PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Applied Design – Housing/Interior Design
Grades 10-12
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
Applied Design – Housing/Interior Design
Grades 10-12
(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
Applied Design – Housing/Interior Design
Grades 10-12
(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.
Applied Design – Housing/Interior Design
Grades 10-12
This course will provide students with the skills and practices that are required for the application of design elements and principles in
the areas of housing. 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. Students will participate in a local student organization,
such as FCCLA. The West Virginia Standards for 21st Century Learning include the following components: 21 st 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 Career Paths Within the Housing, Interiors, and Furnishings Industry
Students will examine career paths within the housing, interiors, and furnishings industry.
Standard: 2 Housing Design Concepts
Students will evaluate housing design concepts in relation to available resources and options.
Standard: 3 Meeting Specific Design Needs
Students will evaluate the use of housing and interior furnishings and products in meeting specific design needs.
Standard: 4 Technology-Based Design Skills for the Housing, Interiors, and Furnishings Industry
Students will demonstrate technology- based planning skills required for the housing, interiors, and furnishings industry.
Standard: 5 Architectural and Furniture Design
Students will analyze influences on architectural and furniture design and development.
Standard: 6 Client's Needs, Goals, and Resources
Students will evaluate client's needs, goals, and resources in creating design plans for housing, interiors, and furnishings.
Standard: 7 Studio Tools
Students will select appropriate studio tools.
Standard: 8 Business Profitability and Ethics
Students will
 analyze professional practices, procedures for business profitability, and career success.
 analyze the role of ethics in the housing, interiors, and furnishings industries.
Standard: 9 Participating in the student organization
Students will participate in a student organization.
Standard: 11 Reasoning for Action
The student will apply reasoning processes, individually and collaboratively, to take responsible action in families, workplaces, and
communities.
Standard: 10 Leadership, Citizenship, and Teamwork Skills
Students will demonstrate leadership, citizenship, and teamwork skills required for success in the family, workplace, and global
community.
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. Career Paths Within the Housing, Interiors, and Furnishings Industry
1. explain the roles and functions of individuals engaged in
housing, interiors, and furnishings careers.
2. analyze opportunities for employment and entrepreneurial
endeavors.
3. summarize education, training, and credentialing
requirements and opportunities for career paths in
housing, interiors, and furnishings.
4. examine the impact of housing, interiors, and furnishings
occupations on local, state, national, and global
economies.
5. create an employment portfolio for use with applying for
internships and work-based learning opportunities in
housing, interiors, and furnishings careers.
6. analyze the role of professional organizations in housing,
interiors, and furnishings professions.
N
B. Housing Design Concepts
1. apply the principles and elements of design.
2. analyze the psychological impact that the principles and
elements of design have on the individual.
3. analyze the effects that the principles and elements of
design have on aesthetics and function.
C. Meeting Specific Design Needs
1. analyze product information, including but not limited to
floor coverings, wall coverings, textiles, window
treatments, furniture, lighting fixtures, and kitchen and
bath fixtures and equipment.
2. evaluate manufacturers, products and materials
considering care, maintenance, safety, and environmental
protection issues.
3. demonstrate measuring, estimating, ordering, purchasing,
and pricing skills.
4. appraise various interior furnishings, appliances, and
equipment that provide cost and quality choices for
clients, considering first-cost and product life-cycle
costing.
D. Technology-Based Design Skills for the Housing, Interiors, and Furnishings Industry
1. explain information provided on blue prints.
2. evaluate floor plans for efficiency and safety.
3. draw an interior space to mathematically accurate scale
using correct architecture symbols.
4. arrange furniture placement with reference to principles of
design, traffic flow, activity, and existing architectural
features.
5. utilize applicable building codes, universal guidelines, and
regulations in space planning.
6. create floor plans using current design software.
E. Architectural and Furniture Design
1. describe features of furnishings that are characteristic of
various historical periods.
2. explain how prosperity, mass production, and technology
are related to the various periods.
3. illustrate the development of architectural styles
throughout history.
4. compare and contrast historical architectural details to
current housing and interior design trends.
5. analyze future design and development trends in
architecture, interiors, furniture, and furnishings.
F. Client's Needs, Goals, and Resources
1. assess human needs, safety, space, and technology
related to housing and interior design goods.
2. review community, family, and financial resources needed
to achieve client’s housing and interior goals.
3. assess a variety of available resources for housing and
interior design.
4. critique design plans that address client's needs, goals,
and resources.
5. justify design solutions relative to client needs and the
design process.
6. apply design knowledge, skills, processes, and theories
with oral, written, and visual presentation skills to
communicate design ideas.
G. Studio Tools
1. demonstrate illustrative sketching, presentation of color,
materials, and furnishings in preparation of renderings,
elevations, and sketches.
2. prepare visual presentations including legends, keys, and
schedules.
3. utilize a variety of presentation media such as
photography, video, computer, and software for client
presentations.
4. utilize applicable building codes, universal guidelines, and
regulations in space planning.
5. create floor plans using design software.
H. Business Profitability and Ethics
1. examine legislation, regulations, and public policy
affecting the housing, interiors, and furnishings industry.
2. apply procedures for maintaining inventory control and
loss prevention, including cash and credit transactions.
3. analyze operational costs such as mark ups, mark downs,
cash flow, and other factors affecting profit.
4.
demonstrate knowledge of the arts, of various
resources and of cultural impact upon design industries.
I. 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.
J. 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.
K. 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.
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.