PARENTING EDUCATION

extended performance task

Learning Experience by Laura Dombrowski,

Kenmore East High School, Kenmore-Town of Tonawanda NY School District

Member of the New York State Academy for Teaching and Learning

LEARNING CONTEXT:

The purpose of this extended task Learning Experience is to assist local school districts in developing commencement level exit assessments to reveal a student’s knowledge and skills specific to Parenting Education. The task is used in combination with a written final exam during a 20 week parenting course or could be used as a unit assessment, or modified for intermediate level. A sample parent/guardian letter is included to explain this procedure to parents/guardians.

Procedure:

1. Decide when to introduce the Performance Task Description, Checklist, and Rubric to the students (before or during the course). Inform students of their options for possible products. A list of suggestions is included in the teacher resource packet.

2. Plan the lesson content, activities, and formative assessments that must precede the assignment of the Performance Task. The Learning Standards and Performance Indicators Chart and the Scope of Content/Understandings Chart will guide the course design.

3. Notify parents of any changes in classroom procedures, for example, grading. If sending sample student work to the State Education Department, parents must complete a parent release form. A sample parent letter is provided in the teacher resource packet.

4. When ready to begin the extended task, follow Sequential Plan provided in this packet.

5. Allow students to divide into small groups based on area of concern.

6. Each student must choose one area of the group’s campaign to be responsible for. The Parenting content information can be taught simultaneously while working through the task or taught first and then provide class time for the task.

7. Use the graphic organizer Planning Calendar to indicate teacher checkpoints and due dates. Students may set their own goals and add their personal agenda dates for the project. Several sample graphic organizers are included in the teacher resource packet.

8. Select graphic organizers for students to use in organizing information. The teacher may choose a few required organizers to meet the teacher’s objectives, then provide students with optional organizers to meet particular student learning styles. The use of graphic organizers is critical to the development of the task by the students. The organizers allow the students to visually identify and categorize information. They help the teacher monitor the students’ thought processes in order to provide interventions when necessary.

1. The use of technology, from desktop publishing to Internet research to video production, is possible depending on the student’s communication choice. The teacher may decide to provide instruction on particular computer skills or uses of technology.

2. The rubric should be given to students when the Task is assigned. Students should be given an opportunity to discuss their understanding of the dimensions and levels of performance. The Product Criteria checklist, in the teacher resource packet, summarizes the intended details to be judged upon completion of the Task.

3. Reflection questions should be given to students periodically and upon completion of the Performance Task. The questions often display attitudes and understandings that the product doesn’t reveal.

Instructional/Environmental Modifications

Cooperative learning accommodations, a library/media center, and computer laboratories would facilitate successful products. Special needs students may require extended time or consultant teacher assistance.

TIME REQUIRED

Planning and preparation for the teacher will vary depending on his/her implementation style and experience with inquiry methodology. The teacher will need to spend some class time: explaining the task, examining exemplars, discussing and editing the rubric with the students, conferencing and mentoring students, and assessing student work. A teacher may also choose to instruct students in the use of specific technology and provide collaboration time for group projects.

Planning and preparation for the student will depend on the magnitude of the task chosen and the student’s background expertise in producing the project format chosen. However, it can be assumed that the student will need to use out-of-class time.

The exemplar used for this learning experience represents one week of class time and a second week of personal time with an option of 3 personal, pre-arranged, conferencing sessions with the teacher the second week.

See “Learning Experience Sequential plan” and student graphic organizers titled “Planning Calendar” and “Progress Check Points”.

Resources

Computers and access to the Internet are a must. Students will also need to explore community resources for information. Other possible resources include:

· Guest speakers

· Sample pamphlets

· Student work packets

· Teacher resource packet

ASSESSMENT PLAN

· A basic rubric is provided. Teachers may add and/or design dimensions according to an individual teacher’s objectives.

· Formative evidence of meeting the Learning Standards’ performance indicators will be achieved through the use of graphic organizers, checklists, observation, reflection questions, testing, conferencing, etc.

STUDENT PACKET/

TEACHER RESOURCES

EXTENDED TASK FOR: Family and Consumer Sciences

TASK TITLE:

PARENTING CAMPAIGN

ROLE TITLE:

You are a Community Health Director

SITUATION:

Many parents are searching for strategies, methods, and resources to promote positive health behaviors in their children. You have been selected as the director of a parenting education campaign to address this issue.

ROLE

DESCRIPTION:

You have been asked to create and present an awareness campaign, which addresses parenting responsibilities and skills that impact the well being of the child, the parent, and the family.

Check List

Project Procedure

(Suggested order for working through the task)

· Review extended performance task.

· Review and discuss rubric.

· Review graphic organizers.

· Complete time management with student calendar.

· Discuss elements of in a campaign and what influences behavior.

· Brainstorm parenting issues to be researched.

· Brainstorm responsibilities of parents in dealing with all the dimensions of health.

· Brainstorm traits of a healthy family.

· Select parenting issue for product or service.

· Design a management plan to produce the product

· Attend and learn from class time lesson.

· Research topic.

· Create product.

· Complete reflection questions.

· Complete project rubric.

Product Criteria

(Some suggestions to be used when judging the product)

· Uses correct terminology accurately.

· Demonstrates professional quality.

· Demonstrates an understanding of concepts and skills concerning: Description of health issues, parenting strategies, and resources for help and information.

· Uses academic skills in development of project requiring research skills, the use of Standard English, and time management.

· Provides “work cited” information, using proper form.

· Uses time management skills.

POSSIBLE PRODUCTS/SERVICES

Advertisement	Album	Anagram	Animated movie
Biography	Block picture story	Book	Book jacket
Booklet	Bookmark	Brochure	Bullet chart
Bulletin board	Campaign speech	Cartoon	Chart
Children's book	Collage	Comic book	Comic strip
Commercial script	Computer program	Creative writing	Demonstration
Design proposal	Dialogue	Display	Documentary
Dramatization	Editorial	Editorial cartoon	Epitaph
Essay	Fairy tale	File	Finger-puppet play
Flip chart	Flow chart	Games/puzzles	Graphics
Group discussion	Hand puppet	Handbook/handout	Information cards
Information chart	Information table	Interview script	Learning center
Letter to editor	Magazine article	Movie script	Music video
Newscast	Newspaper ad	Newspaper story	Pamphlet
Photo essay	Pie chart	Radio announcement	Radio commentary
Radio commercial	Rap	Role play	Scrap book
Short story	Skit	Slide show	Slogan
Speech	Survey	TV commercial	TV script
Video tape	Web page	Workshop

EXPLORING OUTCOMES & PRODUCTS

List below potential goal alternatives:

What might you want to accomplish in your campaign?

For each goal alternative suggest a possible product.

What could you develop/create/produce to accomplish these goals?

EXPLORING

LIST BELOW POTENTIAL SOURCES FOR INFORMATION GATHERING:

HUMAN

Who could you get information from?

PRINT/MEDIA

Where could you get written information?

Evaluating Alternatives & Making Choices

Focus Goal:

DECIDING

Our problem is:

We think that:

We’ll find out by:

We found out that:

Conclusions

GOAL SPECIFICATION

CLARIFY AND DEFINE YOUR GOAL. Set parameters for expectations/results/impact.

Write a statement of your goal:

Write the pieces of your goal in short phrases:

Describe the Product/Process:

I/We will develop/create/produce. . . .

Describe how you will anticipate using the product.

I/We will. . . .

PLANNING CALENDAR

MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY	SATURDAY	SUNDAY

*MONDAY*	*TUESDAY*	*WEDNESDAY*	*THURSDAY*	*FRIDAY*	*SATURDAY*	*SUNDAY*

TASK “TO DO” BRAINSTORM LIST

Priority Ratings:

Important and Urgent - there are major and immediate consequences if this is not completed in the time frame.
Important - this is of major importance from a maintenance and preparation for the future perspective. If this is not done, there will be major consequences down the road.
Urgent - this has a feeling of urgency and importance, but the consequences of not getting to it are not really significant.

Tentative Sequence #	“To Do” Action	Anticipated Due Date	Person Responsible	Possible Assistance From

Family and Consumer Sciences

Commencement Extended Task Rubric

CRITERIA

Extended task at this level:

3

Extended task at this level:

Score

Application of Standards

The extent to which extended task demonstrates an understanding of personal health, a safe environment, and resource management.

FCS 2A,D,3A

H 1A,D,2A,B,C,3B

ELA 1.1A,B,D,E

· Demonstrates an in depth understanding of child development, by identifying parenting strategies that establish and maintain the personal health and safety needs of children with concise, accurate, pertinent information concerning the topic.

· Demonstrates the ability to access community resources by using an exhaustive investigation to explore a wide variety of helpful resources that lead to thoughtful conclusions in addressing the task.

· Demonstrates a surface understanding of child development by identifying parenting strategies to establish and maintain personal health and safety needs of children with accurate information concerning the topic.

· Demonstrates the ability to access community resources by using a variety of helpful resources to fulfill the task.

· Demonstrates some confusion in understanding child development and parenting strategies that establish and maintain the personal health and safety needs of children by using some inaccurate information concerning the topic.

· And/or demonstrates the ability to access only a limited amount of helpful community resources to fulfill the task.

· Demonstrates a vague understanding in child development and parenting strategies that can establish and maintain the personal health and safety needs of children by continuously using inaccurate information concerning the topic.

· And/or uses a single community resource which may or may not be helpful.

Parenting Skills: The extent of which the extended task incorporates the skills:

Advocacy, Communication, Decision Making, Planning and Goal Setting, Stress Management

· Provides evidence of extensive knowledge of the scope of skills through behaviors that consistently demonstrates understanding, application and the thinking required to utilize them.

· Demonstrates seamless integration of skills in the developmental stages of the work.

· Provides evidence of ample knowledge of the scope of skills through behaviors that routinely demonstrates understanding, application and the thinking required to utilize them.

· Demonstrates intentional integration of skills in the developmental stages of the work.

· Provides evidence of limited knowledge of the scope of skills through behaviors that occasionally demonstrates understanding, application and the thinking required to utilize them.

· Demonstrates intermittent integration of skills in the developmental stages of the work. May require reminders.

· Provides evidence of minimal knowledge of the scope of skills through behaviors that rarely demonstrates understanding, application and the thinking required to utilize them.

· Demonstrates random integration of skills in the developmental stages of the work. Requires assistance.

Product:

The extent to which the extended task conveys a message of healthy choices matched to the target audience.

FCS 2A,D

H 1A,D

ELA 1.2D,F

CDOS 3a.1A

SS 5.4C,E,F

· Communicates a strong message to the target audience that encourages healthy choices.

· Professional quality is evident.

· Communicates a clear message to the target audience that encourages healthy choices.

· Quality meets the standards expected.

· Communicates a weak message to the target audience that may or may not encourage healthy choices.

· Quality is inferior making it difficult to understand.

· Sends no message that encourages healthy choices.

· Poor quality makes the product useless to the target audience.

Task: The extent to which components of the task are developed.

FCS 2A,D,3A

H 1A,D,2A,B,C,3B

ELA 1.1B,E

SS5.4C,E,F

· All components within the task design are fully developed and recognizable: description of health issues, parenting strategies, and resources.

· All components within task design are present and recognizable: description of health issues, parenting strategies, and resources.

· Some components within the task design are incomplete or are not recognizable.

· Many components within the task are not recognizable.

Process:

The extent to which procedure is established, developed, and monitored.

CDOS 3a.2A,.3A

· Adheres to detailed timeline.

· Evaluates own efforts and self-monitors progress.

· Adheres to useful timeline.

· Focuses on task with outside monitoring.

· Makes little attempt to adhere to timeline.

· Focuses on task with frequent monitoring.

· Makes no attempt to adhere to timeline.

· Focuses on task only with constant monitoring.

Reflection:

The extent to which personal comments reveal depth of thought.

ELA 1.1E,1.2D

· Responds to reflection question(s) clearly with thoughtful general statements which are supported by strong, accurate evidence.

· Responds to reflection question(s) clearly with thoughtful general statements which are supported by accurate evidence.

· Digresses from reflection question(s) which may or may not be supported or which may sometimes contain minor, inaccurate evidence.

· Reflection is vague, unclear, and contains significantly inaccurate evidence.

Mechanics:

The extent to which the extended task exhibits conventional language.

ELA 1.2F

· Consistently demonstrates correct and skillful use of language conventions making response easy to understand by the target audience.

· Demonstrates correct use of language conventions making response understandable by the target audience.

· Use of language conventions are generally correct but interfere with the target audience’s ability to understand response.

· Use of language conventions displays many errors that interfere with the target audience’s ability to understand response.

Parenting Name________________

FACS Date__________Per____

Area	Possible Points	Grade
Part 1: Written Exam	44
Part 2:Performance Assessment:
Application of Standards	4
Skills	4
Product	4
Task	4
Process	4
Reflection	4
Mechanics	4
Subtotal Part 2	28
(Multiply by 2)	(56)
Subtotal Part 1	(44)
Total	100

8. Teacher Reflection

I have been using this final assessment for over one year. Since I teach semester courses rather than a full year course I am able to use this at least twice a year. I also use the general procedure in several other classes (Child Development, Human Development, and Food and the Life Cycle) adapting it to the particular curriculum. Each time I use it I refine the process a little more. Consequently the final products are of higher quality.

I have limited the number of graphic organizers. The first time I presented the project to a class I gave the students all the sheets – it was overwhelming to the students. I have included a copy of all the graphic organizers in the teacher packet, but only those I use in the student packet.

I teach several mini lessons throughout the semester using different aspects of the final project. Those sheets become references for the final assessment. Very little of the procedure is new. I find this produces a better project. For example in the parenting class we just completed a mini-unit on childbirth preparation. Each student made a pamphlet on one area of delivery and care of the newborn and post-partum are of the mother. I incorporated three of what I feel are the more important graphic organizers, in that assignment.

I find the rubric to be extremely helpful in grading the products. The expectations are clearly defined and introduced at the beginning of the assignment. I use several forms of the rubric throughout the semester so the students become very familiar with the system and grading.

PARENTING EDUCATION LEARNING EXPERIENCES SEQUENTIAL PLAN

Parenting Standard(s): Students will understand human growth and development of the child and parent.

Grade: 9-12

Discipline: Family and Consumer Sciences

Essential Question(s): How do adult choices in meeting the physical, emotional, intellectual, social, and spiritual needs of a child affect the child’s health and safety?

# of lessons: 5

Length of periods: 45 minutes

Lesson components

Day 1

Day 2

Day 3

Day 4

Day 5

Guiding Question(s)

· F. What are age appropriate expectations for a child’s needs and behavior in each dimension of health: physical, emotional, intellectual, social and spiritual?

· G. What are age appropriate ways for meeting a child’s healthy and safety needs in each dimension of health?

· F. What are age appropriate expectations for a child’s needs and behavior in each dimension of health: physical, emotional, intellectual, social and spiritual?

· G. What are age appropriate ways for meeting a child’s healthy and safety needs in each dimension of health?

· H. How do understanding theories of human growth and development (Maslow, Piaget, Erickson, Kohlberg) and Youth Development (Benson, Pitman, Werner) affect adult choices in relating to children?

· N. What indicators help a parent assess the effectiveness of his/her parenting skills?

· I,J,M optional for use with specific students using communication, discipline, or stressful situations as the focus of their product.