PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Applied Design – Fashion Merchandising
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
Applied Design – Fashion Merchandising
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
Applied Design – Fashion Merchandising
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.
Applied Design – Fashion Merchandising
Grades 9-12
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 fashion. 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 are encouraged to become active members of an
appropriate student organization, such as FCCLA. 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 Career Paths within Textile Apparel and Design Industries
Students will analyze career paths within textile apparel and design industries.
Standard: 2 Fiber, Textile Products, and Materials
Students will evaluate fiber and textile products and materials.
Standard: 3 Skills in Fashion, Apparel, and Textile Design
Students will demonstrate skills in fashion, apparel, and textile design.
Standard: 4 Production, Redesign, or Repair, Fashion Apparel and Textile Products
Students will demonstrate skills needed to produce, redesign, or repair, fashion apparel and textile products.
Standard: 5 Elements of Textile, Apparel, and Fashion Merchandising
Students will evaluate elements of textile, apparel, and fashion merchandising.
Standard: 6 Components of Customer Service
Students will evaluate the components of customer service.
Standard: 7 Business Profitability and Career Success
Students will demonstrate general operational procedures required for business profitability and career success.
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. Career Paths within Textile Apparel and Design Industries
1. explain the roles and functions of individuals engaged in
textiles and apparel careers.
2. analyze opportunities for employment and entrepreneurial
endeavors.
3. summarize education and training requirements and
opportunities for career paths in textile and apparel
services.
4. analyze the effects of textiles and apparel occupations on
local, state, national, and global economies.
5. create an employment portfolio for use with applying for
internships, work-based learning opportunities, and
employment in textiles, fashion, and apparel.
6. analyze the role of professional organizations in textiles,
fashion, and apparel industries.
N
Fiber, Textile Products, and Materials
1. apply appropriate terminology for identifying, comparing,
and analyzing the most common generic textile fibers.
2. evaluate performance characteristics of textile fiber and
fabrics.
3. summarize textile legislation, standards, and labeling in
the global economy.
4. analyze effects of textile characteristics on design,
construction, care, use, and maintenance of products.
5. apply appropriate procedures for care of textile products.
C. Skills in Fashion, Apparel, and Textile Design
1. explain the ways in which fiber, fabric, texture, pattern,
and finish can affect visual appearance.
2. apply basic and complex color schemes and color theory
to develop and enhance visual effects.
3. utilize elements and principles of design in designing,
constructing, altering and redesign textile, apparel, and
fashion products.
4. demonstrate design concepts with fabric or
technology/computer, using draping and/or flat pattern
making technique.
5. generate design that takes into consideration ecological,
environmental, sociological, psychological, technical, and
economic trends and issues.
6. apply elements and principles of design to assist
consumers and businesses in making decisions.
7. demonstrate ability to use technology for fashion, apparel,
and textile design.
D. Production, Redesign, or Repair, Fashion Apparel and Textile Products
1. demonstrate professional skills in using a variety of
equipment, tools and supplies for fashion, apparel and
textile construction, alteration, repair, and redesign.
2. explain production processes for creating fibers, yarn,
woven and knit fabrics, and non-woven textile products.
3. use appropriate industry products and materials for
cleaning, pressing, and finishing textile, apparel, and
fashion products.
4. examine current technology and trends that facilitate
design and production of textile, apparel, and fashion
products.
5. demonstrate basic skills for producing, redesigning, and
altering textile products and apparel.
E. Elements of Textile, Apparel, and Fashion Merchandising
1. apply marketing strategies for textile, apparel, and fashion
products.
2. analyze the cost of constructing, manufacturing, altering,
or repairing textile, apparel, and fashion products.
3. analyze ethical considerations for merchandising apparel
and textile products.
4. investigate external factors that influence merchandising.
5. examine varied methods for promoting apparel and textile
products.
6. apply research methods, including forecasting techniques,
for marketing apparel and textile products.
F. Components of Customer Service
1. analyze factors that contribute to quality customer
relations.
2. analyze the influences of cultural diversity as a factor in
customer relations.
3. demonstrate the skills necessary for quality customer
service.
4. create solutions to address customer concerns.
G. Business Profitability and Career Success
1. analyze legislation.
2. analyze personal and employer responsibilities and
liabilities regarding industry-related safety.
3. analyze the effects of security and inventory control
strategies.
4. analyze operational costs such as mark ups.
5. demonstrate knowledge of the arts.
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. 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.
J. 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.
K. 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.
L. 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.
M. 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.