PUBLISHER:
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COPYRIGHT
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NON-NEGOTIABLE (Generic) EVALUATION CRITERIA
2014-2020
General Criteria for Health
High School
Yes
No
CRITERIA
Equity, Accessibility and Format
1.
INTER-ETHNIC
The instructional material meets the requirements of inter-ethnic:
concepts, content and illustrations, as set by West Virginia Board of
Education Policy (Adopted December 1970).
2.
EQUAL OPPORTUNITY
The instructional material meets the requirements of equal
opportunity: concept, content, illustration, heritage, roles
contributions, experiences and achievements of males and females
in American and other cultures, as set by West Virginia Board of
Education Policy (Adopted May 1975).
3.
FORMAT
This resource is available as an option for adoption in an interactive
electronic format.
Quality of Text
1
NOTES
1.
Range of Text
The instructional materials should consist of high quality
informational texts that include written documents as well as
appropriate graphs, charts, pictures, videos, and audio information.
2.
Complexity of Text
Research-based quantitative measures are provided to confirm the
instructional materials consist of grade-level complex texts that align
to the standards.
3.
Sufficient Practice in Reading Complex Texts
The instructional materials provide all students, including those who
are below grade level, with extensive opportunities to encounter and
comprehend grade-level complex text. Materials direct teachers to
return to focused parts of the text to guide students through
rereading, discussion and writing about the ideas, events and
information found there. This opportunity is offered regularly and
systematically throughout the materials.
Quality of Questions & Tasks
4.
Focus on the text is the center of all lessons:
Significant pre-reading activities and suggested approaches to
teacher scaffolding are highly focused and begin with the text itself.
5.
Text Dependent & Text Specific Questions:
The instructional materials should include questions that are highquality sequences of text-dependent & text specific questions that
draw student attention to the particulars in the resource.
Writing
6.
Writing to Sources:
Written and oral tasks at all grade levels require students to
confront the text directly, to draw on textual evidence, and to
support valid inferences from the text.
2
GENERAL EVALUATION CRITERIA
2014-2020
Group II - Health
High School
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of
information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general and eighty percent of the specific criteria must be
met with I (In-depth) or A (Adequate) in order to be recommended.
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for
the 21st Century which includes opportunities for students to develop:
Next Generation Skills
Thinking and Problem-Solving Skills
Health and wellness content:
1.
is presented in a way that deepens student understanding through
meaningful and challenging inquiry-based learning that builds on prior
knowledge and promotes wellness (i.e., mental health, physical health,
social health, and emotional health) through authentic experiences.
2.
engages in complex analysis that promotes the development of mental
perspectives, thoughtful well-framed questions and thoughtful judgment
applicable to students’ own lives and future situations.
Information and Communication Skills
For student mastery of content standards and objectives, the instructional materials will include multiple strategies that provide students with the opportunity to:
3
3.
locate existing health content information, especially primary source
documents when grade appropriate, to interpret meaning and then create
original communication;
4.
make informed choices; and
5.
interact with outside resources through opportunities for local and global
collaboration in a variety of safe venues.
Personal and Workplace Productivity Skills
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to:
6.
conduct research, validate sources and report ethically on findings;
7.
identify, evaluate and apply appropriate technology tools for a variety of
purposes;
8.
engage in self-directed inquiry;
9.
work collaboratively; and
10.
practice time-management and project management skills in problem based
learning situations.
Developmentally Appropriate Instructional Resources and Strategies
For student mastery of content standards and objectives:
1.
content is structured to ensure all students meet grade‐specific expectations
as they develop content knowledge and literacy skills aligned to college and
career readiness expectations.
2.
instructional resource includes suggestions for appropriate scaffolding,
emphasizes the importance of vocabulary acquisition, provides opportunities
to engage in high interest, age‐appropriate activities that mirror real‐life
situations, and make cross‐curricular, global connections.
3.
instructional material provides opportunities for students to link prior
knowledge to new information being presented to deepen their
understanding of the importance of health and wellness in their personal
lives and community.
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4.
students are provided with opportunities to use graphs, media, and
technology sources to acquire and apply new information.
5.
instructional material offers opportunities for students to identify
socioeconomic and cultural influences on health behaviors.
6.
instructional material provides opportunities for students to investigate
issues that are interconnected (e.g., family history, nutrition, physical activity,
obesity, lifestyle diseases, environment, safety, tobacco use, alcohol use,
drug use, and other risk factors).
7.
instructional resources include guiding questions and essential questions to
aid students to develop health awareness.
8.
resources for intervention and enrichment to allow for personalized learning
are provided.
9.
materials provide an online resource that provides updates of current
information, simulations, videos, and real-time events affecting health and
wellness.
Life Skills
For student mastery of content standards and objectives, the instructional materials will provide students the opportunity to:
1.
develop a knowledge of health literacy to enable appropriate application to
their lives.
2.
practice health behaviors to promote personal health, prevent injury, and
develop interpersonal relationships.
3.
develop decision making, problem solving, and social skills.
4.
To ensure a balanced assessment, the instructional material will provide tools
for a balanced approach to assessment including both formative and
summative assessments in multiple formats (e.g., rubrics, text dependent
questions, performance-based measures, open-ended questioning, portfolio
evaluation, and multimedia simulations) that not only guide instruction but
also identify student mastery of content.
Assessment
Organization, Presentation and Format
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5.
Information is organized logically and presented clearly using multiple
methods and modes for delivering instruction that motivate and increase
literacy as students engage in high interest, authentic activities.
6.
The use of media enhances instruction and learning.
7.
The instructional resource includes an electronic file of the student edition
provided on an electronic data storage device (e.g., CD, DVD, USB drive,
etc.) and through a link on the publisher’s server, both of which are
accessible by a net book or similar device that is internet-enabled and can
open standard file formats.
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SPECIFIC EVALUATION CRITERIA
2014-2020
Group II – Health
High School
This program of study builds on the foundation established in the K-8 health education curriculum and prepares students to become wise health care consumers
and responsible, productive citizens. The relationships among personal, community and world health and economic, cultural, sociological, biological, and
environmental factors are examined in interdisciplinary discussions, debates and class projects. Students examine personal health choices and the connection to
the world of work and assumption of adult roles. In-depth analysis of current health issues and concepts coupled with school-wise opportunities that promote and
reinforce the importance of good health and positive choices need to be coordinated to have the greatest impact on adolescent behavior. Instruction continues to
focus on prevention of all risk behaviors. However, instruction must also emphasize limiting the negative consequences of high-risk behavior and promote values
and norms that are age-appropriate and realistic. Students should have a personal perception of risk.
Health literacy for all students is the fundamental goal of a comprehensive school health education curriculum. The health literate student is a critical
thinker and problem solver, a self-directed learner, an effective communicator, and a responsible, productive citizen. Students must have the capacity
to obtain, interpret, and understand basic health information and services and the competence to use such information and services in ways that
enhance a healthy lifestyle. A comprehensive school health education curriculum from grades five to twelve is essential to enable students to acquire
and apply health promoting knowledge, skills and behaviors.
The intent of the health standards is to provide a consistent target for both educators and students in West Virginia. It is intended to show what students should
know and be able to do at certain grade levels. Teachers and policy-makers can use the health standards to design curricula, to allocate instructional resources,
and to provide a basis for assessing student achievement and progress.
Standard 1: Health Promotion and Disease Prevention (HE.S.1)
The acquisition of basic health concepts and functional health knowledge provides a foundation for promoting health-enhancing behaviors among youth. This
standard includes essential concepts that are based on established health behavior theories and models. Concepts that focus on both health promotion and risk
reduction are included in the performance indicators.
Standard 2: Culture, Media, and Technology (HE.S.2)
Health is impacted by a variety of positive and negative influences within society. This standard focuses on identifying and understanding the diverse internal and
external factors that influence health practices and behaviors among youth including personal values, beliefs and perceived norms.
Standard 3: Health Information and Services (HE.S.3)
Accessing valid health information and health-promoting products and services is critical in the prevention, early detection, and treatment of health problems. This
standard focuses on how to identify and access valid health resources and to reject unproven sources. Applying the skills of analysis, comparison and evaluation
of health resources empowers students to achieve health literacy.
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Standard 4: Communication (HE.S.4)
Effective communication enhances personal, family, and community health. This standard focuses on how responsible individuals use verbal and non-verbal skills
to develop and maintain healthy personal relationships. The ability to organize and to convey information and feelings is the basis for strengthening interpersonal
interactions and reducing or avoiding conflict.
Standard 5: Decision Making (HE.S.5)
Decision-making skills are needed in order to identify, implement and sustain health enhancing behaviors. This standard includes the essential steps needed to
make healthy decisions as prescribed in the performance indicators. When applied to health issues, the decision-making process enables individuals to collaborate
with others to improve quality of life.
Standard 6: Goal Setting (HE.S.6)
Goal-setting skills are essential to help students identify, adopt and maintain healthy behaviors. This standard includes the critical steps needed to achieve both
short-term and long-term health goals. These skills make it possible for individuals to have aspirations and plans for the future.
Standard 7: Health Behaviors (HE.S.7)
Research confirms that practicing health enhancing behaviors can contribute to a positive quality of life. In addition, many diseases and injuries can be prevented
by reducing harmful and risk taking behaviors. This standard promotes accepting personal responsibility for health and encourages the practice of healthy
behaviors.
Standard 8: Advocacy (HE.S.8)
Advocacy skills help students promote healthy norms and healthy behaviors. This standard helps students develop important skills to target their health enhancing
messages and to encourage others to adopt healthy behaviors.
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For student mastery of content standards and objectives, the instructional materials will provide students with the
opportunity to
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
IMR Committee Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
Health Promotion and Disease Prevention
Instructional materials will provide students with opportunities to comprehend concepts related to health promotion and disease prevention to enhance health.
1.
compare and contrast components of total wellness (i.e., social, physical,
mental, emotional, spiritual, environmental).
2.
differentiate between the positive and potentially negative effects of local and
global environmental health problems
3.
(e.g., pollution of air, land, water, noise, exposure to sun, pesticides, food
production).
4.
analyze and interpret ways public health and social policies, along with
government regulations (e.g., local, state, federal, world health
organizations), influence health promotion and disease prevention.
5.
differentiate between the causes of communicable (e.g., STDs, HIV/AIDS,
bacterial/viral infections) and noncommunicable (e.g., heredity, lifestyle,
environment) diseases.
6.
identify and apply skills to prevent communicable (e.g., STDs, HIV/AIDS,
bacterial/viral infections) and noncommunicable (e.g., heredity, lifestyle,
environment) diseases.
7.
analyze the impact of genetics and family history on personal health (e.g.,
DNA, genetic diseases, genetic counseling).
8.
explain how the environment (cultural, community, physical, social, etc.)
affects and interacts with growth and development.
9.
identify universal precautions and explain why they are important.
9
M
N
10. Analyze how personal health practices affect the function of body systems in
preventing premature death.
Culture, Media, and Technology (HE.S.2)
Instructional materials will provide students with opportunities to analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.
1.
recognize cultural diversities and their influences on health behaviors (e.g.,
alcohol, tobacco, and other drugs, life expectancy, risky behaviors).
2.
evaluate how media perspectives of health impact personal, family and
community health (e.g., books, magazines, newspaper, radio, TV, internet,
cell phones, social networks).
3.
explore technology (e.g., exercise equipment, virtual reality, computers,
computerized equipment, smart phones) and its influence on personal, family,
and community health.
4.
identify factors in the community that influence health (e.g., schools, religion,
traditions, socioeconomic factors, geography, values).
5.
analyze ways peers influence healthy and unhealthy behaviors (e.g., positive
and negative peer pressure).
Health Information and Services (HE.S.3)
Instructional materials will provide students with opportunities to demonstrate the ability to access valid information and products and services to enhance health.
1.
identify and evaluate the validity of health information, products and services
(e.g., books, magazine advertisements, infomercials/TV, internet, newspaper
advertisements, billboards, radio).
2.
identify factors that influence personal choices of health promoting products
based on current information (e.g., quackery, food labels, media, peers,
family).
3.
locate and utilize resources to identify health care services that provide
optimal health care (e.g., speakers, hotlines, internet, yellow pages).
4.
analyze the cost and accessibility of health care for individuals and families.
Communication (HE.S.4)
Instructional materials will provide students with opportunities to demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce
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health risk.
1.
utilize effective communication skills concerning alcohol, tobacco, and other
drug, nutrition, sexuality, and relationships with peers, family and others.
2.
identify or role play healthy ways to express feelings, needs and desires in
different situations (e.g., good sportsmanship, ending relationships, death
and dying, stages of grief).
3.
demonstrate a variety of communication skills (e.g., verbal, non-verbal,
listening, writing, technology, workplace).
4.
identify potentially harmful situations (e.g., domestic violence, dating
violence) and devise strategies and develop skills to avoid such situations
through refusal, negotiation and collaboration skills (e.g., peer mediation,
conflict resolution, support groups, constructive “I” statements).
Decision Making (HE.S.5)
Students will demonstrate the ability to use decision-making skills to enhance health.
1.
apply a decision-making process for various life situations (e.g., alcohol,
tobacco, and other drugs, food choices, weight control, relationships, health
care providers, making purchases, education and career options).
2.
identify and discuss health concerns that require collaborative decisionmaking (e.g., sexuality, STDs, HIV/AIDS transmission/prevention, refusal
skills).
3.
analyze the effects of potentially harmful decisions that impact health and the
effect these decisions have on family, community and self (alcohol, tobacco,
and other drugsuse, STD transmission, pregnancy prevention, teen
parenting).
4.
formulate alternatives to health-related issues or problems (e.g.,
defense/coping mechanisms).
5.
evaluate the effectiveness of health-related decisions (e.g., personal
assessments).
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Goal Setting (HE.S.6)
Instructional materials will provide students with opportunities to demonstrate the ability to use goal-setting skills to enhance health.
1.
assess personal health practices and overall health status (e.g., personal
assessments, medical screenings, health-fair).
2.
develop a plan to attain a personal health goal that addresses strengths,
needs, and risks (e.g., short-term/long-term goals).
3.
implement strategies and monitor progress in achieving a personal health
goal (e.g., periodic assessment).
4.
design an effective long-term personal health plan (e.g., individualized/group
projects).
Health Behaviors (HE.S.7)
Instructional materials will provide students with opportunities to demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
1.
complete a personal health assessment and detail behavioral changes and
strategies needed to enhance health and reduce risk (e.g., personal risk
assessment, wellness inventory).
2.
recognize and demonstrate the positive effects of nutrition and physical
activity on health.
3.
list examples and explain short and long term impacts of health decisions
(e.g., smoking, good diet, wearing seat belts) on the individual, family and
community (e.g., lung cancer, heart disease, STDs).
4.
identify signs of stress (e.g., physical, mental/emotional, social) and common
stressors (e.g., personal, environmental) and develop effective stress
management techniques.
5.
identify causes, warning signs (e.g., physical, mental/emotional) and
prevention strategies for depression and suicide (e.g., counselors, hotlines,
outreach programs).
6.
identify ways to develop good character and improve self-esteem (e.g., selfefficacy, role playing).
7.
identify causes (e.g., accidents, natural disasters), preventions (e.g., CPR,
first aid, in-school emergency plan) and treatments for injuries and list
responsible actions to create a safe and healthy environment (e.g., ATVs,
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helmets, boating, bicycling, firearms, seatbelts, fire safety).
8.
Demonstrate basic first aid skills (e.g., CPR, AED, bandaging, universal
precautions)
Advocacy (HE.S.8)
Instructional materials will provide students with opportunities to
1.
use written, audio and visual communication methods to express health
messages (e.g., posters, reports, role playing).
2.
demonstrate the ability to adapt health messages to characteristics of a
particular audience (e.g., peer educators, role playing).
3.
promote the use of personal, family and community resources in health care
situations (e.g., family practitioners, community medical facilities, yellow
pages).
4.
identify school support staff (e.g., counselors, nurses, professionals) and
community health services (e.g., Big Brothers, mental health facilities,
ministerial counseling) and describe the impact this service has on individual
school and community health.
5.
demonstrate that he/she is a responsible and productive citizen who helps
ensure the health, safety and security of the community (e.g., community
service, school organizations, community organizations).
6.
adapt health messages and communication techniques to a specific target
audience (e.g., peer educators, peer mediators.
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