PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Parenting and Strong Families
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 Strong Families
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 Strong Families
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 Strong Families
Grades 9-12
This course is designed to help students evaluate readiness for parenting while examining appropriate Parenting and Strong Families
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. 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 Healthy Beginning for Family
Students will demonstrate understanding of the importance of a healthy beginning for a family.
Standard: 3 Taking Responsibilities within the Parenting Role
Students will summarize ways to balance care of self and children.
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 Promoting Appropriate Parenting Practices
Students will demonstrate an understanding of discipline, respect, and socially responsible behavior in appropriate parenting practices.
Standard: 6 Support Systems for Families
Students will explore and develop criteria for a family support system.
Standard: 7 Societal Impact on the Family
Students will analyze the relationship between families and society in providing for children’s needs.
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. examine roles and responsibilities of positive parenting
practices.
2. examine personal readiness for parenting.
3. examine family structures.
4. summarize 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.
B. Healthy Beginning for Family
N
1. examine processes related to prenatal development and
birth.
2. summarize factors affecting prenatal health of mother and
child.
3. plan strategies to secure the necessary resources to
ensure well-being of parent and child.
4. develop strategies to integrate a new child into the family.
5. explain the impact of the bonding process on parent-child
relationships.
6. estimate the costs of rearing a child.
C. Taking Responsibilities within the Parenting Role
1. develop strategies for dealing constructively with emotions
and changes that occur within the parenting role.
2. examine the interrelationship of parenting, career choices,
and life goals.
3. develop ways of sharing parenting roles.
4. summarize the importance of lifelong learning related
parenting skills and responsibilities.
D. Nurturing the Development of Children
1. examine the essential elements representing the
physical, social, emotional, intellectual, and moral
development of children.
2. assess parenting practices that meet developmental
needs.
3. plan strategies for meeting individual developmental
challenges and special needs.
4. plan strategies to enhance development of children
through play and activities.
5. practice techniques for meeting nutritional needs.
6. use realistic guidance, discipline, and communication
techniques.
7. demonstrate the use of appropriate communication skills
with children in various stages of development.
8. evaluate the interactive practices between parent and
child.
9. examine the types, causes and effects of child abuse and
neglect.
10. plan ways to nurture children and adolescents.
E. Promoting Appropriate Parenting Practices
1. compare the differences between guidance, discipline,
and punishment.
2. assess the importance of setting developmentally
appropriate expectations.
3. analyze outcomes of parenting practices for children,
families, and society.
4. interpret alternative approaches to guiding and disciplining
children and adolescents.
5. research how different values and behavioral expectations
relate to multi-cultural families.
6. assemble ways to encourage responsible behavior for self
and others.
7. analyze factors that contribute to child abuse and child
neglect.
8. compare ways to manage anger, frustration, separation,
and loss.
9. examine conflict resolution alternatives.
F. Support Systems for Families
1. outline components of an effective parenting support
system.
2. develop criteria for evaluating quality child care.
3. assess sources of assistance available to families.
G. Resource Management Skills
1. research ways in which culture influences parenting
beliefs and behaviors.
2. explain ways that parents can support children in school
success.
3. analyze how public and private sector policies influence
parenting.
4. analyze how personal financial and social issues impact
the relationships of children and parents.
5. develop strategies to effect change in society for the
benefit of families and children.
6. explore the impact of diversity on families and society.
7. examine career opportunities that involve nurturing
families and children.
8. examine strategies for building family friendly workplaces.
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. 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.
J. 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.