W. Va. Code R. § 126-28-15

Current through Register Vol. XLI, No. 50, December 13, 2024

Section 126-28-15 - Curriculum and Assessment

15.1. Curriculum is part of the inter-related approach that includes formative assessment and approved content standards to facilitate individualization and direction of classroom programming.

15.2. The WV Pre-K classroom must implement Policy 2520.15, which is aligned with Head Start Early Learning Outcomes Framework and the West Virginia College- and Career-Readiness Kindergarten Standards. The approved content standards for programs serving eligible children are written to reflect a developmental continuum that enhance ssuccessful transitions into kindergarten. Utilizing the formative assessment process, evidence of children's individual growth along the developmental continuum is used to personalize learning and share progress with families.

15.3. Only comprehensive curricular systems that are adopted based on the latest state-approved instructional materials list or county process for review and adoption of instructional resources by each county collaborative early childhood team, with input from stakeholders, shall be used by WV Pre-K classrooms, including classrooms that serve children with identified special needs. A county process for review and adoption must include the use of criteria for adoption furnished by the WVBE, which includes non-negotiable, general, and specific evaluation criteria based on W. Va. 126CSR35 Policy 2445.40, Instructional Resources (Policy 2445.40).

15.4. A comprehensive curricular system must meet the following standards:

15.4.a. include a philosophy, goals, and objectives based on current knowledge of child development and learning styles and reflect an understanding of how children learn and develop by:

15.4.a.1. addressing the developmental needs of eligible children through practices that are consistent with current, nationally recognized, most effective practice;

15.4.a.2. valuing exploration, creativity, play, and construction as the child's primary learning approaches;

15.4.a.3. engaging children actively in the learning process and providing them with opportunities to make meaningful choices;

15.4.a.4. responding to individual children's interest, strengths, and needs based on ongoing observation and assessment; and

15.4.a.5. supporting children so they view themselves as part of a larger community.

15.4.b. be balanced and designed to achieve the long-range goals for social, emotional, physical, cognitive, and academic (early literacy, early numeracy, and language) achievement by:

15.4.b.1. incorporating a wide variety of learning experiences, materials and equipment, and instructional strategies that are responsive to the differences in prior learning experiences, maturation rates, and learning styles young children bring to the classroom;

15.4.b.2. supporting a balance of large and fine motor activities, quiet and active times, individual and small and large group activities, child-initiated and adult-initiated activities, planned and spontaneous activities, and indoor and outdoor opportunities; and

15.4.b.3. addressing the development of knowledge and understanding, processes and skills, dispositions, and attitudes.

15.4.c. integrate development of all domains, abilities, and content that are relevant, engaging, and meaningful to young children by:

15.4.c.1. meeting the developmental continuum contained in the approvedcontent standards for eligible children as prescribed by the WVBE;

15.4.c.2. building on what children already know in order to consolidate their learning and foster the acquisition of new concepts and skills;

15.4.c.3. reflecting the needs and interests of individual children in the group by including the immediate environment and world with which the children are acquainted;

15.4.c.4. supporting integration of curriculum content through use of various forms of documentation (such as themes, projects, key experiences, or webs); and

15.4.c.5. including materials and activities that reflect a variety of cultures, languages, ages, abilities, and beliefs.

15.4.d. emphasize the development of thinking, reasoning, and problem-solving skills through strategies such as open-ended questions, investigation, imaginative and dramatic play, and peer interactions;

15.4.e. promote flexibility and adaptation to unique needs of children and families where ongoing observation and assessment are used to determine appropriate planning and adaptations for varied learning styles, temperaments, abilities, and languages or modes of communication by:

15.4.e.1. integrating curriculum and the formative assessment process to benefit the child; and

15.4.e.2. making opportunities for all children, regardless of ability, to participate in all activities through appropriate adaptations or modifications of activities, assistive technology, materials and/or learning environments.

15.4.f. support the importance of learning during routine times of the day and meeting the physiological needs of children by:

15.4.f.1. promoting consistency in schedules and routines and facilitating smooth transitions;

15.4.f.2. supporting continuity between home and school;

15.4.f.3. encouraging children's participation in routines to develop responsibility and independence;

15.4.f.4. recognizing the integral role of adults during routine times;

15.4.f.5. allowing for flexibility and adaptations for individual children;

15.4.f.6. supporting positive health and nutrition practices; and

15.4.f.7. providing daily opportunities for children to rest in an area set up to reduce distraction or disturbance from other activities.

15.4.g. promote, through a variety of strategies, the essential role of families as partners in planning and implementing their child's care and education;

15.4.h. emphasize the value of social interaction to learning in all domains and promote frequent, responsive, respectful interactions between children, staff and children, and staff and families;

15.4.i. recognize the role of children's psychological safety in learning and include guidance techniques that support children;

15.4.j. promote the use of developmentally appropriate curriculum and formative assessment principles to determine how technology is incorporated into the classroom environment as a resource, rather than a substitute, for effective teaching or quality curriculum.

15.5. The West Virginia Early Learning Reporting System: Pre-K (WV ELRS: Pre-K), inclusive of the Early Learning Scale, and which focuses on the formative assessment process, shall be utilized with all children enrolled in WV Pre-K programs. The assessment system is designed to inform classroom instruction, assist with integration of personalized learning, and to foster interactions, competencies, experiences, and skills of children participating in WV Pre-K programs through appropriate measures. Comprehensive assessment systems must address how the curriculum:

15.5.a. supports the whole child across multiple learning domains as the child progresses developmentally;

15.5.b. supports family engagement and relationships with their children's educational experiences;

15.5.c. demonstrates the child's overall strengths and progress;

15.5.d. encourages self-evaluation by the child;

15.5.e. relies on demonstrated performance of real, not contrived, activities;

15.5.f. utilizes a variety of tools and processes;

15.5.g. allows for differences in learning style and rate; and

15.5.h. provides a comprehensive reporting system on children's individual accomplishments, as well as aggregated data to inform classroom, site, or district decision making.

15.6. Selection and use of supplemental materials/curricular enhancements that address core content areas such as language and literacy acquisition or numeracy, must be based on research-based research and support the philosophy and techniques of the comprehensive curriculum and the requirements of this section. Guidance provided by the WVDE will assist county collaborative early childhood teams regarding the collaborative, local decision-making processes pertaining to supplemental materials/curricula enhancement.

15.6.a. Instructional practices such as worksheets, extended periods of sitting, seat work at desks or tables, flashcards, prescribed sequence of content, content areas taught in isolation, requiring all children to be working on the same skill, lack of individualization, or a high level of teacher directed instruction are not permissible.

15.7. When a WV Pre-K classroom plans an activity that involves active media, the center shall ensure that:

15.7.a. the active media supplements but does not replace traditional early childhood materials or experiences;

15.7.b. a child has a choice of other activities and materials;

15.7.c. staff members are available to support the activity by discussing the use of the active media with the child;

15.7.d. active media chosen is developmentally appropriate and supports creative play and learning; and

15.7.e. screen time, whether through active or passive media, should be limited.

15.8. If passive media is used, a WV Pre-K classroom shall ensure that:

15.8.a. passive media is not routinely part of the daily schedule;

15.8.b. staff members are available to support the use of the passive media by discussing with the child what is viewed with the child; and

15.8.c. the contents of passive media are developmentally appropriate and designed to benefit the child, with limited viewing time and the child who does not wish to watch has a choice of other activities.

15.9. In classrooms where specialists are incorporated into daily routines, environments and experiences must be reflective of the approved county-adopted comprehensive curricular system and support integration of Policy 2520.15.

15.10. Time shall be set aside for joint planning by the teacher, co-teacher, and/or other personnel working with the children.

W. Va. Code R. § 126-28-15