PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
HSDR
(Human Services, Development, and Relationships)
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
HSDR
(Human Services, Development, and Relationships)
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
HSDR
(Human Services, Development, and Relationships)
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.
HSDR
(Human Services, Development, and Relationships)
Grades 9-12
Human Services, Development, and Relationships explore professional opportunities within the cluster of human services, as well as
family and social services. The course will promote growth and development of self and others by providing students with the skills to
develop respectful and responsible relationships within their family, career, and community. The value of communication skills in
establishing and maintaining healthy interpersonal relationships is emphasized. Skills in technology, communication, critical and
creative thinking, and workplace readiness are studied in this course which facilitates effectiveness as a member of the global
community. Students will apply skills learned when participating in integrated service learning experiences. This involvement in the
community will help students network with adults and establish themselves as valuable resources and community assets. Students will
utilize problem solving techniques and 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 21 st 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 Principles of Human Development and Family Wellness
Students will analyze principles of human development and family wellness throughout the life cycle.
Standard: 3 Influencing Development and Wellness
Students will analyze conditions that influence human development and family wellness throughout the life cycle.
Standard: 4 Impact of the Family System
Students will analyze the impact of family as a system on individuals and society.
Standard: 5 Diversity of Individuals and Families
Students will demonstrate appreciation for diverse perspectives, needs, and characteristics of individuals and families.
Standard: 6 Strategies for Promoting Human Development and Family Wellness
Students will determine strategies that promote human development and family wellness throughout the life cycle.
Standard: 7 Career Paths in Family and Human Services
Students will analyze career paths within family and human services.
Standard: 8 Participating in the student organization
Students will participate in a student organization.
Standard: 9 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: 10 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: 11 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. Principles of Human Development and Family Wellness
1. examine physical, emotional, social, intellectual, moral,
and cultural development and wellness throughout the
individual and family life cycles.
2. examine interrelationships among physical, emotional,
social, and intellectual aspects of human development
and family wellness.
C. Influencing Development and Wellness
N
1. investigate the impact of heredity and environment on
human growth, development, and wellness.
2. analyze governmental, economic, technological, and
geographic impacts on human growth, development, and
wellness throughout the life cycle.
3. examine physical, psychological, social, and cultural
influences on human growth, development, and wellness.
4. examine the effects of life events on physical and
emotional development.
5. assess the impact of fads, addictions, disorders, and other
disadvantaging conditions on human development and
family wellness.
D. Impact of the Family System
1. assess biological, emotional, legal, and ethical factors
related to preparing for parenthood and carrying out
parenting roles throughout the life cycle.
2. examine roles, responsibilities, and functions of families
and family members throughout the life cycle.
3. examine family as the basic unit of society.
4. examine global influences on today's families.
5. examine the role of family in teaching culture and
traditions throughout the life cycle.
6. examine the role of family in developing independence,
interdependence, and commitment of family members.
7. determine the impact on families of change and
transitions over the life course.
E. Diversity of Individuals and Families
1. demonstrate awareness of multiple diversities and their
impact on individuals and families.
2. examine the impact of cultural diversity and global
interaction on individuals and families.
3. examine the impact of empathy for diversity on individuals
in family, work, and community settings.
4. demonstrates respect for multiple diversities with
sensitivity to anti-bias and equity in gender, age, race,
culture, ethnicity, socio-economic status, and
exceptionalities.
F. Strategies for Promoting Human Development and Family Wellness
1. locate products and information related to nutrition and
wellness.
2. examine issues and options related to child care and elder
care.
3. demonstrate communication skills that contribute to
individual and family wellness.
4. demonstrate techniques for prevention and management
of illness and disease.
5. implement plans for individual and family safety and for
emergency response.
6. utilize family and community resources to meet individual
and family nutrition, health, and wellness needs
throughout the life cycle.
7. construct a safe and healthy environment for individuals,
families, and communities.
G. Career Paths in Family and Human Services
1. examine opportunities for employment and
entrepreneurial endeavors related to family and
community services.
2. determine the roles and functions of individuals engaged
in family and community service careers.
3. summarize education and training requirements and
opportunities for career paths in family and community
services.
4. summarize factors that contribute to collaborative
relationships between family members and human
services professionals.
5. outline conditions affecting individuals and families with a
variety of disadvantaging conditions.
6. outline services for individuals and families with a variety
of disadvantaging conditions.
7. demonstrate knowledge, skills, and practices required for
careers in family and community services.
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.
K. 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.