Yes No CRITERIA
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.
NOTES
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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.
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.
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
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inferences from the text.
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
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.
(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 21 st Century which includes opportunities for students to develop:
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.
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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 th e 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)
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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 21 st Century Learning include the following components: 21 st Century Content Standards and Objectives and 21 st
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.
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth A=Adequate
IMR Committee Responses
M=Minimal N=Nonexistent I A M N
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. describe the major organs and functions of the body systems.
2. summarize ways to prevent the spread of germs.
3. select and log physical activity in addition to physical education class that brings personal enjoyment.
4. explain the benefits of different kinds of fitness (e.g., cardiovascular endurance, muscular strength and endurance, flexibility, and body composition) and demonstrate exercises/activities for each.
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. construct and display (at home) information needed to place an accurate and
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efficient call to 9-1-1.
2. demonstrate basic first aid procedures.
3. discuss OTC and prescription medication with their appropriate and inappropriate uses.
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. select and explain the need of appropriate protective gear for self and others
(e.g., seat belts, helmets, goggles, gloves, sunscreen).
2. discuss and practice personal responsibility for one’s own hygiene
(deodorant, bathing, change of clothes).
3. discuss possible risky health situations at home, in school, and in the community.
4. model ways to reduce stress.
5. explore the areas of the FITNESSGRAM, excluding Body Mass Composition.
6. distinguish between physical activities that are moderate-to-vigorous in intensity.
7. demonstrate a procedure for monitoring heart rate.
8. recognize categories of the Physical Activity Pyramid.
9. respond appropriately in physical activity settings (e.g., follow rules and procedures, display good sportsmanship).
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 the food guide pyramid and its value to personal health, recognizing that food provides energy and nutrients for growth and development.
2. record and compare food choices based on recommended serving sizes.
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3. explore menus from fast food restaurants for nutritional value.
4. identify changes to school and other public facilities that accommodate people with various kinds of challenges and/or cultural differences.
5. compare and contrast what advertisements infer about smoking to what students have learned in school.
6. discuss and describe the steps involved in conflict resolution (e.g. aggressive, passive and assertive).
7. select effective ways to say no and communicate wants and needs.
8. set a goal to become involved in keeping the community clean.
9. assess factors (e.g. food choices, physical activity, genetic) that contribute to achieving and maintaining a healthy body.
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. throw an object in an underhand and overhand method.
2. catch a moving object.
3. dribble a ball with hands from a stationary and a moving position.
4. direct an object to a target (e.g. kick, roll, throw, and strike).
5. demonstrate directional movements of clockwise and counterclockwise.
6. jump to an established rhythm.
7. perform rhythmic sequences using equipment.
8. continuously strike an object (e.g., balloon with hand, ball with foot).
9. demonstrate strategies for chasing, fleeing, and evading.
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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 one critical element or component of the roll, kick, catch, throw, dribble with hands, jumping/landing and striking an object (e.g., use finger tips to dribble, use both hands when catching).
2. use specific feedback to improve performance.
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