PUBLISHER:SUBJECT:SPECIFIC GRADE:COURSE:TITLE:COPYRIGHT DATE:SE ISBN:TE ISBN:

GENERIC EVALUATION CRITERIA20010-2015

Applied Design – Housing/Interior DesignGrades 10-12

R-E-S-P-O-N-S-ECRITERIA NOTESYes No N/A

I. INTER-ETHNICThe 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 OPPORTUNITYThe 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).

INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA

20010-2015Applied Design – Housing/Interior Design

Grades 10-12

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(IMR Committee) Responses

I=In-depth A=Adequate M=Minimal N=Nonexistent I A M N

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)

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.

20010-2015Applied 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 N

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.

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 DesignGrades 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: 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 the Housing, Interiors, and Furnishings IndustryStudents will examine career paths within the housing, interiors, and furnishings industry.

Standard: 2 Housing Design ConceptsStudents will evaluate housing design concepts in relation to available resources and options.

Standard: 3 Meeting Specific Design NeedsStudents 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 IndustryStudents will demonstrate technology- based planning skills required for the housing, interiors, and furnishings industry.

Standard: 5 Architectural and Furniture DesignStudents will analyze influences on architectural and furniture design and development.

Standard: 6 Client's Needs, Goals, and ResourcesStudents will evaluate client's needs, goals, and resources in creating design plans for housing, interiors, and furnishings.

Standard: 7 Studio ToolsStudents will select appropriate studio tools.

Standard: 8 Business Profitability and EthicsStudents 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 organizationStudents will participate in a student organization.

Standard: 11 Reasoning for ActionThe student will apply reasoning processes, individually and collaboratively, to take responsible action in families, workplaces, and communities.

Standard: 10 Leadership, Citizenship, and Teamwork SkillsStudents will demonstrate leadership, citizenship, and teamwork skills required for success in the family, workplace, and global community.

Standard: 11 Literacy and NumeracyStudents 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 SkillsThe 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 SkillsStudents will access the opportunities, concepts, processes, and personal traits/behaviors associated with successful entrepreneurial performance.

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CONTENT WITHIN PRODUCT

(IMR Committee) Responses

I=In-depth A=Adequate M=Minimal N=Nonexistent I A M N

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.

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.