Names: Casey Humpherys, Callie Lott, Annika Harmsen

1. Using the combined information from your Community/School Profiles, collectively as

a group, decide on the most important content/work skills that will be taught in this
"highly-regarded FCS program" you are building.

9.0 Food Science, Dietetics, and Nutrition, 11.0 Housing and Interior Design, 16.0
Textiles, Fashion, and Apparel

2. Standards: From this website, http://www.leadfcsed.org/national-standards.html

Links to an external site.

select a combination of 3 areas of study to use. Select one standard from each area
that will drive the content in your program.

Textiles, Fashion, and Apparel standard:

- 16.3 Demonstrate textiles, fashion, and apparel design skills.

Food Science:

- 9.3 Evaluate nutrition principles, food plans, preparation techniques and

specialized dietary plans.

Housing and Interior Design:

- 11.3 Apply residential and commercial interior design knowledge, skills, and
processes to meet specific design needs.

3. Course Sequencing: Decide and name 3 courses and their sequence to align with
the standards you have selected.

Foods and Nutrition

Fashion & Textiles

Interior Design

4. Student Assessment: Determine what type(s) of Summative Assessment(s) would

be appropriate for students upon completion of the courses and program.

Foods and Nutrition: Final Meal Plan Project, One Specific Dietary Restriction Research
Paper or Presentation, Final Exam, Performance Based Preparation Technique Exam
(showing me you can use a knife), FCCLA STAR Event (Nutrition and Wellness, Food
Innovations, Sports Nutrition Events), Personal Nutrition Analysis

Interior Design: create blueprint/floor plan to a living space, prepare and present STAR
Event, use RoomSketcher design software to plan a 3D visual home design

Fashion & Textiles: Prepare a Fashion Design S.T.A.R event presentation for the class
or participate in the regional/state conference.
5. Engaging Instruction: List instructional strategies within a student-centered learning
environment that will support student attainment of relevant knowledge and skills.

Foods and Nutrition: Project- Based Learning, Question and Discussion Techniques,
Performance- Based Assessments, Circle Model, Independent and Group Study,
Learning Journal, Service Learning

Textiles and Fashion: Project-Based learning, KWL charts, Question and Discussion
(Fish bowl, gallery walk), lab experiments. Create a portfolio, role play, Service projects.

Interior Design: Project-Based Learning, Experiential Learning, Portfolio, Role Play,

Work-Based Learning, Independent and Group Projects

6. Promotion and Recruitment: Based on what you learned from the webinar about
marketing and promoting an FCS program, decide as a group what you will do to
market the FCS program you are building.

Say Yes to FCS Campaign.

Promote Employability Skills, Career Exploration, STEM, and College Credits.

Advertise Life Skills and Personal Development opportunities through taking the
courses.

Invite Administrators to come to FCCLA meetings/events, class shadowings, or arrange

for students to present projects to them.

Foods class can do a small catering event.

Textile and Apparel students can present their work in the school hallways or cafeteria
(in a covered display)

Interior Design could rearrange classrooms or the library/workspace.

7. Program Components: Describe the types of resources needed to support your

program i.e. classrooms, technology, equipment, tools, supplies, etc.

Foods and Nutrition:

- Ovens, Mixers, Cookware and Dishes, Fridges

- Ingredients, Storage for Ingredients and Dishes
- Measure tools, scales
- Paper towels, aprons, soaps/detergents, rags
- Textbooks/Cookbooks
- Technology (computer and internet access for teacher, for students as needed)
- Printer Access for recipes, assignments, etc.
- Working outlets, plenty of them for ovens and such
- Counter space for food preparation, separate from student desks

Interior design:

- Technology
 - Measuring tools
- Sketching tools
- Color design tools
- Fabric samples
- Color swatches
- Color wheel
- Workstations

Textile & Fashion:

- Sewing machines
- Serger machines
- Sewing tools (seam rippers, measuring tape, seam gauge, fabric scissors, etc.)
- Sewing textbooks or videos
- Patterns
- Fabric
- Sewing tables
- Fabric cutting tables
- Croquis
- Iron mats
- Irons
- Laptops or ipads
- Storage drawers for students to keep their work.
- Working outlets, numerous to make sure all sewing machines can be plugged in
at the same time.
- Over head projector for demonstrations

8. Partnerships: Refer back to your Community/School Profile to determine what

businesses/partners are needed as liaisons to provide work-based learning experiences
(see question #9) for students in the program.

- Food Science:
- ServSafe
- Sysco
- Local Restaurants
- All American Foods
- Idahoan Foods
- Interior Design:
- Highland Cabinets
- Joanns Fabrics
- Rustic Living
- Home and Mattress Store
- Textile and Fashion:
- Singer or Bernina machines
- Joanns Fabrics
Note - CTSOs: It is safe to assume that FCCLA/4-H will serve as your programs'
student leadership opportunity.

9. Work-based Learning (WBL): Real-life work experiences are an integral part of

successful FCS programs. These types of experiences include, but are not limited to:

job shadowing, school-based enterprises, internships, apprenticeships, service learning.

Decide which WBL activity would be most beneficial to learners in your program.

Foods and Nutrition:

- Guest Speakers with real opportunities

- Catering
- Shadowing a restaurant or food factory business
- Serving in a food bank or soup kitchen

Interior Design:

- Business owners allow students to come and explore their workspace and
observe their work
- Job shadowing
- Apprenticeships with furniture building and carpentry

Textiles & Fashion:

- Guest speaker
- Local internships: suit stores, small fashion businesses
- Shadowing/ taking a tour of a fashion business warehouse

10. Data-Driven-Decision Making (D3M): Determine what type of data and how it will
be collected, reported, and used for continuous program improvement.

- KWL progress reports (what they know they started the course vs what they
learned at the end of the course)
- Collection of Summative Assessments and Grade Averages
- Anonymous Suggestion Box
- Attendance Averages
- Businesses report to teacher about student’s work in job shadowing and
apprenticeships
- Students rate their experience towards end of work experience in survey
- Google Forms of student satisfaction