5.2.d. Early Learning Programming (Grades Pre-K – 5)
Chart I: Foundations for High-Quality Early Learning Programming (Grades Pre-K – 5)
Developmentally Appropriate Standards Focused Curriculum
A holistic approach to early learning requires teachers to be knowledgeable about
child development and skilled in providing experiences that meet students’ needs.
Social/emotional, cognitive, and physical development are interrelated domains which
emphasize the development of positive dispositions to learning.
Developmental
Domains
Social/Emotional
Cognitive
Physical
Best practices for a comprehensive approach to early learning instruction indicate
appropriate and sufficient emphases in all content areas are provided.
Developmentally appropriate integration of content is utilized to provide rigor based
on students’ prior experiences, knowledge and developmental levels.
Content Areas
English
Language Arts
Mathematics
Music
Science
Social Studies
Visual Art
Wellness
Developmentally Appropriate Practices for Physical Health and Wellness
Students in Early Learning Programs require multiple opportunities to engage in
movement experiences throughout the instructional day, enhancing the critical link
between physical activity and brain functioning.
In grades Kindergarten-5, not less than 30 minutes of physical education, including
physical exercise and age appropriate physical activities, for not less than three days a
week shall be provided as per W. Va. Code §18-2-7a. At least 50 percent of class
time for physical education should be spent in moderate to vigorous-intensity physical
activity. Schools that do not currently have the number of certified physical education
teachers or required physical setting may develop alternate programs to enable current
staff and physical settings to be used to meet this requirement. Alternate programs
shall be submitted to the WVDE and the Healthy Lifestyle Council for approval
In grades Kindergarten-5 physical activity in the form of recess or informal physical
activity should be provided for no fewer than 30 minutes daily for all students.
WV Universal Pre-K classrooms are required to offer no less than 60 minutes of daily
outdoor activity, and physical activity is provided through an integrated approach as
part of the comprehensive curricular framework as defined by WVBE Policy 2525.
Physical
Education
Physical
Activity
Developmentally Appropriate Practices for Global Competence
Global competence is the knowledge, skills, and dispositions which focus on students’
understanding and effective participation in their world, as well as issues of global
significance that encourage multicultural understanding. Multicultural education
programs must be developed and implemented to foster an attitude of understanding
and acceptance of individuals from a variety of cultural, ethnic, racial, and religious
backgrounds as per W. Va. Code §18-5-15a.
Multicultural
Education
Communicating in a global society requires students to apply developmentally
appropriate language strategies through embedded opportunities to explore and gain
an understanding of the world around them. Students utilize world languages through
culturally authentic contexts within classroom experiences.
World
Languages
Developmentally Appropriate Practices for Formative Assessment Processes
Teachers employ formative assessment processes to guide daily instruction in early
learning programs. Appropriate formative assessment processes provide data to
inform classroom instruction. Various forms of evidence demonstrating students’
progressions of learning across content areas are utilized to personalize learning.
Formative
Assessment
Developmentally Appropriate Practices for Technology Integration
Technology is integrated throughout classroom experiences as a tool to facilitate the
learning process. Students are provided opportunities to engage in and master the
standards set forth in W. Va. 126CSR44N, Policy WVBE Policy 2520.14: 21st
Century Learning Skills and Technology Tools Content Standards and Objectives for
West Virginia Schools (hereinafter WVBE Policy 2520.14).
Technology
Developmentally Appropriate Foundations for Student Success and Career Readiness
A standards-based, integrated, comprehensive and developmental school counseling
program will assist elementary students with the acquisition of school success and
career readiness skills to prepare for success in middle and high school, a variety of
postsecondary options and becoming globally competent citizens. School counselors
will work collaboratively with other school staff to assist students with overcoming
personal/social barriers to learning, academic planning, and making a seamless
transition to middle school. Refer to W. Va. 126CSR67, WVBE Policy 2315:
Comprehensive School Counseling (hereinafter WVBE Policy 2315).
Comprehensive
School
Counseling
Program
During the early learning years, students’ development of positive approaches to
learning, problem solving skills, social competence, independence, and sense of self
in relationship to the world around them emerge. College, career, and citizenship
readiness focuses on developmentally appropriate understandings of foundations of
executive functioning.
College, Career
and Citizenship
Readiness
Chart II: Classroom Learning Environments, Routines, and Instructional Practices
(Grades Pre-K – 5).
Early Learning Readiness
Early Learning Primary
Early Learning Intermediate
(Grades Pre-K-Kindergarten)
(Grades 1-2)
(Grades 3-5)
Early Learning Programs provide responsive environments that include time, space, and developmentally
appropriate materials necessary to create print-and language-rich environments conducive for learning
and integration of standards. Classrooms are designed and equipped in a manner that supports discovery,
small group and individual learning, exploration, and problem solving. Classrooms have sufficient
quantity and variety of appropriate materials and resources to support student-centered learning.
Early Learning Readiness and Primary programs ensure transitions
Early Learning Intermediate
are minimized throughout the day to provide students with
programs ensure blocks of time
maximized opportunities to engage in developmentally effective
are sufficient in duration for
experiences.
student engagement and content
integration.
Early Learning Readiness Grades Early Learning Primary and Intermediate grades ensure sufficient
ensure sufficient time is provided time is provided for students to master content and skills as specified
for students to engage in
in all applicable state-approved content standards and objectives.
developmentally effective
experiences that promote
developmental growth in all
applicable state-approved content
standards and objectives.
Early Learning Readiness grades Early Learning Primary grades
Early Learning Intermediate
utilize a holistic approach to
integrate content areas through
grades may be ready for
ensure content areas are
developmentally appropriate
developmentally appropriate
interrelated, not addressed in
experiences and instruction based instruction that is content area
isolation, and based on
on interests and prior knowledge. focused. This does not preclude
developmentally appropriate
the use of integrated instruction
experiences that focus on
that includes student-driven
students’ interests and prior
experiences based on interests
knowledge.
and prior knowledge.
Instruction in Early Learning programs is personalized and based on the formative assessment process.
Collection of authentic evidence is a central component to documenting student progress.
Early Learning Readiness grades Healthy integration of Support for Personalized Learning foundations
focus on individualized learning
to help students achieve mastery or above in English/Language Arts
through a developmental context. and mathematics shall be employed in all Early Learning Primary and
Intermediate grades.
West Virginia Student Success Standards for Early Learning Programming (Pre-K-Fifth Grade)
Student success standards for Early Learning Programming (Pre-K-Fifth Grade) focus on students’ social
and emotional development to lay the foundation for all learning. Progressive physical, cognitive and
academic development depends on a student’s ability to intentionally engage in learning activities through a
variety of modalities. Essential to this process is the student’s ability to self-regulate and persist in activities
when challenged with new experiences. Active learning is achieved through a student’s ability to solve
problems within the context of positive relationships, communicate their needs effectively and evaluate
themselves. Effective teaching strategies help students develop strong self-regulation, which in turn prepares
students to succeed in school.
Early Learning Readiness (Pre-K and Kindergarten)
Standards 1: Academic and Learning Development
Competency 1.1
Self-Directed Learning:
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Develop Academic Motivation
Outcome:
ELR.SS.1.1.1
identify personal skills, interests and accomplishments.
ELR.SS.1.1.2
approach tasks and activities with flexibility, imagination and inventiveness.
Learning
Develop Learning Skills
Outcome:
ELR.SS.1.1.3
demonstrate growing confidence in a range of abilities and express pride in
accomplishments.
ELR.SS.1.1.4
engage in cooperative group play.
ELR.SS.1.1.5
participate in a variety of classroom experiences and tasks.
ELR.SS.1.1.6
with guidance, maintain increasing amounts of concentration over a reasonable
amount of time despite distractions and interruptions.
Learning
Achieve School Success
Outcome:
ELR.SS.1.1.7
develop growing capacity for independence in a range of activities, routines
and tasks.
ELR.SS.1.1.8
accept guidance and direction from a variety of familiar adults.
ELR.SS.1.1.9
develop increased ability to make choices from identified options.
Competency 1.2
Postsecondary Preparation
Learning
Prepare for Postsecondary Success (begins in Grade 3-5)
Outcome:
Learning
Plan to Achieve Goals (begins in Grade 3-5)
Outcome:
Standards 2: Career Development and Life Planning
Competency 2.1
Career Exploration and Planning
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Develop Career Awareness
Outcome:
ELR.SS.2.2.1
identify and describe roles and relationships among community members.
Learning
Develop Career and Life Plan (begins in Grades 3-5)
Outcome:
Learning
Achieve Career and Life Success
Outcome:
ELR.SS.2.2.3
identify and begin using expected dispositions, skills and behaviors in school
(e.g., attendance, punctuality, communication, relationships, attitudes,
perseverance, collaboration, critical thinking and leadership).
Standards 3: Personal and Social Development
Competency 3.1
Reflection of Self and Others
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Understand Self and Others
Outcome:
ELR.SS.3.1.1
describe self by using several basic characteristics.
Learning
Maintain Positive Relationships
Outcome:
ELR.SS.3.1.2
develop positive relationships with children and adults.
Learning
Exhibit Respectful Behavior
Outcome:
ELR.SS.3.1.3
show respectful and caring behavior toward others.
ELR.SS.3.1.4
use appropriate communication skills to initiate or join classroom activities.
ELR.SS.3.1.5
with guidance, begin to use and accept negotiation, compromise and discussion
to resolve conflicts.
Competency 3.2
Goal Setting and Attainment
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Decision Making and Personal Responsibility
Outcome:
ELR.SS.3.2.1
with guidance, set goals, develop a plan and follow it through to completion.
Competency 3.3
Safety and Survival Skills
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Protect Emotional and Physical Safety
Outcome:
ELR.SS.3.3.1
demonstrate progress in expressing needs, wants and feelings appropriately.
ELR.SS.3.3.2
develop respect for physical boundaries, rights and personal privacy in relation
to personal safety.
ELR.SS.3.3.3
begin to develop an understanding of the appropriate use of 911 and knowledge
of parents’ names, phone number and address.
Standards 4: Global Citizenship
Competency 4.1
Intercultural Perspectives
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Acquire a Diverse and Knowledgeable World View
Outcome:
ELR.SS.4.1.1
understand and describe the interactive roles and relationships among family
members and classroom community.
ELR.SS.4.1.2
identify themselves as a member of groups within a community.
Learning
Interact Respectfully with Diverse cultures
Outcome:
ELR.SS.4.1.3
understand similarities and respect differences among people, such as gender,
race, disability, culture, language and family structure.
Competency 4.2
Democratic Principles
Objectives
Learning
Outcome:
ELR.SS.4.2.1
Learning
Outcome:
ELR.SS.4.2.2
Learning
Outcome:
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Promote Social Justice
demonstrate increasing capacity to follow rules and routines and use materials
purposefully and respectfully.
Assume Responsible Leadership
demonstrate an increasing ability to provide leadership during collaborative
tasks.
Practice Financial Responsibility (begins in grade 3-5)
Early Learning Primary (Grades 1-2)
Standards 1: Academic and Learning Development
Competency 1.1
Self-Directed Learning:
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Develop Academic Motivation
Outcome:
ELP.SS.1.1.1
use personal skills, interests and accomplishments to support learning.
ELP.SS.1.1.2
begin to independently and collaboratively approach tasks and activities with
flexibility, imagination and inventiveness.
Learning
Develop Learning Skills
Outcome:
ELP.SS.1.1.3
demonstrate confidence in a range of abilities and express pride in
accomplishments.
ELP.SS.1.1.4
engage in cooperative group play and work collaboratively.
ELP.SS.1.1.5
participate in a variety of classroom experiences and tasks.
ELP.SS.1.1.6
maintain concentration over a reasonable amount of time despite distractions
and interruptions.
Learning
Achieve School Success
Outcome:
ELP.SS.1.1.7
extend capacity for independence in a range of activities, routines and tasks.
ELP.SS.1.1.8
accept guidance and direction from a variety of adults.
ELP.SS.1.1.9
develop increased ability to make choices from identified options.
Competency 1.2
Postsecondary Preparation
Learning
Prepare for Postsecondary Success (begins in Grade 3-5)
Outcome:
Learning
Plan to Achieve Goals (begins in Grade 3-5)
Outcome:
Standards 2: Career Development and Life Planning
Competency 2.1
Career Exploration and Planning
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Develop Career Awareness
Outcome:
ELP.SS.2.2.1
interact with community members under the facilitation of an adult.
Learning
Develop Career and Life Plan (begins in Grade 3-5)
Outcome:
Learning
Achieve Career and Life Success
Outcome:
ELP.SS.2.2.3
identify and begin using expected dispositions, skills and behaviors in school
(e.g., attendance, punctuality, communication, relationships, attitudes,
perseverance, collaboration, critical thinking and leadership).
Standards 3: Personal and Social Development
Competency 3.1
Reflection of Self and Others
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Understand Self and Others
Outcome:
ELP.SS.3.1.1
Learning
Outcome:
ELP.SS.3.1.2
Learning
Outcome:
ELP.SS.3.1.3
ELP.SS.3.1.4
ELP.SS.3.1.5
Competency 3.2
Objectives
Learning
Outcome:
ELP.SS.3.2.1
Competency 3.3
Objectives
Learning
Outcome:
ELP.SS.3.3.1
ELP.SS.3.3.2
relate self to others.
Maintain Positive Relationships
develop positive relationships with children and adults.
Exhibit Respectful Behavior
show respectful and caring behavior toward others.
use appropriate communication skills to initiate or join classroom activities.
with guidance, begin to use and accept negotiation, compromise and discussion
to resolve conflicts.
Goal Setting and Attainment
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Decision Making and Personal Responsibility
with guidance, set goals, develop a plan and follow it through to completion.
Safety and Survival Skills
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Protect Emotional and Physical Safety
express needs, wants and feelings appropriately.
exhibit respect for physical boundaries, rights and personal privacy in relation
to personal safety.
ELP.SS.3.3.3
demonstrate appropriate use of 911 and knowledge of parents’ name, phone
number and address.
Standards 4: Global Citizenship
Competency 4.1
Intercultural Perspectives
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Acquire a Diverse and Knowledgeable World View
Outcome:
ELP.SS.4.1.1
understand and describe the interactive roles and relationships among family
members, classroom community and the local community.
ELP.SS.4.1.2
participate as members of groups within a community.
Learning
Interact Respectfully with Diverse Cultures
Outcome:
ELP.SS.4.1.3
understand similarities and respect differences among people, such as gender,
race, disability, culture, language and family structure.
Competency 4.2
Democratic Principles
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Promote Social Justice
Outcome:
ELP.SS.4.2.1
demonstrate increasing capacity to follow rules and routines and use materials
purposefully and respectfully.
Learning
Assume Responsible Leadership
Outcome:
ELP.SS.4.2.2
assume leadership roles in collaborative tasks within the classroom.
Learning
Outcome:
Practice Financial Responsibility (begins in Grade 3-5)
Early Learning Intermediate (Grades 3-5)
Standards 1: Academic and Learning Development
Competency 1.1
Self-Directed Learning:
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Develop Academic Motivation
Outcome:
ELI.SS.1.1.1
use personal skills, interests and accomplishments to support present and future
learning.
ELI.SS.1.1.2
independently and collaboratively approach tasks and activities with flexibility,
imagination and inventiveness.
Learning
Develop Learning Skills
Outcome:
ELI.SS.1.1.3
use abilities and accomplishments to maximize learning opportunities.
ELI.SS.1.1.4
work collaboratively to solve problems, complete tasks, and/or investigate
topics of interest.
ELI.SS.1.1.5
explore a variety of learning opportunities inside and outside of the classroom.
ELI.SS.1.1.6
maintain concentration over a reasonable amount of time despite distractions
and interruptions.
Learning
Achieve School Success
Outcome:
ELI.SS.1.1.7
independently complete routines and learning tasks.
ELI.SS.1.1.8
accept guidance and direction from a variety of adults.
ELI.SS.1.1.9
independently make choices.
Competency 1.2
Postsecondary Preparation
Learning
Prepare for Postsecondary Success
Outcome:
ELI.SS.1.2.1
begin to develop an understanding of how academic performance in elementary
school impacts future learning and preparedness for postsecondary
preparedness and career success.
ELI.SS.1.2.2
explore how performance in specific academic content areas impacts middle
and adolescent level course performance and postsecondary choices.
Learning
Plan to Achieve Goals
Outcome:
ELI.SS.1.2.3
investigate the importance of early academic planning to prepare for
postsecondary success and reaching career goals.
Standards 2: Career Development and Life Planning
Competency 2.1
Career Exploration and Planning
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Develop Career Awareness
Outcome:
ELI.SS.2.2.1
interact with varied community members.
Learning
Develop Career and Life Plan
Outcome:
ELI.SS.2.2.2
interact with local and national professionals and/or experts to extend personal
knowledge of various career opportunities.
Learning
Achieve Career and Life Success
Outcome:
ELI.SS.2.2.3
use expected workplace dispositions, skills and behaviors in the school and
community (e.g., attendance, punctuality, communication, relationships,
attitudes, perseverance, collaboration, critical thinking and leadership.)
Standards 3: Personal and Social Development
Competency 3.1
Reflection of Self and Others
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Understand Self and Others
Outcome:
ELI.SS.3.1.1
demonstrate an awareness as to how their words impact others.
Learning
Maintain Positive Relationships
Outcome:
EL.I.SS 3.1.2
develop positive relationships with peers, other children and adults.
Learning
Exhibit Respectful Behavior
Outcome:
ELI.SS.3.1.3
show respectful and caring behavior toward others.
ELI.SS.3.1.4
use appropriate communication skills to initiate and join activities and
complete varied learning tasks.
ELI.SS.3.1.5
use and accept negotiation, compromise and discussion to resolve conflicts.
Competency 3.2
Goal Setting and Attainment
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Decision Making and Personal Responsibility
Outcome:
ELI.SS.3.2.1
set goals, develop a plan and follow it through to completion.
Competency 3.3
Safety and Survival Skills
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Protect Emotional and Physical Safety
Outcome:
ELI.SS.3.3.1
express needs, wants and feelings appropriately.
ELI.SS.3.3.2
describe how situations such as teasing, bullying, harassment, breaking rules,
threats, intimidation, and damaging other’s property impact emotional safety.
ELI.SS.3.3.3
exhibit respect for physical boundaries, rights and personal privacy in relation
to personal safety.
ELI.SS.3.3.4
demonstrate knowledge of emergency contact information (e.g., emergency
[police, fire, medical, 911] and family phone numbers, addresses, contact
names).
Standards 4: Global Citizenship
Competency 4.1
Intercultural Perspectives
Objectives
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Learning
Acquire a Diverse and Knowledgeable World View
Outcome:
ELI.SS.4.1.1
investigate aspects of various communities and discuss how these contribute to
each individual’s perspective of local, state and world events.
ELI.SS.4.1.2
identify themselves as members of varied groups within the local, state,
national and international community.
Learning
Outcome:
ELI.SS.4.1.3
Competency 4.2
Objectives
Learning
Outcome:
ELI.SS.4.2.1
Learning
Outcome:
ELI.SS.4.2.2
Learning
Outcome:
ELI.SS.4.2.3
ELI.SS.4.2.4
Interact Respectfully with Diverse Cultures
interact respectfully with all individuals regardless of gender, race, disability,
culture, language and family structure.
Democratic Principles
Through a developmentally appropriate, integrated approach, students will
have regular opportunities to:
Promote Social Justice
follow rules and routines and use materials purposefully and respectfully.
Assume Responsible Leadership
assume leadership roles in collaborative tasks within the classroom and school
community.
Practice Financial Responsibility
evaluate financial choices based on one’s own needs and wants.
create a budget with income from incidental funds to save for desired goals.
WVBE POLICY 2510-ASSURING THE QUALITY OF EDUCATION: REGULATIONS FOR EDUCATION PROGRAMS
th
Providing guidance for leaders dedicated to high-quality early learning programming, Pre-K through 5 grade
Foundations for High-Quality Early Learning Programming
Early Learning Readiness (Pre-K – Kindergarten)
Developmentally Appropriate Practices for Student Success and
Career Readiness
A standards-based, integrated, comprehensive and developmental school counseling
program will assist elementary students with the acquisition of school success and career
readiness skills to prepare for success in middle and high school, a variety of postsecondary
options and becoming globally competent citizens.
School counselors will work
collaboratively with other school staff to assist students with overcoming personal/social
barriers to learning, academic planning, and making a seamless transition to middle school.
Refer to W. Va. 126CSR67, WVBE Policy 2315:
Comprehensive School Counseling
(hereinafter WVBE Policy 2315).
Comprehensive
School
Counseling
Program
During the early learning years, students’ development of positive approaches to learning, College, Career
problem solving skills, social competence, independence, and sense of self in relationship to and Citizenship
the world around them emerge.
College, career, and citizenship readiness focuses on Readiness
developmentally appropriate understandings of foundations of executive functioning.
Student success standards for Early Learning Readiness Grades focus on
students’ social and emotional development to lay the foundation for all
learning. Essential to this process is the student’s ability to self-regulate
and persist in activities when challenged with new experiences
Implications
•
Young students model the
behaviors they see before
them. Ask yourself: Do I
show respect for all students?
Do I “think aloud” as I process
different classroom situations?
•
Young students need to identify
the school counselor as an
adult they can seek out for help.
Ask yourself: Do I collaborate
with the school counselor so
students are able to develop a
relationship with him/her? Does
the counselor have the
opportunity to interact with the
students?
•
Based on the needs of students,
explicit modeling and instruction
of some standards may be
necessary. Ask yourself: Do I
observe student behavior in
terms of the Student Success
Standards? Do I intentionally
design learning experiences to
support the standards based on
the needs
of individual or group needs?
Active learning is achieved through a student’s ability to solve problems
within the context of positive relationship, communicate their needs
effectively and evaluate themselves.
Critical Considerations to Help Assure Developmentally
Appropriate Practices for Student Success and Career
Readiness:
•
•
•
Pre-K and kindergarten students benefit when the Student Success
and Career Readiness Standards are supported through the
collaborative effort of the classroom teacher and the school counselor.
It is the expectation that classroom teachers will embed the Student
Success and Career Readiness standards within classroom
instruction. Students in these grade levels do not benefit from isolated
instruction on these standards.
Young students learn best when these standards are modeled in
authentic situations.
Revised March 2014
WVBE POLICY 2510-ASSURING THE QUALITY OF EDUCATION: REGULATIONS FOR EDUCATION
PROGRAMS
th
Providing guidance for leaders dedicated to high-quality early learning programming, Pre-K through 5
grade
Foundations for High-Quality Early Learning Programming
Early Learning Readiness (Pre-K – Kindergarten)
Developmentally Appropriate Practices for Student Success
and
Career
Readiness
Selected
Resources
---coming soon--
Related
Policies
Policy 2510
Policy 2315
Assuring the Quality Of Education: Regulations For Education Programs
Comprehensive School Counseling Programs
th
Providing guidance for leaders dedicated to high-quality early learning programming, Pre-K through 5 grade
Foundations for High-Quality Early Learning Programming
Early Learning Primary (Grades 1-2)
Developmentally Appropriate Practices for Student Success and
Career Readiness
A standards-based, integrated, comprehensive and developmental school counseling
program will assist elementary students with the acquisition of school success and career
readiness skills to prepare for success in middle and high school, a variety of postsecondary
options and becoming globally competent citizens.
School counselors will work
collaboratively with other school staff to assist students with overcoming personal/social
barriers to learning, academic planning, and making a seamless transition to middle school.
Refer to W. Va. 126CSR67, WVBE Policy 2315:
Comprehensive School Counseling
(hereinafter WVBE Policy 2315).
During the early learning years, students’ development of positive approaches to learning,
problem solving skills, social competence, independence, and sense of self in relationship to
the world around them emerge.
College, career, and citizenship readiness focuses on
developmentally appropriate understandings of foundations of executive functioning.
Student success standards for Early Learning Primary Grades focus on
students’ social and emotional development to lay the foundation for all
learning. Essential to this process is the student’s ability to self-regulate
and persist in activities when challenged with new experiences
Active learning is achieved through a student’s ability to solve problems
within the context of positive relationship, communicate their needs
effectively and evaluate themselves.
•
•
•
Primary students benefit when the Student Success and Career
Readiness Standards are supported through the collaborative effort of
the classroom teacher and the school counselor.
It is the expectation that classroom teachers will embed the Student
Success and Career Readiness standards within classroom
instruction. Students in these grade levels do not benefit from isolated
instruction on these standards.
Young students learn best when these standards are modeled in
authentic situations.
Primary students are increasing their ability to self-regulate and persist
in activities when challenged with new experiences.
College, Career
and Citizenship
Readiness
Implications
•
•
Critical Considerations to Help Assure Developmentally Appropriate
Practices for Student Success and Career Readiness:
•
Comprehensive
School
Counseling
Program
•
•
Young students model the
behaviors they see before them.
Ask yourself: Do I show respect
for all students? Do I “think aloud”
as I process different classroom
situations?
Young students need to identify
the school counselor as an adult
they can seek out for help. Ask
yourself: Does the counselor
have the opportunity to interact
with the students?
Based on the needs of students,
explicit modeling and instruction
of some standards may be
necessary. Ask yourself: Do I
observe student behavior in terms
of the Student Success
Standards? Do I intentionally
design learning experiences to
support the standards based on
the needs of individual or group
needs?
Students need the opportunity to
demonstrate self-regulations and
persistence. Ask yourself: Do I
provide the opportunity for my
students to have productive
struggle during instruction?
Revised March 2014
WVBE POLICY 2510-ASSURING THE QUALITY OF EDUCATION: REGULATIONS FOR EDUCATION PROGRAMS
th
Providing guidance for leaders dedicated to high-quality early learning programming, Pre-K through 5 grade
Foundations for High-Quality Early Learning Programming
Early Learning Primary (Grades 1-2)
Developmentally Appropriate Practices for Student Success and
Career Readiness
Selected Resources
---coming soon---
Related Policies
Policy 2510
Policy 2315
Assuring the Quality Of Education: Regulations For Education Programs
Comprehensive School Counseling Programs
Revised March 2014
WVBE POLICY 2510-ASSURING THE QUALITY OF EDUCATION: REGULATIONS FOR EDUCATION PROGRAMS
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Providing guidance for leaders dedicated to high-quality early learning programming, Pre-K through 5 grade
Foundations for High-Quality Early Learning Programming
Early Learning Intermediate (Grades 3-5)
Developmentally Appropriate Practices for Student Success and
Career Readiness
A standards-based, integrated, comprehensive and developmental school counseling program will assist
elementary students with the acquisition of school success and career readiness skills to prepare for
success in middle and high school, a variety of postsecondary options and becoming globally competent
citizens.
School counselors will work collaboratively with other school staff to assist students with
overcoming personal/social barriers to learning, academic planning, and making a seamless transition to
middle school. Refer to W. Va. 126CSR67, WVBE Policy 2315: Comprehensive School Counseling
(hereinafter WVBE Policy 2315).
During the early learning years, students’ development of positive approaches to learning, problem
solving skills, social competence, independence, and sense of self in relationship to the world around
them emerge.
College, career, and citizenship readiness focuses on developmentally appropriate
understandings of foundations of executive functioning.
Student success standards for Early Learning Primary Grades focus on
students’ social and emotional development to lay the foundation for all
learning. Essential to this process is the student’s ability to self-regulate
and persist in activities when challenged with new experiences
Active learning is achieved through a student’s ability to solve problems
within the context of positive relationship, communicate their needs
effectively and evaluate themselves.
•
•
•
Intermediate students benefit when the Student Success and Career
Readiness Standards are supported through the collaborative effort of
the classroom teacher and the school counselor.
It is the expectation that classroom teachers will embed the Student
Success and Career Readiness standards within classroom instruction
as well as provide opportunities for students to have explicit instruction
including modeling and role playing of appropriate behaviors.
Intermediate students are becoming more independent in their ability
to self-regulate and persist in activities when challenged.
Intermediate students benefit from the exploration of post-secondary
career opportunities and the impact academic performance has on
their future career choices.
College, Career and
Citizenship
Readiness
Implications
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•
Critical Considerations to Help Assure Developmentally Appropriate
Practices for Student Success and Career Readiness:
•
Comprehensive
School Counseling
Program
•
•
Students model the behaviors
they see before them. Ask
yourself: Do I show respect for
all students?
Intermediate students need a
relationship with the school
counselor. The counselor needs
to be an adult they can seek out
for help. Ask yourself: Does the
counselor have the opportunity to
interact with the students?
Based on the needs of students,
explicit modeling and instruction
of some standards may be
necessary. Ask yourself: Do I
intentionally design learning
experiences to support the
standards based on the needs of
individual or group needs? Do
students have the opportunities to
begin the exploration of possible
future career and educational
choices?
Students need the opportunity to
demonstrate self-regulation and
persistence. Ask yourself: Do I
provide the opportunity for my
students to have productive
struggle during instruction?
Revised March 2014
th
Providing guidance for leaders dedicated to high-quality early learning programming, Pre-K through 5 grade
Foundations for High-Quality Early Learning Programming
Early Learning Intermediate (Grades 3-5)
Developmentally Appropriate Practices for Student Success
and
Career
Readiness
Selected
Resources
---coming soon---
Related
Policies
Policy 2510
Policy 2315
Assuring the Quality Of Education: Regulations For Education Programs
Comprehensive School Counseling Programs