TAFCS Resources

TAFCS Reimbursement

For board members ONLY

Please contact the treasurer

TAFCS Bridge Grant


Attention members! We currently have 20 Bridge Grants that are still available for new
members! Please spread the word to encourage other Family & Consumer Sciences professionals
to join! For more info please contact the treasurer...

FCS National Standards

Components of the Standards 
The FACS National Standards components include Areas of Study, Comprehensive Standards, Content Standards, Competencies, and Process Questions.  
Areas of Study 
The Standards and Competencies for Reasoning for Action and  for each of the 16 FACS Areas of Study can be accessed through this site.  
Comprehensive Standards 
Each Area of Study has a Comprehensive Standard that provides a broad description to assist individuals in understanding the content of the area.  These standards are not designed for measurement, but to provide a general description and overall direction. 
Content Standards 
Content standards relate to what individuals need to know and be able to do, or what is expected of the learner.  They are directly related to the body of knowledge, skills, and practices belonging to the FACS discipline.  The verbs for content standards are written in an action and performance mode and represent high levels of desired learning in the cognitive and psychomotor domains.  Cognitive domain verbs are associated with higher order thinking skills, while psychomotor domain verbs, and Simpson's taxonomy was used as a reference for psychomotor verbs.
Competencies further define the knowledge, skills, and practices of content standards and provide the basis for measurement criteria.  They are composed of action verbs and the content to be acted upon. Similar to content standards, competencies contain verbs related to 
higher order thinking skills and performance, and are structured at the same level as those for the content standards.  Verbs for the content standards establish the learning expectation levels that are reflected in the competencies.  Competency verbs are expressed in terms that facilitate evaluation. 
Process Questions
Process questions are designed to guide students in engaging in thinking, reasoning, and reflecting on content as structured around contextual problems to be solved.  They are related to each content standard.  The process questions are designed to assist students in making meaningful interpretations and reflections related to the content standard.  They are structured to reflect process areas (thinking, communication, leadership, and management) and systems of action (technical, interpretive, and reflective), which are defined in the Process Framework section of this website.  For more detailed information see the document below.