PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Parenting and Child Development
Grades 9-12
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
Parenting and Child Development
Grades 9-12
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
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)
N
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 general criteria and eighty percent of the specific criteria
must be met with I (In-depth) or A (Adequate) in order to be recommended.
20010-2015
Parenting and Child Development
Grades 9-12
(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
A. 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.
Parenting and Child Development
Grades 9-12
This course is designed to help students evaluate readiness for parenting while examining appropriate parenting and child development
practices. Students will develop an awareness of societal issues affecting families and explore support systems. Students will use
reasoning processes, individually and collaboratively, to take responsible action in families, workplaces, and communities. Students will
utilize problem solving techniques and participate in hands-on activities. Teachers should provide each student with real world learning
opportunities and instruction related to education careers. Students will participate in a local student organization, such as FCCLA. 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 Readiness for Parenting
Students will demonstrate an understanding of the roles and responsibilities of parenting.
Standard: 2 Deciding to Become a Parent
Students will analyze factors related to preparing for parenthood.
Standard: 3 Human Growth and Development
Students will analyze human growth and development across the life span.
Standard: 4 Nurturing the Development of Children
Students will demonstrate an understanding of child development and practices that nurture the development of children.
Standard: 5 Discipline, Respect, and Socially Responsible Parenting
Students will demonstrate an understanding of discipline, respect, and socially responsible behavior in appropriate parenting practices.
Standard: 6 Practices and Management in Parenting
Students will demonstrate practices, including resource management processes that promote the long term well-being and
development of children.
Standard: 7 Enhancing Child Growth and Development
Students will evaluate developmentally appropriate practices to enhance child growth and development.
Standard: 8 Participating in the Student Organization
Students will participate in a student organization.
Standard: 9 Leadership, Citizenship, and Teamwork Skills
Students will demonstrate leadership, citizenship, and teamwork skills required for success in the family, workplace, and global
community.
Standard: 10 Reasoning for Action
The student will apply reasoning processes, individually and collaboratively, to take responsible action in families, workplaces, and
communities.
Standard: 11 Literacy and Numeracy
Students will demonstrate the literacy and numeracy skills required to solve complex, real-world problems associated with their
career/technical content area and improve their thinking and reasoning skills.
Standard: 12 21st Century Learning Skills
The student will
 access and manipulate information for use in oral, written, or multimedia format using appropriate technology skills.
 apply sound reasoning processes to solve complex real-world problems and develop new ideas.
 exhibit leadership and ethical behavior in planning and executing tasks, as an individual or a group member.
Standard: 13 Entrepreneurship Skills
Students will access the opportunities, concepts, processes, and personal traits/behaviors associated with successful entrepreneurial
performance.
(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. Readiness for Parenting
1. explain roles and responsibilities of positive parenting
practices.
2. examine personal readiness for parenting.
3. examine family structures.
4. identify biological processes and alternative choices
related to conception.
5. evaluate cultural norms related to contraceptive methods
and birthing practices.
6. explore reasons for becoming a parent.
7. assess rewards and challenges of parenting.
8. examine parent role expectations and readiness.
B. Deciding to Become a Parent
N
1. examine biological processes related to conception,
prenatal development, birth, and health of child and
mother.
2. research physical, emotional, and environmental factors
of prenatal development and birth in relation to the health
of the parents and child.
3. examine implications of the decision to become a parent,
including alternatives to biological parenthood.
4. assess unique rights and responsibilities of pregnant and
parenting adolescents.
5. examine legal and ethical impacts of technology related to
parenting.
C. Human Growth and Development
1. examine physical, intellectual, emotional, social, and
moral aspects of human growth and development of
children across a range of ages and stages.
2. investigate impacts of heredity and environment on
prenatal and early childhood human growth and
development.
3. assess effects of pre-pregnancy, prenatal, and postnatal
nutrition on health and wellness.
4. analyze influences of social, economic, and technological
factors on individual growth and development.
5. examine how gender, ethnicity, culture, and life events
relate to individual development.
D. Nurturing the Development of Children
1. implement nurturing practices that support human growth
and development.
2. compare communication strategies that promote positive
self-esteem in family members.
3. apply current and emerging research on human growth
and development and parenting, including brain research,
to assess parenting and nurturing practices.
4. analyze impacts of abuse and neglect on children and
families and determine methods of prevention.
5. examine nurturing practices unique to children with
handicaps or disadvantaging conditions.
E. Discipline, Respect, and Socially Responsible Parenting
1. compare the differences between guidance, discipline,
and punishment.
2. examine the importance of setting developmentally
appropriate expectations.
3. assess outcomes of parenting practices for children,
families, and society.
4. interpret alternative approaches to guiding and disciplining
children and adolescents.
5. examine how different values and behavioral expectations
relate to multi-cultural families.
6. organize ways to encourage responsible behavior for self
and others.
7. assess factors that contribute to child abuse and child
neglect.
8. compare ways to manage anger, frustration, separation,
and loss.
9. demonstrate conflict resolution alternatives.
F. Practices and Management in Parenting
1. examine the use of family resources in making choices
that satisfy needs and wants of children and parents.
2. design strategies to meet nutrition requirements and
provide safe and nutritious food for children.
3. provide a safe and supportive environment through
developmentally appropriate clothing, housing,
furnishings, toys, equipment, and modes of transportation.
4. examine information and make recommendations for
health and wellness practices to enhance long-term wellbeing and development of children.
5. examine community services and resources, including
financial resources that contribute to the long-term wellbeing and development of children.
G. Enhancing Child Growth and Development
1. assess strategies that promote physical, emotional, social,
intellectual, cultural, and moral development of children.
2. analyze components of an integrated curriculum that
incorporate a child's language, learning styles, home
experiences, and cultural values.
3. demonstrate respect for diversity with sensitivity to antibias, gender equity, age, culture, and ethnicity related to
children, parenting, and child nurturing practices.
4. implement positive guidance and discipline practices that
promote child growth and development.
5. devise nonviolent, proactive strategies to prevent and
manage conflict between children and between adults and
children.
6. access current and emerging research related to child
growth and development to assess early childhood
practices and procedures.
H. Participating in the Student Organization
1. identify the purposes and goals of the
student/professional organization.
2. explain the benefits and responsibilities of participation in
student/professional/civic organization.
3. demonstrate leadership skills through participation in
student/professional/civic organization activities such as
meetings, programs, and projects.
I. Leadership, Citizenship, and Teamwork Skills
1. assess factors involved in successful leadership skills,
citizenship traits, and teamwork traits.
2. apply leadership, citizenship, and teamwork skills as an
integral part of classroom activities.
J. Reasoning for Action
1. contrast consequences of adequate and inadequate
reasoning for self, others, culture/society, and global
environment.
2. analyze recurring and evolving family, workplace, and
community concerns.
3. analyze practical reasoning components.
4. implement practical reasoning for responsible action in
families, workplaces, and communities.
5. demonstrate inquiry and reasoning to gain factual
knowledge and test theories on which to base judgments
for action.
K. Literacy and Numeracy
1. utilize a variety of technical sources (e.g., Internet,
manuals, journals, directions, reports, etc.) to complete
career/technical assignments and projects.
2. demonstrate writing skills required to complete
career/technical assignments and projects.
3. demonstrate accuracy in calculating and measuring
graphical work required to complete career/technical
assignments and projects.
4. analyze tables, charts, graphs and multiple data sources
to complete career/technical assignments and projects.
L. 21st Century Learning Skills
1. search online using a range of technology tools and
media to access relevant information needed for problem
solving.
2. create information for oral, written, and multimedia
communications, adhering to copyright laws.
3. engage in problem solving and critical thinking processes
to create and evaluate complex strategies in order to
independently solve problems.
4. adapt to new situations by considering multiple
perspectives and a commitment to continued learning.
5. exhibit ethical behavior and positive leadership while
working collaboratively in the school and/or community.
6. model legal and ethical behaviors in the use of
technology.