PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
LIFE
(Learning for Independence, Family, and Employment)
Grade 9
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
LIFE
(Learning for Independence, Family, and Employment)
Grade 9
(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
LIFE
(Learning for Independence, Family, and Employment)
Grade 9
(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.
LIFE
(Learning for Independence, Family, and Employment)
Grade 9
The LIFE (Learning for Independence, Family, and Employment) student will develop skills to function successfully within their current
family and peer groups. By utilizing basic skills and higher order thinking skills, the student will learn management problem techniques,
resource management, consumer education, and skills in relationships. Students will use reasoning processes, individually and
collaboratively, to take responsible action in families, workplaces, and communities. Students will utilize problem solving techniques
and teachers should provide each student with real world learning opportunities and instruction. Students will become members of a
local student organization, such as FCCLA. The West Virginia Standards for 21st Century Learning include the following components:
21st Century Content 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 Reasoning for Action
The student will apply reasoning processes, individually and collaboratively, to take responsible action in families, workplaces, and
communities.
Standard: 3 Individual Development
The student will examine the essential components of independent living.
Standard: 4 Relationships Skills
The student will analyze relationship skills which form the basis for all relationships.
Standard: 5 Personal Relationships
The student will examine solutions for problems in relationships.
Standard: 6 Personal Resources
The student will plan and evaluate use of personal resources.
Standard: 7 Consumer Strategies
The student will
 analyze strategies used by sellers.
 plan consumer strategies which maximize resource use.
Standard: 8 Family Issues
The student will examine issues related to family wellness.
Standard: 9 Leadership Roles as a Family Member and a Global Citizen
The student will examine strategies to be a responsible individual at home, at school, at work, and in community settings.
Standard: 10 Nutrition, Food Preparation, and Etiquette
The student will
 exhibit procedures for working in the foods lab in an accurate, safe, and sanitary manner.
 practice appropriate and courteous etiquette.
Standard: 11 Participating in the student organization
Students will participate in a student organization.
Standard: 12 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: 13 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: 14 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. 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.
N
5. demonstrate inquiry and reasoning to gain factual
knowledge and test theories on which to base judgments
for action.
C. Individual Development
1. summarize the developmental characteristics of early
adolescents.
2. analyze circumstances that impact individual
development.
3. analyze accountability for self care.
4. analyze the concept of independence.
D. Relationships Skills
1. examine concerns regarding peer relationships.
2. identify personal concerns regarding building and
maintaining relationships.
3. analyze strategies to develop a positive self-concept.
4. demonstrate verbal and non-verbal communication that
strengthen relationships.
5. explain skills that are important in developing good
relationships with other persons.
E. Personal Relationships
1. summarize characteristics which build significant,
respectful, and responsible relationships.
2. analyze conflicts related to relationships.
3. examine ways to relate to people of different ages,
abilities, genders, and cultures.
4. communicate by expressing individual feelings, needs,
and ideas constructively.
F. Personal Resources
1. assess personal values and goals.
2. identify personal resources.
3. explain personal responsibilities for setting and reaching
goals.
4. demonstrate a plan for use of personal time based
ongoals and values.
5. explain reasons management is important in the
workplace.
6. determine how resources can be used to reach goals.
G. Consumer Strategies
1. explore needs, wants, and values common to adolescents
and tell how these affect consumer decisions.
2. exhibit buymanship skills useful in managing resources.
3. compare consumer rights with consumer responsibilities
4. identify other sources of consumer information.
5. explain ways ecological needs affect consumer goals
H. Family Issues
1. explain the functions of a family to its members and to
society.
2. create strategies to build healthy families.
3. assess ways to deal with family stress and crisis.
4. examine global concerns related to the family.
I. Leadership Roles as a Family Member and a Global Citizen
1. assess societal conditions affecting individual, family, and
community well-being.
2. use organizational skills to determine and implement
individual and team goals.
3. collaborate with team members to achieve goals.
4. evaluate consequences of actions.
J. Nutrition, Food Preparation, and Etiquette
1. determine safe and sanitary ways of food preparation.
2. formulate nutrition goals based on current guidelines for
meeting nutrition needs.
3. evaluate sources of nutrition information.
4. explain consequences of alternatives related to various
nutrition issues .
5. make judgments about appropriate courses of action.
6. plan for collaboration in the lab.
7. demonstrate accurate food preparation methods.
8. demonstrate appropriate and courteous etiquette.
K. 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.
L. 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.
M. 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.
N. 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.