PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Personal Resource Management
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
Personal Resource Management
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
Personal Resource Management
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.
Personal Resource Management
Grades 9-12
Personal Resource Management focuses on the development of competency in managing personal resources; the impact of economic
principles on the consumer; and personal accountability in resource management. 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 project-based activities. Teachers should provide each student with real world learning opportunities and instruction.
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 Leadership, Citizenship, and Teamwork Skills
Students will demonstrate leadership, citizenship, and teamwork skills required for success in the family, workplace, and global
community.
Standard: 2 Management of Individual and Family Resources
Students will demonstrate management of individual and family resources such as food, clothing, shelter, health care, recreation,
transportation, time, and human capital.
Standard: 3 Environment and Consumer Resources
Students will analyze the relationship of the environment to family and consumer resources.
Standard: 4 Policies Impacting Consumers
Students will analyze policies that support consumer rights and responsibilities.
Standard: 5 Effects of Technology
Students will examine the effects of technology on individual and family resources.
Standard: 6 Economic System
Students will analyze relationships between the economic system and consumer actions.
Standard: 7 Management of Financial Resources
Students will demonstrate management of financial resources to meet the goals of individuals and families across the life span.
Standard: 8 Participating in the student organization
Students will participate in a student organization.
Standard: 9 Reasoning for Action
The student will apply reasoning processes, individually and collaboratively, to take responsible action in families, workplaces, and
communities.
Standard: 10 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: 11 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: 12 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. 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.
B. Management of Individual and Family Resources
1. apply management and planning skills and processes to
organize tasks and responsibilities.
2. analyze how individuals and families make choices to
satisfy needs and wants.
3. analyze decisions about providing safe and nutritious food
for individuals and families.
4. apply consumer skills to providing and maintaining
clothing.
N
5. apply consumer skills to decisions about housing, utilities,
and furnishings.
6. summarize information about procuring and maintaining
health care to meet the needs of individuals and family
members.
7. apply consumer skills to decisions about recreation.
8. apply consumer skills to role play acquisition and
maintenance of transportation that meets the needs of
individuals and family members.
C. Environment and Consumer Resources
1. analyze individual and family responsibility in relation to
the environmental trends and issues.
2. summarize environmental trends and issues affecting
families and future generations.
3. demonstrate behaviors that conserve, reuse, and recycle
resources to maintain the environment.
4. explain government regulations for conserving natural
resources.
D. Policies Impacting Consumers
1. analyze state and federal policies and laws providing
consumer protection.
2. analyze how policies become laws relating to consumer
rights.
3. analyze skills used in seeking information to consumer
rights.
E. Effects of Technology
1. summarize types of technology that affect family and
consumer decision-making.
2. analyze how media and technological advances affect
family and consumer decisions.
3. assess the use of technology and its effect on quality of
life.
F. Economic System
1. analyze the use of resources in making choices that
satisfy needs and wants of individuals and families.
2. analyze individual and family roles in the economic
system.
3. analyze economic effects of laws and regulations that
pertain to consumers and providers of services.
4. analyze practices that allow families to maintain economic
self-sufficiency.
G. Management of Financial Resources
1. assess the need for personal and family financial
planning.
2. illustrate management principles to individual and family
financial practices.
3. apply management principles to decisions about
insurance for individuals and families.
4. examine personal and legal documents related to
managing individual and family finances.
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. 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.
J. 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.
K. 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.
L. Entrepreneurship Skills
1. assess global trends in entrepreneurship that are related
to their career/technical program.
2. determine entrepreneurial opportunities in venture
creation related to their career/technical program.
3. examine desirable entrepreneurial personality traits.