W. Va. Code R. § 126-42-4

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

Section 126-42-4 - Early and Elementary Learning Programming (Pre-K-Grade 5)

4.1. Early and Elementary Learning Programs support students' development of approaches to learning through the Science of Reading and integration of the Mathematical Habits of Mind to bolster literacy and numeracy proficiency. Counties are afforded flexibility in implementing methods to facilitate high quality programming that incorporate all content areas identified in Charts I-III. Systemic data-driven processes, such as sustained professional learning, evidence-based coaching models, and other continuous quality improvement efforts are utilized to promote high quality classroom instruction in the early and elementary grades. A comprehensive approach to early and elementary learning (Pre-K-Grade 5) focuses on knowledge and skill building as well as development of positive dispositions to learning. This approach provides the structure to improve child outcomes, close achievement gaps in literacy and numeracy, and support children's abilities to meet their individual potentials. Based on developmentally appropriate practice, the following Early and Elementary Learning Programmatic levels are established: Early Learning Readiness (Pre-K-Kindergarten); Primary Elementary Learning (Grades 1-2); and Intermediate Elementary Learning (Grades 3-5).

4.1.a. Early Learning Readiness (Grades Pre-K-Kindergarten) help students establish positive dispositions to learning and provide foundations for development across all domains and contents areas to be successful in first grade and beyond. These programs include:

4.1.a.1. emphasizing social-emotional, cognitive, and motor development;

4.1.a.2. personalizing instruction based on the formative assessment process;

4.1.a.3. documenting student progress through the collection of authentic evidence;

4.1.a.4. utilizing the WVBE-approved school readiness framework per Policy 2525;

4.1.a.5. requiring the administration of the West Virginia Early Learning Reporting System (WVELRS) three times per year for students in Pre-K. The WVELRS is encouraged to be used with Kindergarten students but is optional;

4.1.a.6. measuring Kindergarten student proficiency in English language arts and mathematics through the administration of a state-approved and county adopted benchmark/screener. The screener shall be given to Kindergarten students at the beginning, middle, and end of the school year; and

4.1.a.7. personalized learning plans shall be utilized to help students who are demonstrating a deficiency in literacy and/or mathematics based upon benchmark/screener assessment results.

Chart I: Early Learning Readiness Pre-K and Kindergarten
Early Learning Readiness Programs provide responsive and developmentally appropriate environments, sufficient time allocations, and instructional practices necessary to create print and language rich environments that promote developmental growth and mastery of content and skills in all applicable state-approved content standards. Classrooms are designed and equipped to support discovery, small group and individual learning, exploration, and problem solving in an environment that supports healthy social and emotional development. Classrooms must have sufficient physical space and quantity and variety of appropriate materials and resources to support student-centered learning. Educators should consistently use research-based instructional strategies to deliver content that is engaging and rigorous.
Domain	Additional Information and Related WVBE Policies
Social-Emotional	Universal Pre-K (Policy 2525) Pre-K Standards (Policy 2520.15) K-12 Student Success Standards (Policy 2520.19)
Cognitive	Content Standards for Pre-K (Policy 2520.15) English Language Arts (Policy 2520.1A) Mathematics (Policy 2520.2B) Science (Policy 2520.3C) Social Studies (Policy 2520.4) The Arts (Music and Visual Art) (Policy 2520.9) Technology and Computer Science (Policy 2520.14) Wellness Education (Policy 2520.5)
Physical Activity/Physical Education	Pre-K Content Standards (Policy 2520.15) Universal Pre-K (Policy 2525) Wellness Education (Policy 2520.5) West Virginia Universal Pre-K classrooms (school based and through collaborative partners) are required to offer at least 60 minutes of daily outdoor activity, weather permitting. Indoor time may be utilized when weather conditions are not conducive to outdoor activity. Kindergarten students shall have at least 30 minutes of physical education, including physical exercise and age-appropriate physical activities, for at least three days a week per W. Va. Code § 18-2-7a. At least 50 percent of class time for physical education will be spent in moderate to vigorous intensity physical activity. Schools not having the number of certified physical education teachers or required physical setting may develop alternate programs to enable existing staff and physical settings to be used to meet this requirement. Alternate programs shall be submitted annually, prior to the first day of instruction, to the WVDE for approval.
Classroom Learning Environments, Routines, and Instructional Practices	Safe and Supportive Schools (Policy 4373) Universal Pre-K (Policy 2525) Tiered System of Support for Early Literacy and Numeracy (Policy 2512)

4.1.b. Primary Elementary Learning (Grades 1-2). The Primary Elementary Learning grades build on the comprehensive approach to personalizing learning inherent in the Early Learning Readiness grades and provide a context for the development of knowledge and skill building across all applicable content areas. Development continues to span a broad spectrum for all students and is significant in the offering of daily instruction. Personalized Learning plans shall be utilized to help students who are demonstrating a deficiency in literacy and/or mathematics based upon benchmark/screener assessment results.

4.1.b.1. Instruction in Grades 1 and 2 programs employ formative assessment methods to assure that developmentally appropriate interactions, competencies, experiences, and skills are measured effectively. To gauge the extent to which students are progressing toward proficiency in English language arts and mathematics standards, students shall be administered a state approved and county adopted benchmark/screener three times per year. WVELRS is available as an optional tool that may be used in addition to the required benchmark/screener in Grades 1 and 2.

Chart II: Primary Elementary Learning - Grades 1 and 2
Primary Elementary Learning Programs provide appropriate environments, sufficient time allocations, and instructional practices necessary to promote developmental growth and mastery of content and skills in all applicable state-approved content standards. Instructional activities should use an approach to ensure content areas are interrelated, not addressed in isolation. Classrooms are designed and equipped to support discovery, small group and individual learning, exploration, and problem solving in an environment that supports healthy social and emotional development. Educators should consistently use research-based instructional strategies to deliver content that is engaging and rigorous. Primary Elementary Learning programs should minimize transitions throughout the day to ensure that blocks of time are sufficient for student engagement and content integration.
Domain	Additional Information and Related WVBE Policies
Social-Emotional	K-12 Student Success Standards (Policy 2520.19)
Cognitive	Content Standards for English Language Arts (Policy 2520.1A) Mathematics (Policy 2520.2B) Science (Policy 2520.3C) Social Studies (Policy 2520.4) The Arts (Music and Visual Art) (Policy 2520.9) Technology and Computer Science (Policy 2520.14) Wellness Education (Policy 2520.5)
Physical Activity/Physical Education	Wellness Education (Policy 2520.5) Physical activity in the form of recess or informal physical activity shall be provided for at least 30 minutes daily. Physical activity may not be withheld as a disciplinary action against a student or to complete assignments. Students in Grades 1 and 2 shall have at least 30 minutes of physical education, including physical exercise and age-appropriate physical activities, for at least three days a week per W. Va. Code § 18-2-7a. At least 50 percent of class time for physical education will be spent in moderate to vigorous-intensity physical activity. Schools not having the number of certified physical education teachers or required physical setting may develop alternate programs to enable existing staff and physical settings to be used to meet this requirement. Alternate programs shall be submitted annually, prior to the first day of instruction, to the WVDE for approval.
Classroom Learning Environments, Routines, and Instructional Practices	Safe and Supportive Schools (Policy 4373) Tiered System of Support for Early Literacy and Numeracy (Policy 2512)

4.1.c. Intermediate Elementary Learning (Grades 3-5). Students in Intermediate Elementary grades are beginning the transition into middle childhood. Instructional practices shall include content-specific focus while continuing to support literacy and numeracy skills in all subject areas. Personalized Learning plans shall be utilized to help Grade 3 students who are demonstrating a deficiency in literacy and mathematics based upon benchmark/screener assessment results. To ensure instruction meets the needs of all students, the formative, benchmark, and summative assessment data are used to make curricular decisions as part of the continuous improvement process.

4.1.c.1. Instruction in Grades 3-5 employ formative assessment methods to assure that developmentally appropriate interactions, competencies, experiences, and skills are measured effectively. To gauge the extent to which students are progressing toward proficiency in English language arts and mathematics standards, students shall be administered a state approved and county adopted benchmark/screener three times per year in Grades 3-5.

Chart III: Intermediate Elementary Learning - Grades 3-5
Intermediate Elementary Learning Programs provide appropriate environments, sufficient time allocations, and instructional practices necessary to promote higher order thinking skills and mastery of content in all applicable state-approved content standards. Instructional activities shall use an approach to ensure content areas are interrelated, not addressed in isolation. Classrooms are designed and equipped to support discovery, small group and individual learning, exploration, and problem-solving in an environment that supports healthy social and emotional development. Students should be provided opportunities to develop the academic and social emotional skills necessary for the transition to middle school. Educators shall consistently use research-based instructional strategies to deliver content that is engaging and rigorous. Intermediate Elementary Learning programs should ensure sufficient blocks of time for student engagement and content integration.
Domain	Additional Information and Related WVBE Policies
Social-Emotional	K-12 Student Success Standards (Policy 2520.19)
Cognitive	Content Standards for English Language Arts (Policy 2520.1A) Mathematics (Policy 2520.2B) Science (Policy 2520.3C) Social Studies (Policy 2520.4) The Arts (Music and Visual Art) (Policy 2520.9) Technology and Computer Science (Policy 2520.14) Wellness Education (Policy 2520.5)
Physical Activity/Physical Education	Wellness Education (Policy 2520.5) Physical activity in the form of recess or informal physical activity shall be provided for at least 30 minutes daily for all students. Physical activity may not be withheld as a disciplinary action against a student or to complete assignments. Students in Grades 3-5 shall have at least 30 minutes of physical education, including physical exercise and age-appropriate physical activities, for at least three days a week per W. Va. Code § 18-2-7a. At least 50 percent of class time for physical education will be spent in moderate to vigorous-intensity physical activity. Schools not having the number of certified physical education teachers or required physical setting may develop alternate programs to enable existing staff and physical settings to be used to meet this requirement. Alternate programs shall be submitted annually, prior the first day of instruction, to the WVDE for approval.
Classroom Learning Environments, Routines, and Instructional Practices	Safe and Supportive Schools (Policy 4373) Tiered System of Support for Early Literacy and Numeracy (Policy 2512)

W. Va. Code R. § 126-42-4