West Virginia Student Success Standards for Middle Level Programming (6-8)
The WVSSS for Middle Level Programming (6-8) focus on academic, career, social and emotional development. Students need support in developing the
knowledge, skills and dispositions to navigate a socially complex environment and the creation of a vision for their future. The WVSSS support students to
achieve school success, establish the foundation for high school and become globally competent citizens. The standards will be delivered within the programmatic
level in a sequence designed by the school leadership team.
The mathematical content itself does not address the skills described here for the SSCR. However, these skills are well aligned
with the Standards for Mathematical Practice (SMP). The Standards for Mathematical Practice describe varieties of expertise
that mathematics educators at all levels should seek to develop in their students.
These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The
first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and
connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report
Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical
concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and
appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile,
coupled with a belief in diligence and one’s own efficacy).
Although these standards are written for mathematics learning, the underlying skills of problem solving, communication,
making connections, productive disposition and a belief in diligence and one’s own efficacy are the skills described in these
SSCR standards. As mathematics teachers provide opportunities for students to employ these Standards for Mathematical
Practice while the students learn the content, students will be experiencing the SSCR standards put into practice within the
context of the learning of mathematics.
West Virginia Student Success Standards (6-8)
The Standards for Mathematical Practice are:
MP1. Make sense of problems and persevere in solving them.
MP2. Reason abstractly and quantitatively.
MP3. Construct viable arguments and critique the reasoning of others. MP4. Model with mathematics.
MP5. Use appropriate tools strategically.
MP6. Attend to precision.
MP7. Look for and make use of structure.
MP8. Look for and express regularity in repeated reasoning.
Middle Level Programming (6-8)
STANDARD 1: ACADEMIC/LEARNING DEVELOPMENT
Competency 1.1. Self-directed Learning:
(6 - 8)
Learning
Outcome:
Objectives
MSS.1.1.1
MSS.1.1.2
Students will:
identify and develop competence in areas of interest.
apply multiple intelligence principals to identify personal strengths and
improve school focus.
MSS.1.1.3
understand the relationship between school success, academic
achievement and future career success.
demonstrate the motivation to be a self-directed learner and achieve
individual potential.
Develop Learning Skills
MSS.1.1.4
Learning
Outcome:
Objectives
MLP.SS.1.1.5
MLP.SS.1.1.6
Crosswalk
Comments
Develop Academic Motivation
Students will:
improve executive function skills (e.g., effort, paying attention,
flexibility, memory, self-control, communication, focus and
perseverance).
identify personal learning style(s) and establish habits that enhance
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SMP 1 – 8 all
contribute to
establishing such
habits
SMP 1, SMP 3, SMP 5
SMP 6,
SMP 1, SMP 8,
1
West Virginia Student Success Standards (6-8)
MLP.SS.1.1.7
Learning
Outcome:
Objectives
MLP.SS.1.1.8
MLP.SS.1.1.9
personalized learning.
work collaboratively in groups or independently, as appropriate.
SMP 1-8 in some
degree
Achieve School Success
Students will:
exhibit personal responsibility.
identify how thoughts and emotions impact level of motivation and
actions and redirect focus.
MLP.SS.1.1.10 evaluate the impact of positive and negative choices on school success
and implement a plan to improve outcomes.
MLP.SS.1.1.11 apply goal setting techniques to develop self-direction and improve
school performance.
MLP.SS.1.1.12 identify and utilize school and community resources and support
services when needed.
Competency 1.2: Post-Secondary Preparation
Prepare for Post-secondary Success
Learning
Outcome:
Objectives
MLP.SS.1.2.1
MLP.SS.1.2.2
MLP.SS.1.2.3
MLP.SS.1.2.4
Learning
Outcome:
Objectives
MLP.SS.1.2.5
Students will:
identify how performance and course selections in middle school
impacts high school course readiness and postsecondary choices.
explore requirements for success in a variety of postsecondary options
and for securing scholarships.
analyze how personal choices negatively or positively influence high
school and postsecondary options and preparedness for success.
explore options for earning postsecondary credits while in high school.
Plan to Achieve Goals
Students will:
actively engage in a variety of assessments and inventories to identify
skills, interests and aptitudes for postsecondary planning.
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Teachers’ use of formative assessment will
be critical to implementing NxG standards.
Teachers must engage students in self2
West Virginia Student Success Standards (6-8)
evaluation and goal setting not specific to
any particular content standard.
MLP.SS.1.2.6
MLP.SS.1.2.7
MLP.SS.1.2.8
MLP.SS.1.2.9
use personal data and goals to establish challenging academic, personal
and postsecondary plans.
seek co-curricular and community experiences to enhance the school
experience and postsecondary readiness.
analyze assets and barriers to academic goal attainment and utilize
school and community resources to overcome barriers and strengthen
assets.
explore costs, eligibility requirements and funding opportunities for
various postsecondary options.
S TANDARD 2: C AREER D EVELOPMENT /L IFE P LANNING – M IDDLE (6 - 8)
Competency 2.1: Career Exploration and Planning - Students will make informed career decisions using knowledge of self and the world of work.
Learning
Outcome:
Objectives
MLP.SS.2.1.1
MLP.SS.2.1.2
MLP.SS.2.1.3
MLP.SS.2.1.4
Learning
Outcome:
Develop Career Awareness
Students will:
explore how personal abilities, skills, interests, and values relate to
workplace.
use a variety of resources and methods to explore career options.
examine specific job requirements and opportunities for progressions of
career levels from entry level to advanced leadership and develop a
personal career growth vision.
explore career options in relation to selecting a career cluster.
Develop Career/Life Plan
Objectives
Students will:
MLP.SS.2.1.5
describe lifestyle dreams and possible career options and evaluate the
probability of attaining goals.
begin to develop a possible career/life plan that explores educational
credentials, skills and career progressions.
MLP.SS.2.1.6
Learning
Outcome:
Objectives
Throughout the 6th, 7th and 8th grade content standards, teachers are
required to tie the mathematics to real-world experiences. Many
resources such as unit plans, Teach 21 lessons and project based
learning tasks exist which teachers may use to teach the content and
are based on exploring certain careers.
There are not specific content standards
addressing these skills.
Careers and Life Success
Students will:
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3
West Virginia Student Success Standards (6-8)
MLP.SS.2.1.7
MLP.SS.2.1.8
MLP.SS.2.1.9
explore how identified career choices impact lifestyles and
opportunities.
practice expected workplace dispositions and behaviors.
discuss the importance of lifelong learning as situations and
responsibilities change, requiring new knowledge and skills.
SMP 1, SMP 3
S TANDARD 3: P ERSONAL /S OCIAL D EVELOPMENT – M IDDLE (6 - 8)
Competency 3.1 Respect for Self and Others
Understand self and others
Learning
Outcome:
Objectives
Students will:
MLP.SS.3.1.1
discuss how thoughts, feelings, attitudes, values and beliefs affect
decision making and behavior.
practice using listening skills to identify and understand the feelings and
perspectives of others.
use mistakes as opportunities to grow personally and socially, not to
define the person as a failure.
recognize signs of anger and practice safe, respectful anger management
skills.
Maintain Positive Relationships
MLP.SS.3.1.2
MLP.SS.3.1.3
MLP.SS.3.1.4
Learning
Outcome:
Objectives
MLP.SS.3.1.5
MLP.SS.3.1.6
MLP.SS.3.1.7
MLP.SS.3.1.8
MLP.SS.3.1.9
MSS.3.1.21
Learning
Outcome:
Students will:
develop positive relationships with peers and adults.
acquire and use effective conflict resolution techniques.
demonstrate self-control by minimizing words and actions that hurt self
and others.
model safe and effective ways to address peer pressure.
describe bullying and use effective practices to address it.
Describe bullying and use effective practices to address it.
Exhibit Respectful Behavior
Objectives
Students will:
MLP.SS.3.1.10 identify and respect personal boundaries and privacy needs of self and
others.
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These skills do not seem to relate to
mathematics specifically.
Training beyond what is typically provided to
a classroom teacher would be necessary
before teaching these skills should be a part
of regular classroom practice.
These skills are part of any classroom
management system. Often these are
addressed in school wide positive behavior
programs.
4
West Virginia Student Success Standards (6-8)
MLP.SS.3.1.11 respect all individuals as unique and worthy regardless of differences.
MLP.SS.3.1.12 use social and communication skills, dispositions, and character traits
appropriate for various situations and audiences.
Competency 3.2: Goal Setting and Attainment
Decision Making and Personal Responsibility
Learning
Outcome:
Objectives
MLP.SS.3.2.1
Students will:
students will make decisions, set goals and take necessary actions to
attain goals
MLP.SS.3.2.2 compare and contrast various behaviors and choices in relation to
possible consequences and discuss how to improve choices.
MLP.SS.3.2.3 describe how peer pressure influences personal decisions; create and
follow a plan to minimize negative peer pressure.
MLP.SS.3.2.4 establish action steps to attain school, home and civic goals.
MLP.SS.3.2.5 apply problem solving techniques to identify and address challenges to
goal attainment.
MLP.SS.3.2.6 describe how current decisions have long term consequences and ways
to achieve desired outcomes.
Competency 3.3. Safety and Survival Skills
Learning
Outcome:
Objectives
MLP.SS.3.3.1
MLP.SS.3.3.2
MLP.SS.3.3.3
MLP.SS.3.3.4
SMP 1
Protect Emotional and Physical Safety
Students will:
identify and apply strategies to reduce stress and protect safety,
differentiating between situations requiring self-help, peer support,
adult or professional help.
develop and implement plans for situations such as teasing, bullying,
harassment, threats, intimidation and other violent acts or dangerous
situations.
identify and utilize communication skills and strategies to participate in
only safe and healthy activities.
know emergency contact information; identify and utilize school and
community resources to protect personal safety.
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West Virginia Student Success Standards (6-8)
Standard 4. GLOBAL CITIZENSHIP
Competency 4.1 Intercultural Perspectives
Acquire a diverse and knowledgeable world view
Learning
Outcome:
Objectives
MLP.SS.4.1.1
MLP.SS.4.1.2
Learning
Outcome:
Students will:
compare and contrast aspects of various communities and describe how
these contribute to each individual’s perspective and world view.
analyze factors that contribute to different social and world views (e.g.,
ethnicity, race, culture, gender, sexual orientation, family, composition,
lifestyle, religion, economic status and nationality).
Interact respectfully with diverse cultures
Objectives:
Students will:
MLP.SS.4.1.3
apply an interculturally sensitive perspective to social interactions.
MLP.SS.4.1.4
describe global issues and events from perspectives of various
individuals and groups to understand viewpoints other than one’s own.
MLP.SS.4.1.5 investigate methods for enhancing language proficiency and the ability
to communicate effectively across cultural and linguistic boundaries.
MLP.SS.4.1.6 describe how stereotyping and prejudices impact interpersonal
relationships.
Competency 4.2 – Democratic Principles
Promote Social Justice
Learning
Outcome:
Objectives
MLP.SS.4.2.1
MLP.SS.4.2.2
MLP.SS.4.2.3
Learning
Outcome:
Objectives:
MLP.SS.4.2.4
Students will:
adhere to classroom and school rules and community laws to protect
individual rights and property.
identify and discuss issues of social justice.
investigate programs for advocacy and promotion of social justice.
Assume Responsible Leadership
Students will:
identify the qualities of successful leaders.
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Classroom management within school policy
should be part of all teachers’ requirements.
A balance of group and individual work is
essential for teachers to structure
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West Virginia Student Success Standards (6-8)
MLP.SS.4.2.5
assume a leadership role to promote fairness and justice.
Learning
Outcome:
Objectives:
MLP.SS.4.2.6
Practice Financial Responsibility
MLP.SS.4.2.7
MLP.SS.4.2.8
MLP.SS.4.2.9
Students will:
evaluate financial choices based on one’s own needs, wants and values
and how they guide spending, saving, credit and implications for the
family budget.
create a personal budget with income from incidental funds (birthday
and other gifts, allowance, chores, entrepreneurial endeavors, part-time
jobs, etc.) and track spending and payments.
discuss concepts of consumer protection (e.g., laws, identify theft and
predatory scams).
discuss concepts related to financial institutions (e.g., laws, banks,
credit unions and check cashing services).
opportunities for students to experience the
Standards for Mathematical Practice.
Leadership skills will be a part of what is
learned while working within a group setting.
There is no specific content to apply to these
skills.
Content in 6th, 7th, and 8th grade mathematics lends itself well to
working with real-world problems that are tied to financial
situations.
M.6.RP.2 understand the concept of a unit rate a/b
associated with a ratio a:b with b ≠ 0, and use rate language
in the context of a ratio relationship. For example, “We
paid $75 for 15 hamburgers, which is a rate of $5 per
hamburger.”
M.7.RP.2 Represent proportional relationships by equations. For
example, if total cost t is proportional to the number n of items
purchased at a constant price p, the relationship between the total
cost and the number of items can be expressed as t = pn.
M.8.EE.5 graph proportional relationships, interpreting the
unit rate as the slope of the graph. Compare two different
proportional relationships represented in different ways. For
example,compare the cost of a cell phone plan represented by
a graph to the cost of anotber represented by an equation.
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