Teaching for College and Career Readiness

T E A C H I N G T H A T S U P P O R T S T H E N H 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 1
Stan Freeda

AGENDA
• Standards Based Teaching for Competency
• Family and Consumer Sciences Process Framework
• National Educational Technology Standards
• Technology Rich Teaching
• Open Discussion

STANDARDS BASED
TEACHING FOR COMPETENCY
• Competency
• Minimum Standards for Public School Approval
• Backward Design (Understanding by Design)

STANDARDS & COMPETENCY
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.
something set up and established
by authority as a rule for the
measure of quantity, weight, extent,
value, or quality.
stan·dard [stan-derd]
Behavior
Knowledge
Skills
Abilties
quantity
weight
extent
Value
quality

ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
5
(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 H 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

ED 306
6
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.

ED 306
7
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

ED 306
8
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;

ED 306
9
(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:

ED 306
10
(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;

ED 306
11
(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

ED 306
12
(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.

ED 306
13
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.

BACKWARD DESIGN
Identify
Desired
Results
•What “enduring” understandings are desired?
•What should students know, understand, and be able to do?
•What is worth understanding?
Determine
Acceptable
Evidence
•How will we know if students have achieved the desired results
and met the standards?
•What will we accept as evidence of student understanding and
proficiency?
Plan
Learning
Experiences
•What activities will give students experience and practice
demonstrating the acceptable evidence of learning?
•What instruction or guidance do they need in order to know or be
able to do those things?
assessment
standards
instruction
competency

BACKWARD DESIGN
Identify
Desired
Results
•What “enduring” understandings are desired?
•What should students know, understand, and be able to do?
•What is worth understanding?
Determine
Acceptable
Evidence
•How will we know if students have achieved the desired results
and met the standards?
•What will we accept as evidence of student understanding and
proficiency?
Plan
Learning
Experiences
•What activities will give students experience and practice
demonstrating the acceptable evidence of learning?
•What instruction or guidance do they need in order to know or be
able to do those things?
assessment
standards
instruction
competency
Web 2.0 Tools
Online Research
Productivity Software
Performance using
Digital and Media
Literacies
SBAC Online Assessment
Other computer adaptive
assessments

FAMILY & CONSUMER SCIENCES
PROCESS FRAMEWORK
• National Standards for Family and Consumer Sciences Education
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.

NATIONAL STANDARDS FOR
FAMILY & CONSUMER SCIENCES EDUCATION
Reasoning for Action Standard
Comprehensive Standard
Content Standards
Competencies
Areas of Study
Content Standards
Competencies
Process Questions
Types of Actions
Reasoning for Action
Use reasoning processes, individually and collaboratively, to take
responsible action in families, workplaces, and communities.
Content
Standards
Competencies
1
Evaluate
reasoning for
self and others.
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.

• 16 Areas of Study
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
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

• 4 Process Areas
1. Thinking Processes
2. Communication Processes
3. Leadership Processes
4. Management Processes
• 3 Types of Actions
1. Technical Actions
2. Interpretive Actions
3. Reflective Actions

PROCESS / ACTION FRAMEWORK
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
interpretive actions about
thinking processes
reflective actions about
thinking processes
Communicatio
n Processes
communication
processes
communication
processes
communication
processes
Leadership
Processes
leadership processes
Management
Processes
management processes
Figure 1: Design matrix for process questions in the National Standards for Family and
Consumer Sciences Education

NATIONAL
EDUCATIONAL TECHNOLOGY STANDARDS
• International Society for Technology in Education
Students
Teachers Administrators
Coaches
Computer
Science
Educators

ISTE.NETS - S
• National Educational Technology Standards for Students
1. Creativity and Innovation
Students demonstrate creative thinking,
construct knowledge, and develop innovative
products and processes using technology.
a. Apply existing knowledge to generate new
ideas, products, or processes
b. Create original works as a means of personal
or group expression
c. Use models and simulations to explore
complex systems and issues
d. Identify trends and forecast possibilities

ISTE.NETS - S
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.

ISTE.NETS - T
• National Educational Technology Standards for Teachers
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work
processes representative of an innovative
professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer
of current knowledge to new technologies and situations
b. Collaborate with students, peers, parents, and community
members using digital tools and resources to support student
success and innovation
c. Communicate relevant information and ideas effectively to
students, parents, and peers using a variety of digital age
media and formats
d. Model and facilitate effective use of current and emerging
digital tools to locate, analyze, evaluate, and use information
resources to support research and learning

ISTE.NETS - T
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both face-to-face and virtual
environments.
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating
contemporary tools and resources to maximize content learning in context and to develop the knowledge,
skills, and attitudes identified in the NETS·S
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a
global and digital society.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and
exhibit legal and ethical behavior in their professional practices.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership
in their school and professional community by promoting and demonstrating the effective use of digital
tools and resources.

TECHNOLOGY RICH TEACHING
International Association for K-12 Online Learning
• National Standards for Quality
Online Teaching
Quality teaching that integrates technology will
follow the same guidelines as in the National
Standards for Quality Online Teaching.
Good teaching is good teaching!
www.inacol.org/resources/publications/nation
al-quality-standards/

National Standards for Quality Online Teaching
The online teacher:
• knows the primary concepts and structures of effective online instruction
and is able to create learning experiences to enable student success.
• understands and is able to use a range of technologies, both existing
and emerging, that effectively support student learning and
engagement in the online environment.
• plans, designs, and incorporates strategies to encourage active
learning, application, interaction, participation, and collaboration in
the online environment.
• promotes student success through clear expectations, prompt
responses, and regular feedback.

National Standards for Quality Online Teaching
The online teacher:
• models, guides, and encourages legal, ethical, and safe behavior
related to technology use.
• is cognizant of the diversity of student academic needs and
incorporates accommodations into the online environment.
• demonstrates competencies in creating and implementing
assessments in online learning environments in ways that ensure
validity and reliability of the instruments and procedures.

LoTi – Levels of Teaching Innovation
The Levels of Teaching Innovation (LoTi) Framework was first conceptualized by
Dr. Chris Moersch in 1994 as a research tool to assess authentic classroom
technology use. Several iterations later, the original LoTi Framework has
transformed into a conceptual model to measure classroom teachers
implementation of the tenets of digital-age literacy as manifested in the National
Educational Technology Standards for Teachers (NETS-T).
www.loticonnection.com/inde
x.php/more/frameworks

• Level 0 = Non-use The use of digital tools and resources in the classroom is non-
existent.
• Level 1 = Awareness Digital tools and resources are either used by the teacher for
classroom and/or curriculum management tasks or presentations and/or used by
students as a reward.
• Level 2 = Exploration Digital tools and resources are used by students for
extension activities, enrichment exercises, or information gathering assignments requiring
lower levels of student cognitive processing.
• Level 3 = Infusion Digital tools and resources are used by students to carry out
teacher-directed tasks that emphasize higher levels of student cognitive processing.

• Level 4a = Integration-Mechanical Digital tools and resources are inherent and
motivated by the drive to answer student-generated questions that dictate the content,
process, and products embedded in the learning experience. Management, climate, or
technology may restrict full scale integration.
• Level 4b = Integration-Routine Digital tools and resources are inherent and
motivated by the drive to answer student-generated questions that dictate the content,
process, and products embedded in the learning experience. No restrictions on
integration.
• Level 5 = Expansion The complexity and sophistication of the digital resources and
collaboration tools used in the learning environment are commensurate with the diversity,
inventiveness, and spontaneity of the teacher's experiential-based approach to teaching
and learning and the students' level of complex thinking.
• Level 6 = Refinement The pervasive use of and access to advanced digital tools
and resources provides a seamless medium for information queries, creative problem-
solving, student reflection, and/or product development.

Next Generation Learning
• Personalizing learning A data-driven framework to set goals, assess progress, and
ensure students receive the academic and developmental supports they need.
• Comprehensive systems of learning supports Social, emotional, physical, and
cognitive development along a continuum of services to ensure the success of all
students.
• World-class knowledge and skills Achievement goals to sufficiently encompass the
content knowledge and skills required for success in a globally-oriented world.
Performance-based learning Puts students at the center of the learning process by
enabling the demonstration of mastery based on high, clear, and commonly-shared
expectations.
• Anytime, everywhere opportunities Constructive learning experiences in all aspects of
a child’s life, through both the geographic and the Internet-connected community.
• Authentic student voice The deep engagement of students in directing and owning
their individual learning and shaping the nature of the education experience among their
peers.

RESOURCES FOR TEACHERS TECHNOLOGY SKILLS
33
ISTE NETS www.iste.org/standards
iNACOL Standards
www.inacol.org/resources/publications/national-quality-
standards/
LoTi Framework
www.loticonnection.com/index.php/more/frameworks
Project New Media Literacies www.newmedialiteracies.org/
Partnership for 21st Century Skills www.p21.org/
Partnership for Next Generation Learning
www.ccsso.org/resources/publications/partnership_for_next_g
eneration_learning_overview.html
Common Sense Media www.commonsensemedia.org/

RESOURCES FOR TEACHERS
34
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
National Standards for Family & Consumer Science Education
www.nasafacs.org/national-standards-home.html
Office of Educational Technology www.nheon.org/oet

OPEN DISCUSSION

36
OFFICE OF EDUCATIONAL TECHNOLOGY
Contact Information
www.education.nh.gov www.nheon.org www.opennh.org
@
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

Teaching for College and Career Readiness

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