Calendar

Irma Garza Personal and Family Development

August 2009
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Notes: 1

2 3 4 5 6 7 8

9 10 11 12 13 14 15
NEW NEW NEW NEW NEW
TEACHER TEACHER TEACHER TEACHER TEACHER
INSERVICE INSERVICE INSERVICE INSERVICE INSERVICE

16 17 18 19 20 21 22
Student Student Student Student Student
Holiday Holiday Holiday Holiday Holiday

23 24 25 26 27 28 29
FIRST
DAY OF
SCHOOL

30 31 Notes:
• NEW TEACHER INSERVICE - August 10 – 14
• STUDENT HOLIDAY – August 17 – 21
• FIRST DAY OF SCHOOL – August 24


September 2009

Notes: 1 2 3 4 5

6 7 8 9 10 11 12

Student
Holiday

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 Notes:
• STUDENT HOLIDAY (Labor Day) – September 7


October 2009

Notes: 1 2 3
• SIX WEEKS REPORTING PERIOD – October 2
END OF
• 2nd SIX WEEKS BEGINS – October 5
SIX
• STAFF DAY/STUDENT HOLIDAY – October 12
WEEKS

4 5 6 7 8 9 10
2nd
SIX
WEEKS
EARLY DISMISSAL

11 12 13 14 15 16 17
Staff Day/
Student
Holiday

18 19 20 21 22 23 24

25 26 27 28 29 30 31


November 2009

1 2 2 4 5 6 7
END OF
SIX
WEEKS

8 9 10 11 12 13 14
3rd SIX
WEEKS

15 16 17 18 19 20 21

22 23 24 25 26 27 28

Student Student Student
Holiday Holiday Holiday

29 30 Notes:
• SIX WEEKS REPORTING PERIOD – November 6
• 3rd SIX WEEKS BEGINS – November 9
• STUDENT HOLIDAY (Thanksgiving) – November 25 – 27


December 2009

Notes: 1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19
END OF
SIX
WEEKS

EARLY DISMISSAL

20 21 22 23 24 25 26


27 28 29 30 31 Notes:
• SIX WEEKS REPORTING PERIOD
Student Student Student Student – December 18
Holiday Holiday Holiday Holiday • STUDENT HOLIDAY
(Christmas/New Year’s) - 21


January 2010

Notes: 1 2
Student
Holiday

3 4 5 6 7 8 9
Staff Day/ 4th SIX
Student
WEEKS
Holiday

10 11 12 13 14 15 16

17 18 19 20 21 22 23
Staff Day/
Student
Holiday

24 25 26 27 28 29 30

31 Notes:
• STUDENT HOLIDAY (New Year’s) – January 1 – 4
• 4th SIX WEEKS BEGINS – January 5
• STAFF DAY/STUDENT HOLIDAY – January 18


February 2010

Notes: 1 2 3 4 5 6

7 8 9 10 11 12 13
END OF
SIX
WEEKS

14 15 16 17 18 19 20

Staff Day/
5TH
Student SIX
Holiday WEEKS

21 22 23 24 25 26 27

28 Notes:
• SIX WEEKS REPORTING PERIOD – February 12
• STAFF DAY/STUDENT HOLIDAY/BAD WEATHER MAKE UP DAY – February 15
• 5TH SIX WEEKS BEGINS – February 16


March 2010

Notes: 1 2 3 4 5 6

7 8 9 10 11 12 13

EARLY DISMISSAL

14 15 16 17 18 19 20


21 22 23 24 25 26 27

28 29 30 31 Notes:
• STUDENT HOLIDAY (Spring Break) – March 15 – 19


April 2010

Notes: 1 2 3
• STUDENT HOLIDAY (Easter) – April 2 – 5
BAD WEATHER MAKE UP DAY – APRIL 5 Student
• SIX WEEKS REPORTING PERIOD – April 9 Holiday
• 6th SIX WEEKS BEGINS – April 12

4 5 6 7 8 9 10
END OF
Student
SIX
Holiday
WEEKS

11 12 13 14 15 16 17
6TH
SIX
WEEKS

18 19 20 21 22 23 24

25 26 27 28 29 30


May 2010

Notes: 1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31 Notes:
• STUDENT HOLIDAY (Memorial Day) – May 31
Student
Holiday


June 2010

Notes: 1 2 3 4 5
END OF SIX
WEEKS

LAST
DAY OF
SCHOOL
EARLY
DISMISSAL

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 Notes:
• SIX WEEKS REPORTING PERIOD – June 2
• LAST DAY OF SCHOOL – June 2

Personal and Family Development (One Credit).

1ST SIX WEEKS – UNIT 1 – Personal and Family Development

(A) compare characteristics of chronological, physical, emotional, social, and
Personal development. The One and a intellectual maturity;
student demonstrates personal Half Weeks
(B) explain how personal priorities affect the choice of friends, activities,
behavior reflecting sound decision interests, and behaviors;
making and responsibility.
(C) practice social skills relevant to positive interactions with others in various
situations;

(D) analyze the role of self-esteem in responsible behavior;

(E) explain how personal decisions and behavior are influenced by family,
cultural, technological, societal, demographic, and economic considerations;
and

(F) predict the implications of personal behavior and decisions on peers,
families, society, and future generations.
(A) describe qualities necessary to support strong relationships;
Personal development. The One and a
(B) analyze roles of communication in developing positive relationships;
student applies principles for Half Weeks
developing positive relationships.
(C) practice methods of conflict resolution and negotiation in peer
relationships;

(D) determine how healthy relationships assist in preparation for adulthood;

(E) point out the effects of cultural patterns on relationships;

(F) explain how friends influence behavior; and

(G) develop strategies for managing peer pressure.
(A) explain how family structure changes throughout the life cycle;
Family studies. The student Half Week
describes the basic structures of

the family unit throughout the life (B) explain how cultural diversity affects family structures in society; and
cycle.
(C) interpret the effects of changing demographics on family structure.
(A) identify basic functions of the family and its role in society;
Family studies. The student One and a
(B) discuss societal, cultural, demographic, and economic factors affecting
analyzes family functions, roles, Half Weeks
the responsibilities of family members;
and responsibilities of family
members. (C) evaluate methods to promote the health and safety of individuals and
family members;

(D) analyze the multiple roles and responsibilities assumed by individuals within
the family;

(E) assess the impact of technology on roles and responsibilities of family
members; and

(F) identify management practices facilitating individuals assuming multiple
family, community, and wage-earner roles.
(A) describe factors that contribute to strong family units;
Family studies. The student One and a
(B) analyze the impact of violence on families;
determines factors that strengthen Half Weeks
the family and create a sense of
(C) identify causes and effects of family stress and techniques for
wellness. management and prevention;

(D) practice methods of conflict resolution and negotiation in family
relationships; and

(E) identify resources to aid in strengthening the family unit.
(A) identify employment and entrepreneurial opportunities and preparation
Family studies. The student Half Week requirements in the area of family services; and
determines career options in the
(B) describe rewards, demands, and future trends in careers related to family
area of family services. services.


2ND SIX WEEKS – UNIT 2 – Child Development

(A) identify the basic needs of children;
Child development. The student Two Weeks
(B) describe patterns of intellectual, physical, social, and emotional
evaluates the responsibilities of
development in children;
parents and other caregivers in
meeting the developmental (C) identify resources for promoting the development of children, including
needs of children. those with special needs;

(D) analyze responsibilities of caregivers for promoting the development of
children;

(E) determine the relationship of society and culture on meeting
developmental needs of children; and

(F) demonstrate caregiver behaviors and strategies promoting the healthy
intellectual, physical, social, and emotional development of children.
(A) evaluate developmentally appropriate guidance techniques for children;
Child development. The student Half Week and
analyzes various methods of
(B) discuss causes, prevention, and treatment of child abuse.
guidance for children.
(A) explain the responsibilities of caregivers for maintaining the safety of
Child development. The student One and a children;
analyzes the responsibilities of Half Weeks
(B) analyze the caregiver's role in meeting the nutritional requirements of
parents and other caregivers for children; and
maintaining the health and safety
of children. (C) outline practices that promote the health and wellness of children.
Child development. The student Half Week requirements in the areas of child development and early childhood
education; and
determines career options related
to child development and early (B) describe rewards, demands, and future trends in child development
childhood education. careers.

3RD SIX WEEKS – UNIT 3 – Apparel Design

(A) describe factors influencing apparel selection;
Apparel. The student analyzes Two Weeks
(B) determine consumer practices facilitating effective management of the
consumer decision-making
apparel budget;
practices in individual and family
apparel choices. (C) describe clothing selection practices that accommodate personal needs,
including age, lifestyle, special needs, and career;

(D) point out technological advancements affecting apparel decisions; and

(E) determine the relationship of apparel decisions to peer influence, self-
esteem, and personal effectiveness.
(A) interpret information on clothing-care labels;
Apparel. The student practices One and a (B) perform laundry procedures in accordance with clothing-care label
clothing-care procedures. Half Weeks information;

(C) describe practices for packing and storing apparel;

(D) utilize care labels and consumer skills as a basis for effectively securing
appropriate clothing-care services;

(E) predict the impact of clothing-care requirements on overall wardrobe
costs; and

(F) identify environmental issues related to clothing care and management.
(A) demonstrate safety practices when using and caring for tools and
Apparel. The student utilizes One and a equipment;
principles of quality clothing Half Weeks
(B) utilize principles of quality clothing construction in clothing selection,
construction in meeting clothing maintenance, repair, and alteration; and
needs.
(C) demonstrate planning, organizing, managing, and sequencing skills when
illustrating simple clothing repair and alteration techniques.
Apparel. The student determines One Week requirements in apparel careers; and
career opportunities in the

apparel industry. (B) describe rewards, demands, and future trends in apparel careers.

4TH SIX WEEKS – UNIT 4 – Nutrition and Food

(A) list classifications, sources, and functions of nutrients;
Nutrition and food. The student Two Weeks
(B) compare personal diets to various guidelines;
analyzes basic nutrition needs and
results of dietary practices.
(C) explain the effects of the life cycle, illness, and disease on individual dietary
needs;

(D) analyze the problems and characteristics associated with eating disorders;

(E) discuss the effects of dietary practices on wellness and achievement;

(F) apply nutrition principles related to individual and family health decisions;

(G) determine cultural, economic, and societal influences on dietary practices
and contemporary meal management; and

(H) analyze nutrition information on food labels.
(A) arrange table settings for a variety of occasions;
(B) demonstrate table manners and etiquette appropriate for a variety of
demonstrates table service and
occasions;
proper etiquette.
(C) explain the role of family mealtime in promoting family strength and the
welfare of family members; and

(D) predict the influence of etiquette in the development of self-esteem and
employability skills.

(A) identify the impact of technology on meal management;
(B) demonstrate basic principles of sanitation and safety relating to meal
demonstrates basic meal
management;
management techniques.
(C) apply management techniques when planning and preparing simple
meals and recipes;

(D) analyze cost effective meal management practices;

(E) describe types and safe use of equipment, tools, and utensils; and

(F) demonstrate basic food preparation techniques to achieve quality
standards and preserve nutritive value.
Nutrition and food. The student One Week requirements in the area of nutrition, food science, and wellness; and
determines career options related
(B) describe rewards, demands, and future trends in careers related to
to nutrition, food science, and nutrition, food science, and wellness.
wellness.


5TH SIX WEEKS – UNIT 5 – Consumer and Resource Management

(A) explain the decision-making process;
Consumer and resource
(B) identify the role of responsibility in the decision-making process; and
management. The student applies
the decision-making process.
(C) practice decision making consistent with personal considerations, such as
needs, wants, goals, priorities, and resources.
(A) explain principles of time, energy, financial, and task management;
(B) apply effective management practices in scheduling personal activities;
management. The student
and
demonstrates effective
management practices. (C) describe the correlation between effective personal management
practices and quality of family life.
(A) summarize types of resources;
(B) identify sources of income;
management. The student
determines types of resources and
(C) evaluate responsibility in managing personal and family resources;
considerations for responsible use.
(D) apply the decision-making process in planning the allocations and use of
finances;

(E) determine cultural, economic, societal, and environmental influences on
consumer decision making;

(F) analyze consumer-buying techniques that promote effective utilization of
resources;

(G) point out the impact of technology on consumer-buying practices and
options; and

(H) identify consumer rights and responsibilities.

Consumer and resource (A) identify employment and entrepreneurial opportunities and preparation
management. The student requirements in the areas of consumer and resource management;
explains how consumer
(B) describe rewards, demands, and future trends in consumer economics and
economics and resource resource management careers; and
management skills impact career
options. (C) determine the significance of consumer economics and resource
management skills in all careers.


6TH SIX WEEKS – UNIT 6 – Housing and Career Prep

(A) identify housing priorities and needs;
Housing. The student analyzes Half Week
(B) describe environmental and technological influences on housing decisions;
human and environmental
and
influences on family housing
needs across the life span. (C) analyze housing considerations related to meeting family housing needs
and promoting family strength.
(A) identify types of single and multifamily housing;
Housing. The student determines Half Week
(B) describe advantages and disadvantages of various housing types;
types and costs of housing.
(C) determine methods of controlling housing costs; and

(D) discuss cultural, demographic, societal, and economic factors and their
effect on housing trends.
(A) identify aesthetic and functional considerations guiding home furnishings
Housing. The student follows One Week selection and use;
guidelines for the selection, use,
(B) determine methods of controlling home furnishings and equipment costs;
maintenance, and care of home
furnishings and equipment. (C) describe safe use and care of home furnishings and major household
equipment;

(D) demonstrate home maintenance and sanitation procedures; and

(E) determine home safety hazards and methods to correct them.
Housing. The student determines Half Week requirements in housing; and
career opportunities related to the
(B) describe rewards, demands, and future trends in housing careers.
housing industry.

(A) evaluate leadership characteristics;
Career preparation. The student One Week
(B) practice leadership skills;
exhibits qualities of effective
leaders and team members.
(C) describe qualities of effective team members;

(D) describe the relationship of leadership and teamwork skills to preparation
for employment and adult roles; and

(E) determine techniques effective leaders and team members use to
promote an appreciation and understanding of cultural diversity.
Half Week (A) determine home and business applications of knowledge and skills
Career preparation. The student developed in the study of personal and family development; and
completes a supervised career-
(B) utilize a career-connections experience to demonstrate occupational
connections experience applying applications of competencies developed in the study of personal and family
knowledge and skills developed in development.
the study of personal and family
development.

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