now know a great deal about how to induct students, from all
backgrounds, into these reasoning practices, through rigorous,
content-rich, teacher-guided discussions.
Good teaching has always supported these practices.
Family & Consumer Science teachers are already there.
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

31. THE BAD NEWS
31
The dominant forms of talk in classrooms — recitation and direct
instruction — do NOT support reasoning, building arguments with
evidence, explaining, critiquing, and building common ground.
Teachers are often not well-prepared to lead academically
productive, reasoning-oriented discussions.
Teachers often rely on group work, hoping that the hands-on
activities, in small groups, will teach the students what they need to
learn.
Many teachers have a hard time running the discussions. Deep
discussions are often skipped due to lack of time.
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

32. LEARN MORE ABOUT STANDARDS ONLINE
32
www.NextGenScience.org
www.CoreStandards.org
www.nasafacs.org/national-
standards-home.html
www.iste.org/standards
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

33. RESOURCES FOR TEACHERS
33
New Hampshire Educators Online www.nheon.org
OPEN NH Professional Development www.opennh.org
NH Digital Resources Consortium www.nhdrc.org
NH Educational GIS Partnership www.nhedgis.org
NH Frameworks www.education.nh.gov/instruction/curriculum
Open Education Resources www.oercommons.org
Thinkfinity www.thinkfinity.org
Office of Educational Technology www.nheon.org/oet
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

34. 34
THE END
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

35. 35
OFFICE OF EDUCATIONAL TECHNOLOGY
Contact Information
Stan Freeda
Educational Technology and Online Learning Specialist
NH SBAC Technology Readiness Coordinator
Office of Educational Technology
Bureau of Accountability and Assessment
New Hampshire Department of Education
Stanley.Freeda@doe.nh.gov 603.271.5132
www.education.nh.gov www.nheon.org www.opennh.org
@
T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S