West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-042 - Assuring the Quality of Education: Regulations for Education Programs (Policy 2510) › Section 126-42-4 - Early and Elementary Learning Programming (Pre-K-Grade 5)

Current through Register Vol. XLI, No. 28, July 12, 2024
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)