PUBLISHER:
SUBJECT:
COURSE:
COPYRIGHT
SE ISBN:
SPECIFIC GRADE:
TITLE:
TE ISBN:
NON-NEGOTIABLE (Generic) EVALUATION CRITERIA
2014-2020
Group II – Wellness
Grade 1
Yes
No
CRITERIA
Equity, Accessibility and Format
1.
INTER-ETHNIC
The instructional material meets the requirements of inter-ethnic:
concepts, content and illustrations, as set by West Virginia Board of
Education Policy (Adopted December 1970).
2.
EQUAL OPPORTUNITY
The instructional material meets the requirements of equal
opportunity: concept, content, illustration, heritage, roles
contributions, experiences and achievements of males and females
in American and other cultures, as set by West Virginia Board of
Education Policy (Adopted May 1975).
3.
FORMAT
This resource is available as an option for adoption in an interactive
electronic format.
1
NOTES
Quality of text
1.
Range of Text:
The instructional materials should consist of high quality
informational texts that include written documents as well as
appropriate graphs, charts, pictures, videos, and audio information.
2.
Complexity of Text:
Research-based quantitative measures are provided to confirm the
instructional materials consist of grade-level complex texts that align
to the standards.
3.
Sufficient Practice in Reading Complex Texts:
The instructional materials provide all students, including those who
are below grade level, with extensive opportunities to encounter and
comprehend grade-level complex text. Materials direct teachers to
return to focused parts of the text to guide students through
rereading, discussion and writing about the ideas, events and
information found there. This opportunity is offered regularly and
systematically throughout the materials.
Quality of Questions & Tasks
4.
Focus on the text is the center of lessons:
Significant pre-reading activities and suggested approaches to
teacher scaffolding are highly focused and begin with the text itself.
5.
Text Dependent & Text Specific Questions:
The instructional materials should include questions that are highquality sequences of text-dependent & text specific questions that
draw student attention to the particulars in the resource.
Writing
6.
Writing to Sources:
Written and oral tasks at all grade levels require students to confront
the text directly, to draw on textual evidence, and to support valid
2
inferences from the text.
GENERAL EVALUATION CRITERIA
2014-2020
Group II – Wellness
Grade 1
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of
information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general and eighty percent of the specific criteria must be
met with I (In-depth) or A (Adequate) in order to be recommended.
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for
the 21st Century which includes opportunities for students to develop:
Next Generation Skills
Thinking and Problem-Solving Skills
Health and wellness content:
1.
is presented in a way that deepens student understanding through
meaningful and challenging inquiry-based learning that builds on prior
knowledge and promotes wellness (i.e., mental health, physical health,
social health, and emotional health) through authentic experiences.
2.
engages in complex analysis that promotes the development of mental
perspectives, thoughtful well-framed questions and thoughtful judgment
applicable to students’ own lives and future situations.
3
Information and Communication Skills: Health/Wellness
For student mastery of content standards and objectives, the instructional materials will include multiple strategies that provide students with the opportunity to:
3.
locate existing health content information, especially primary source
documents when grade appropriate, to interpret meaning and then create
original communication.
4.
make informed choices.
5.
interact with outside resources through opportunities for local and global
collaboration in a variety of safe venues.
Personal and Workplace Productivity Skills
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to:
6.
conduct research, validate sources and report ethically on findings.
7.
identify, evaluate and apply appropriate technology tools for a variety of
purposes.
8.
engage in self-directed inquiry.
9.
work collaboratively.
10.
practice time-management and project management skills in problem based
learning situations.
Developmentally Appropriate Instructional Resources and Strategies
For student mastery of content standards and objectives:
1.
content is structured to ensure all students meet grade‐specific expectations
as they develop content knowledge and literacy skills aligned to college and
career readiness expectations.
2.
instructional resource includes suggestions for appropriate scaffolding,
emphasizes the importance of vocabulary acquisition, provides opportunities
to engage in high interest, age‐appropriate activities that mirror real‐life
situations, and make cross‐curricular, global connections.
3.
instructional material provides opportunities for students to link prior
knowledge to new information being presented to deepen their
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understanding of the importance of health and wellness in their personal
lives and community.
4.
students are provided with opportunities to use graphs, media, and
technology sources to acquire and apply new information.
5.
instructional material offers opportunities for students to identify
socioeconomic and cultural influences on health behaviors.
6.
instructional material provides opportunities for students to investigate issues
that are interconnected (e.g., family history, nutrition, physical activity,
obesity, lifestyle diseases, environment, safety, tobacco use, alcohol use,
drug use, and other risk factors).
7.
instructional resources include guiding questions and essential questions to
aid students to develop health awareness.
8.
resources for intervention and enrichment to allow for personalized learning
are provided.
9.
materials provide an online resource that provides updates of current
information, simulations, videos, and real-time events affecting health and
wellness.
Life Skills
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to:
1.
develop a knowledge of health literacy to enable appropriate application to
their lives.
2.
practice health behaviors to promote personal health, prevent injury, and
develop interpersonal relationships.
3.
develop decision making, problem solving, and social skills.
Assessment
1.
The instructional material will provide tools for a balanced approach to
assessment including both formative and summative assessments in
multiple formats (e.g., rubrics, text dependent questions, performance-based
measures, open-ended questioning, portfolio evaluation, and multimedia
simulations) that not only guide instruction but also identify student mastery
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of content.
Organization, Presentation and Format
2.
Information is organized logically and presented clearly using multiple
methods and modes for delivering instruction that motivate and increase
literacy as students engage in high interest, authentic activities.
3.
The use of media enhances instruction and learning.
4.
The instructional resource includes an electronic file of the student edition
provided on an electronic data storage device (e.g., CD, DVD, USB drive,
etc.) and through a link on the publisher’s server, both of which are
accessible by a net book or similar device that is internet-enabled and can
open standard file formats.
Physical Fitness and Activity (K-4 Only)
5.
Provide instructional resources to facilitate knowledge of the importance of
physical fitness (e.g. cardiovascular endurance, muscular strength, muscular
endurance, and flexibility).
6.
Provide resources and guidance for engaging students in developmentally
appropriate motor skills, movement, rhythmic activities, and physical
activity.(e.g. developmental activities, movement practice activities,
interactive games that include previously learned movements)
6
SPECIFIC EVALUATION CRITERIA
2014-2020
Group II – Wellness
Grade 1
Kindergarten wellness objectives focus on the development of social skills, a basic understanding of personal health issues, injury prevention, the exploration of
nutritious foods and the development of motor skills and movement concepts which are critical to future learning. Learning opportunities should focus on concrete
experiences and provide a nurturing environment that promotes positive interaction with adults as well as other children and builds a foundation for practicing good
health habits. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st
Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology and
objectives.
Note: §18-2-7a (1) required Kindergarten– “Not less than thirty minutes of physical education, including physical exercise and age-appropriate physical
activities, for not less than three days a week.” “(c) Enrollment in physical education classes and activities required by the provisions of this section shall not
exceed, and shall be consistent with, state guidelines for enrollment in all other subjects and classes: Provided, That schools which do not currently have the
number of certified physical education teachers, do not currently have the required physical setting or would have to significantly alter academic offerings to
meet the physical education requirements may develop alternate programs that will enable current staff, physical settings and offerings to be used to meet the
physical education requirements established herein.”
Standard 1: Wellness Promotion and Disease Prevention (WE.S.01)
The acquisition of basic wellness concepts and functional wellness knowledge provides a foundation for promoting health-enhancing behaviors among children.
This standard includes essential concepts that are based on established health behavior theories and models. Concepts that focus on both health promotion and
risk reduction are included in the performance descriptors.
Standard 2: Wellness Information and Services (WE.S.2)
Accessing valid wellness information and health promoting products and services is critical in the prevention, early detection, and treatment of health problems.
This standard focuses on how to identify and access valid health resources and to reject unproven sources. Applying the skills of analysis, comparison and
evaluation of health resources empowers students to achieve wellness literacy.
Standard 3: Wellness Behaviors (WE.S.3)
Research confirms that practicing wellness enhancing behaviors can contribute to a positive quality of life. In addition, many disease and injuries can be
prevented by reducing harmful and risk taking behaviors. This standard promotes accepting personal responsibility for health and encourages the practice of
healthy behaviors.
Standard 4: Responsible Personal and Social Behaviors (WE.S.4)
Wellness is impacted by a variety of positive and negative influences within society. This standard focuses on identifying and understanding the diverse internal
and external factors that influence wellness practices and behaviors among children including personal values, beliefs and perceived norms.
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Standard 5: Movement Forms (WE.S.5)
This standard focuses on mastering movement fundamentals, establishing a foundation to facilitate continued motor skill acquisition, and giving students the
capacity for successful and advance levels of performance to further the likelihood of participation on a daily basis.
Standard 6: Motor Skills (WE.S.6)
Movement experiences help children connect learning with academic concepts. The intent of this standard is to facilitate the ability of the learner to use cognitive
information and to enhance motor skill acquisition and performance.
For student mastery of content standards and objectives, the instructional materials will provide students with the
opportunity to
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
IMR Committee Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
Wellness Promotion and Disease Prevention Objectives (WE.S.01)
Instructional materials will provide students with opportunities to comprehend and demonstrate concepts related to wellness promotion and disease prevention that apply to
daily living experiences as they:
1.
identify and discuss the functions of sensory organs and large muscle
groups.
2.
describe the effects of healthy and less healthy foods on the body.
3.
discuss ways to keep germs out of the body.
4.
explain the need for medical checkups and other health-care procedures
(e.g., eye, dental exams).
5.
recognize the dangers of playing with sharp objects and being in contact with
body fluids.
6.
identify and participate in appropriate physical activities during recess and
outside of school.
8
N
Wellness Information and Services (WE.S.2)
Instructional materials will provide students with opportunities to access valid wellness information, products and services that apply to daily living experiences as they:
1.
identify which “safety” helpers (e.g., police and teachers) to contact for
different problems.
2.
demonstrate when and how to use 9-1-1.
3.
classify household products (e.g., harmful, safe).
Wellness Behaviors (WE.S.3)
Instructional materials will provide students with opportunities to practice wellness behaviors and reduce health risks that apply to daily living experiences as they:
1.
choose and report proper use of safety equipment for different activities (e.g.,
riding in a car, rollerblading, bicycling, skateboarding).
2.
recognize the body signs of physical activity and inactivity.
3.
demonstrate healthy ways to act on feelings and stressful situations(e.g.
coping skills)
4.
discuss and follow safety rules (e.g., playground, water, electrical).
5.
demonstrate how to perform basic self-care/safety procedures (e.g.,
fire/weather drill, bus and auto safety skills).
6.
identify escape routes at home and school.
7.
explain safety rules for taking medicine.
8.
identify personal activities that can keep the home, school and neighborhood
pollution-free.
Wellness: Responsible, Personal and Social Behaviors (WE.S.4)
Instructional materials will provide students with opportunities to identify ways that cultural, media and other factors influence decisions in daily living experiences as they:
1.
describe family similarities, differences and how family structures change.
2.
discuss differences in people (physical, gender, culture) and their impact on
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role expectations.
3.
cite examples of how using televisions, computers, video games and other
technology can affect personal health.
4.
explore the concepts of responsibility, trust and respect for self and others.
5.
identify a variety of feelings and recognize the verbal and non-verbal cues
associated with each.
6.
use refusal skills in potentially harmful or dangerous situations (e.g., riding a
bike without a helmet, meeting strangers, using harmful substances).
7.
use “I can” statements when trying new activities.
8.
recognize problems that require the help of trusted adults (e.g., abuse,
bullying).
Wellness: Movement Forms (WE.S.5)
Instructional materials will provide students with opportunities to demonstrate motor skills and movement forms that enhance physical development that apply to daily living
experiences as they:
1.
perform locomotor movements of skip and leap.
2.
demonstrate directional movements of forward, backward, sideways, up,
down, left, and right.
3.
balance an object (e.g., ball on hand, book on head).
4.
bounce and catch a ball.
5.
combine locomotor skills with pathways (e.g., straight, zigzag, and curved)
and levels (e.g., high, medium, and low).
6.
establish a beginning movement vocabulary for body and spatial awareness
(e.g., body parts, genera/self-space, directionality, and levels).
7.
create expressive movement sequences.
10
Wellness: Development of Motor Skills (HE.S.6)
Instructional materials will provide students with opportunities to apply concepts and principles of human movement to the development of motor skills and the learning of new
skills that apply to daily living experiences.
1.
identify a skip and a leap.
2.
recognize basic movement concepts of personal and general space (e.g.,
directional movements of forward, backward, sideways, up and down)
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