PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Small Animal Care
Grade 10-12
Yes
R-E-S-P-O-N-S-E
No
N/A
CRITERIA
I. 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).
II. 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).
NOTES
INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA
20010-2015
Small Animal Care
Grade 10-12
(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
A.
Learning Skills
 Thinking and Problem-Solving Skills.
 Information and Communication Skills.
 Interpersonal and Self-Direction Skills and use these 21 Century Tools
B.
21st Century Tools
 Problem-solving tools (such as spreadsheets, decision support, design
tools)
 Communication, information processing and research tools (such as word

processing, e-mail, groupware, presentation, Web development, Internet
search tools)
Personal development and productivity tools (such as e-learning, time
management/calendar, collaboration tools)
INSTRUCTIONAL MATERIALS ADOPTION: 21st Century Learning EVALUATION CRITERIA
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 combined general and specific criteria must be met
with I (In-depth) or A (Adequate) in order to be recommended.
20010-2015
Small Animal Care
Grade 10-12
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
4. Multimedia
1. offer appropriate multimedia (e.g., software, audio, visual, internet
access) materials.
2. provide a website which provides links to relevant sites as well as
lesson plans, student activities and parent resources.
3. integrate technology into the curriculum.
N
B. Scientifically-Based Research Strategies
1. provide explicit instructional strategies to present varied teaching
models including but not limited to webbing, mapping, Venn
diagrams and inverted pyramids.
2. promote writing skills and study techniques .
3. present varied teaching models with emphasis on differentiated
instruction in content, process, and product.
C. Critical Thinking
1. emphasize questioning models to promote higher order thinking skills
based on Bloom’s Taxonomy.
2. promote student-generated responses.
D. Life Skills
1. address life skills (e.g., health related concepts, goal setting,
application to career oriented goals, reference tools, and
researching).
2. address habits of mind activities (e.g., literacy skills, interpersonal
communications, problem solving, and self-directional skills).
E. Classroom Management
1. include opportunities for large group, small group, and independent
learning.
2. provide classroom management suggestions.
3. provide suggestions for differentiated instruction (e.g., practice
activities, learning stations, assessment, lesson plans).
F. Instructional Materials
1. address varied learning styles and multiple intelligences of students
by including models.
2. provide extensive and varied opportunities to practice skills.
3. provide intervention, practice, and enrichment materials.
4. continue skill or strategy instruction across several instructional
sessions to expand the applicability and utility of the skill or strategy.
5. connect previously taught skills and strategies with new content and
text.
6. cumulatively build a repertoire of multiple strategies that are
introduced, applied, and integrated throughout the course of study.
G. Assessment
1. provide opportunities for assessment based on performance-based
measures, open-ended questioning, portfolio evaluation, rubrics, and
multimedia simulations.
2. provide on-going progress monitoring.
3. provide rubric-based differentiated assessment.
INSTRUCTIONAL MATERIALS ADOPTION: CONTENT SPECIFIC EVALUATION CRITERIA
20010-2015
Small Animal Care
Grade 10-12
This area of study is designed to provide students with core skills and competencies needed for pursuing careers in
the small animal care industry. Students will utilize problem-solving techniques and participate in laboratory activities to
develop an understanding of course concepts. Safety instruction is integrated into all activities. Teachers should provide
each student with real world learning opportunities and instruction related to selection, development, and maintenance of
individual Supervised Agricultural Experience (SAE) programs. Students are encouraged to become active members of
FFA, the national youth organization for those enrolled in agricultural education. FFA is an integral component of the
program and provides curricular opportunities that enhance student achievement. Teachers should utilize relevant FFA
activities to support experiential learning.
The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content
Standards and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for
classroom instruction that integrates learning skills, technology tools, and content standards and objectives.
Standard 1: Nature of Leadership
Students will:
 demonstrate an understanding of the scope of the small animal care industry.
 demonstrate the ability to use the inquiry process to solve problems.
Standard 2: Content of Studies in Leadership
Students will:
 demonstrate knowledge, understanding, and applications of facts, concepts, principles, theories and models as delineated
in the objectives.
 relate the principles contained in the sciences, economics, mathematics, and language arts to the small animal care
industry.
Standard 3: Application of Knowledge and Skills Acquired Through Leadership Studies
Students will
 apply the principles of the sciences, economics, mathematics, and language arts to the small animal care industry.
 analyze information and situations to select the best means of performing tasks associated with the small animal care
industry.
 demonstrate an ability to utilize technology to perform tasks associated with studies in small animal care.
 evaluate animal care products and processes and defend decisions related to such.
 engage in work-based learning through supervised agricultural experience.
Standard 4: Participation in the student organization
Students will participate in a local student organization.
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
For student mastery of content standards and objectives, the instructional materials
will provide students with the opportunity to
A. Nature of Small Animal Care
1. explore career opportunities in the field of small animal
care.
2. identify the safety practices in training and handling small
animals.
3. explore the various methods of grooming and training
small animal species.
4. explore the history and ethical issues of animal rights and
welfare.
5. distinguish between the healthy and diseased small
animals.
6. explore the breeds and species of a variety of small
animals.
7. explore the following small animal systems: digestive,
skeletal, reproductive and respiratory.
8. identify the markets which would be appropriate for small
animal enterprises
B. Content of Studies in Small Animal Care
1. describe the history of domestic small animals.
2. identify external body parts of various small animals.
N
3. compare methods and techniques used in restraint and
training of small animals.
4. identify tools used in grooming and handling.
5. describe grooming practice of bathing, clipping, trimming,
combing and brushing small animals.
6. utilize basic commands, training techniques and
guidelines for professional associations.
7. compare and contrast animal rights and animal welfare
issues.
8. recognize disease symptoms and identify the cause,
prevention, treatment and cure.
9. describe nutritional needs of small animals and identify
signs of nutritional deficiencies.
10. identify the major parts and functions of monogastric
digestive systems.
11. identify the major bones and joints of the skeletal systems
of small animals.
12. distinguish between the male and female reproductive
systems of small animals.
13. explain the process of gestation and parturition for
various companion animals.
14. analyze the role of various reproductive hormones.
15. identify the major parts of the respiratory system and their
function.
16. research the regulations and licenses needed in local
areas for small animal enterprises.
C. Application of Knowledge and Skills Acquired Through Studies of Leadership
1. evaluate animals and defend decisions based on breed
standards and characteristics outlined by professional
associations.
2. recommend practices which would prevent the
transmission of small animals diseases.
3. predict the health problems which might result from
improper handling of small animal species.
4. demonstrate the proper methods of grooming and
handling for various small animals.
5. debate various animal rights and animal welfare issues.
6. diagnose disease and nutritional deficiencies using
scenarios which describe animal symptoms and
recommend treatments and/or prevention.
7. demonstrate proper first aid and immunizations of small
animals.
8. examine the skeletal, reproductive, respiratory and
digestive systems of small animals.
9. analyze costs of owning and operating a small animal
care business.