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Committee amends Family & Consumer Sciences exploration standards, forwards course to full board
Summary
The Standards and Assessment Committee amended strand language and added family‑relationship content to the Family & Consumer Sciences (FCS) exploration course standards, then approved the course draft and forwarded it to the full board.
The Standards and Assessment Committee voted unanimously to amend language in the Family and Consumer Sciences exploration standards and approved the revised course standards to forward to the full board.
The first amendment moved a bullet point reading “explain challenges that lead to growth in each developmental stage” from strand 5, standard 2, into strand 5, standard 1; committee members also changed phrasing in standard 1 by replacing “phases of life” with “developmental stages.” Chair Jenny Earl read the motion and members voted in favor.
Committee members discussed clarity and consistency of language before the vote. State Board member Green asked whether the terms “phases of life,” “developmental stages,” and “generations” were being used consistently; curriculum staff agreed to use “developmental stages” and to adjust related performance tasks to match.
A second amendment added a bullet promoting “strengthening family relationships” to strand 5, standard 3 (positive self‑concept), placing that item among examples such as forgiving others and learning a new skill. The committee voted unanimously to add the language after discussion about where family supports best fit within the strand.
After the technical edits and the two committee amendments, the committee approved the FCS Exploration Course Standards Draft 2 as amended and voted unanimously to forward the standards to the full board for final approval.
Why it matters: The exploration course is intended to introduce middle‑ and early high‑school students to Family & Consumer Sciences career pathways and life skills; the committee’s edits aim to clarify developmental language and to explicitly acknowledge family relationships as part of positive self‑concept instruction.
Ending: Staff said they will make the clerical edits identified in the meeting (for example, ensuring consistent phrasing across performance tasks) and will return the final document for board action at a future meeting.
