WV ·
5
No specific number of days/hours is mandated for the notice-of-intent (home instruction) option.
West Virginia law (W. Va. Code 18-8-1) provides multiple legal homeschool routes; most families use the 'notice of intent' (home instruction) option. The instructor must hold at least a high school diploma or equivalent. A one-time notice of intent is filed before starting and remains valid until the family moves counties or stops. Instruction must cover reading, language, mathematics, science, and social studies. The student must be assessed annually; results for grades 3, 5, 8, and 11 must be submitted to the superintendent by June 30. Acceptable progress is shown by scoring at or above the 4th stanine (50th... see note) / 23rd percentile, OR by improvement over the prior year's score. Accepted assessments include a nationally normed standardized test administered per the publisher's requirements, participation in the public-school testing program, an alternative assessment mutually agreed with the superintendent, or (for some grades) a written narrative/portfolio review by a certified teacher.
Parents homeschooling via the notice-of-intent option must file a notice of intent with the county superintendent or county board of education on or before the date instruction begins. The notice must include the child's name, address, and age; assurance that instruction will be provided in reading, language, mathematics, science, and social studies; assurance the child will be assessed annually; and evidence that the instructor holds a high school diploma or equivalent (or a post-secondary degree/certificate from a regionally accredited institution). The notice remains effective until the family moves to a different county or stops homeschooling. Authorized under W. Va. Code 18-8-1(c). A separate 'home schooling approval' option (board approval) and a learning-pod option also exist.
Parents must obtain an annual academic assessment and submit results for grades 3, 5, 8, and 11 to the county superintendent by June 30 of those years. Copies of the assessment must be retained by the parent for three years. Annual assessment is required every year, but only the four benchmark-grade results must be submitted.
- Reading
- Language (English/Language Arts)
- Mathematics
- Science
- Social Studies
· West Virginia College- and Career-Readiness Standards for Mathematics (WVBE Policy 2520.2B); CCSS-Mathematics-derived but state-branded with WV-specific codes · 103
| K | M.K.1 | Count to 100 by ones and by tens. |
| K | M.K.10 | Decompose numbers <=10 into pairs in more than one way and record each decomposition. |
| K | M.K.12 | Fluently add and subtract within 5 using various strategies. |
| K | M.K.14 | Compose/decompose numbers 11-19 into ten ones and further ones to gain foundations for place value. |
| K | M.K.17 | Classify objects into categories, count the numbers in each category, and sort categories by count. |
| K | M.K.2 | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). |
| K | M.K.20 | Describe objects in the environment using shape names and relative positions (above, below, beside, etc.). |
| K | M.K.22 | Correctly name shapes regardless of orientation or overall size. |
| K | M.K.3 | Write numbers from 0 to 20; represent a number of objects with a written numeral 0-20. |
| K | M.K.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K | M.K.6 | Identify whether the number of objects in one group is greater than, less than, or equal to another. |
| K | M.K.8 | Represent addition and subtraction using objects, fingers, drawings, sounds, acting out, and equations. |
| 1 | M.1.1 | Use addition and subtraction within 20 to solve word problems with unknowns in all positions. |
| 1 | M.1.11 | Understand the two digits of a two-digit number represent tens and ones (special cases for 10, teens, decades). |
| 1 | M.1.13 | Add within 100 (two-digit + one-digit; two-digit + multiple of 10) using models and place value. |
| 1 | M.1.15 | Order three objects by length; compare lengths of two objects indirectly via a third object. |
| 1 | M.1.20 | Distinguish defining vs non-defining attributes of shapes; build and draw shapes with defining attributes. |
| 1 | M.1.3 | Apply properties of operations (commutative, associative) as strategies to add and subtract. |
| 1 | M.1.5 | Relate counting to addition and subtraction (e.g., counting on 2 to add 2). |
| 1 | M.1.7 | Understand the meaning of the equal sign and determine if addition/subtraction equations are true or false. |
| 1 | M.1.9 | Count to 120, starting at any number less than 120; read, write, and represent numerals; skip count by 2s, 5s, 10s. |
| 3 | M.3.1 | Interpret products of whole numbers (e.g., 5 x 7 as total objects in 5 groups of 7). |
| 3 | M.3.11 | Use place value to round whole numbers to the nearest 10 or 100. |
| 3 | M.3.12 | Fluently add and subtract within 1000 using place-value-based strategies and algorithms. |
| 3 | M.3.16 | Understand a fraction as a number on the number line; represent fractions on a number line diagram. |
| 3 | M.3.17 | Explain equivalence of fractions in special cases; compare fractions by reasoning about size. |
| 3 | M.3.18 | Tell and write time to the nearest minute and solve word problems involving time intervals. |
| 3 | M.3.20 | Draw scaled picture and bar graphs; solve one- and two-step 'how many more/less' problems. |
| 3 | M.3.26 | Understand shared attributes of shape categories; recognize quadrilaterals (rhombuses, rectangles, squares). |
| 3 | M.3.27 | Partition shapes into equal-area parts and express the area of each part as a unit fraction of the whole. |
| 3 | M.3.3 | Use multiplication and division within 100 to solve word problems (equal groups, arrays, measurement). |
| 3 | M.3.5 | Apply properties of operations as strategies to multiply and divide. |
| 3 | M.3.7 | Fluently multiply and divide within 100; by end of Grade 3 know the multiplication table (0s-10s). |
| 3 | M.3.8 | Solve two-step word problems using the four operations; assess reasonableness via estimation/rounding. |
| 5 | M.5.1 | Use parentheses/brackets in numerical expressions and evaluate expressions with these symbols. |
| 5 | M.5.10 | Add, subtract, multiply, and divide decimals to hundredths using models and place-value strategies. |
| 5 | M.5.11 | Add and subtract fractions with unlike denominators by using equivalent fractions. |
| 5 | M.5.14 | Multiply a fraction or whole number by a fraction; find areas of rectangles with fractional side lengths. |
| 5 | M.5.17 | Divide unit fractions by whole numbers and whole numbers by unit fractions; solve related word problems. |
| 5 | M.5.18 | Convert among different-sized standard measurement units within a system and use in multi-step problems. |
| 5 | M.5.19 | Make a line plot to display measurements in fractions of a unit (1/2, 1/4, 1/8) and solve problems with it. |
| 5 | M.5.25 | Graph points in quadrant I of the coordinate plane to solve real-world and mathematical problems. |
| 5 | M.5.26 | Classify two-dimensional figures into categories based on their properties. |
| 5 | M.5.3 | Generate two numerical patterns from two rules; form ordered pairs and graph them on a coordinate plane. |
| 5 | M.5.4 | Recognize a digit in one place represents 10x what it represents to its right and 1/10 to its left. |
| 5 | M.5.8 | Fluently multiply multi-digit whole numbers using the standard algorithm. |
| 6 | M.6.1 | Understand the concept of a ratio and use ratio language to describe a relationship between two quantities. |
| 6 | M.6.11 | Solve problems by graphing points in all four quadrants; use coordinates and absolute value for distances. |
| 6 | M.6.12 | Write and evaluate numerical expressions involving whole-number exponents. |
| 6 | M.6.16 | Solve real-world problems by writing/solving equations of the form x + p = q and px = q (nonnegative rationals). |
| 6 | M.6.2 | Understand the concept of a unit rate a/b associated with a ratio a:b and use rate language. |
| 6 | M.6.21 | Find areas of triangles, special quadrilaterals, and polygons by composing/decomposing shapes. |
| 6 | M.6.25 | Recognize a statistical question as one that anticipates variability in the data. |
| 6 | M.6.28 | Display numerical data in plots on a number line, including dot plots, histograms, and box plots. |
| 6 | M.6.3 | Use ratio and rate reasoning to solve problems (tables, tape diagrams, double number lines, percent, unit conversion). |
| 6 | M.6.4 | Interpret and compute quotients of fractions and solve word problems involving division of fractions by fractions. |
| 6 | M.6.7 | Find greatest common factor (<=100) and least common multiple (<=12); use the distributive property. |
| 6 | M.6.8 | Use positive and negative numbers to represent quantities with opposite directions or values. |
| 7 | M.7.1 | Compute unit rates associated with ratios of fractions, including in like or different units. |
| 7 | M.7.10 | Construct and solve equations px+q=r and p(x+q)=r and inequalities px+q>r or px+q<r from word problems. |
| 7 | M.7.11 | Solve problems involving scale drawings of geometric figures; compute actual lengths and areas. |
| 7 | M.7.14 | Know and use formulas for area and circumference of a circle to solve problems. |
| 7 | M.7.17 | Understand statistics gained from a representative sample; random sampling supports valid inferences. |
| 7 | M.7.2 | Recognize and represent proportional relationships between quantities (tables, graphs, equations, constant of proportionality). |
| 7 | M.7.23 | Understand the probability of a chance event as a number between 0 and 1 indicating likelihood. |
| 7 | M.7.26 | Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. |
| 7 | M.7.3 | Use proportional relationships to solve multistep ratio and percent problems (interest, tax, markups, etc.). |
| 7 | M.7.4 | Add and subtract rational numbers; represent on a number line; understand additive inverses. |
| 7 | M.7.5 | Multiply and divide rational numbers; apply properties; convert rationals to decimals via long division. |
| 7 | M.7.7 | Apply properties of operations to add, subtract, factor, and expand linear expressions with rational coefficients. |
| 8 | M.8.1 | Know that irrational numbers exist; understand decimal expansions repeat for rationals. |
| 8 | M.8.10 | Analyze and solve pairs of simultaneous linear equations algebraically and graphically. |
| 8 | M.8.11 | Understand that a function assigns to each input exactly one output; graph is the set of ordered pairs. |
| 8 | M.8.14 | Construct a function to model a linear relationship; determine rate of change and initial value. |
| 8 | M.8.16 | Verify experimentally the properties of rotations, reflections, and translations. |
| 8 | M.8.2 | Use rational approximations of irrational numbers to compare size and locate them on a number line. |
| 8 | M.8.21 | Understand and apply the Pythagorean Theorem (proof of theorem and its converse). |
| 8 | M.8.25 | Construct and interpret scatter plots for bivariate measurement data; describe association patterns. |
| 8 | M.8.3 | Know and apply the properties of integer exponents to generate equivalent numerical expressions. |
| 8 | M.8.4 | Use square root and cube root symbols to represent solutions to x^2=p and x^3=p. |
| 8 | M.8.7 | Graph proportional relationships and interpret the unit rate as the slope; derive y=mx and y=mx+b. |
| 8 | M.8.9 | Solve linear equations in one variable (one, infinitely many, or no solutions). |
| Algebra I | M.A1HS.1 | Use units to understand problems and guide solutions; choose and interpret units, scale, and origin. |
| Algebra I | M.A1HS.10 | Explain each step in solving a simple equation and construct a viable argument to justify a method. |
| Algebra I | M.A1HS.21 | Interpret key features of graphs and tables in terms of quantities and sketch graphs from descriptions. |
| Algebra I | M.A1HS.28 | Identify the effect on a graph of replacing f(x) by f(x)+k, kf(x), f(kx), f(x+k) for specific values of k. |
| Algebra I | M.A1HS.33 | Represent data with plots on the real number line (dot plots, histograms, and box plots). |
| Algebra I | M.A1HS.4 | Interpret expressions that represent a quantity in terms of its context (terms, factors, coefficients). |
| Algebra I | M.A1HS.5 | Create equations and inequalities in one variable and use them to solve problems. |
| Algebra I | M.A1HS.8 | Rearrange formulas to highlight a quantity of interest using equation-solving reasoning. |
| Algebra II | M.A2HS.1 | Know there is a complex number i with i^2 = -1, and every complex number has the form a+bi. |
| Algebra II | M.A2HS.3 | Solve quadratic equations with real coefficients that have complex solutions. |
| Algebra II | M.A2HS.36 | For exponential models, express the solution to a*b^(ct)=d as a logarithm and evaluate using technology. |
| Algebra II | M.A2HS.37 | Use mean and standard deviation to fit a data set to a normal distribution and estimate population percentages. |
| Algebra II | M.A2HS.6 | Interpret expressions that represent a quantity in terms of its context (extended to polynomial/rational). |
| Geometry | M.GHS.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment. |
| Geometry | M.GHS.19 | Understand that side ratios in right triangles define trigonometric ratios for acute angles. |
| Geometry | M.GHS.20 | Explain and use the relationship between the sine and cosine of complementary angles. |
| Geometry | M.GHS.32 | Use coordinates to compute perimeters of polygons and areas of triangles and rectangles. |
| Geometry | M.GHS.35 | Prove that all circles are similar. |
| Geometry | M.GHS.36 | Identify and describe relationships among inscribed angles, radii, and chords. |
| Geometry | M.GHS.6 | Use geometric descriptions of rigid motions to decide if two figures are congruent. |
| Geometry | M.GHS.8 | Explain how the criteria for triangle congruence (ASA, SAS, SSS) follow from rigid-motion congruence. |
· West Virginia College- and Career-Readiness Standards for English Language Arts (WVBE Policy 2520.1A); CCSS-ELA-derived but state-branded with WV-specific codes · 103
| K | ELA.K.1 | With prompting and support, ask and answer questions about key details in a literary text. |
| K | ELA.K.11 | With prompting and support, identify the front cover, back cover, and title page of a book. |
| K | ELA.K.13 | With prompting and support, describe the relationship between illustrations and the literary story in which they appear. |
| K | ELA.K.14 | With prompting and support, compare and contrast the adventures and experiences of characters in familiar literary stories. |
| K | ELA.K.18 | Actively engage in group reading activities of grade-appropriate complex literary texts with purpose and understanding. |
| K | ELA.K.2 | With prompting and support, retell familiar stories, including key details in literary texts. |
| K | ELA.K.20 | Use a combination of drawing, dictating, and writing to compose opinion pieces (state an opinion or preference about the topic or book). |
| K | ELA.K.21 | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts; name and supply some information about the topic. |
| K | ELA.K.22 | Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events in order. |
| K | ELA.K.24 | With guidance and support from adults and collaborative discussions, add details to strengthen writing as needed. |
| K | ELA.K.26 | With guidance and support, participate in shared research and writing. |
| K | ELA.K.3 | With prompting and support, identify characters, settings, and major events in a literary text. |
| K | ELA.K.30 | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| K | ELA.K.35 | Speak audibly and express thoughts, feelings, and ideas clearly. |
| K | ELA.K.36 | Demonstrate command of the conventions of Standard English grammar and usage (nouns/verbs, plurals, question words, prepositions). |
| K | ELA.K.4 | With prompting and support, ask and answer questions about key details in an informational text. |
| K | ELA.K.5 | With prompting and support, identify the main topic and retell key details of an informational text. |
| K | ELA.K.6 | With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in an informational text. |
| K | ELA.K.7 | With prompting and support, ask and answer questions about unknown words in a literary text. |
| K | ELA.K.9 | With prompting and support, name the author and illustrator of a story and define the role of each in telling the story in a literary text. |
| K | ELA.K.I | Read emergent- and beginner-reader texts with purpose and understanding. |
| K | ELA.K.II | Know and apply grade-level phonics and word analysis skills in decoding words (letter-sound correspondences, short vowels, high-frequency words by sight). |
| K | ELA.K.III | Print upper- and lowercase letters. |
| K | ELA.K.IV | Demonstrate understanding of spoken words, syllables, and sounds (phonemes): rhyme, blend/segment, isolate sounds in CVC words. |
| K | ELA.K.V | Demonstrate understanding of the organization and basic features of print (left-to-right, words/spaces, name letters). |
| 4 | ELA.4.1 | Refer to details and examples in a literary text when explaining what the text says explicitly and when drawing inferences from the text. |
| 4 | ELA.4.11 | Describe the overall structure of events, ideas, concepts, or information in all or part of an informational text. |
| 4 | ELA.4.14 | Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, traditional literature, and literary text from different cultures. |
| 4 | ELA.4.16 | Explain how an author uses reasons and evidence to support particular points in an informational text. |
| 4 | ELA.4.18 | By the end of the year read and comprehend literary texts in the grades 4-5 text complexity range proficiently, with scaffolding as needed at the high end. |
| 4 | ELA.4.2 | Determine a theme of a story, drama, or poem from details in the literary text; summarize the text. |
| 4 | ELA.4.20 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
| 4 | ELA.4.21 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| 4 | ELA.4.22 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| 4 | ELA.4.23 | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. |
| 4 | ELA.4.26 | Conduct short research projects that build knowledge through investigation of different aspects of a topic. |
| 4 | ELA.4.28 | Draw evidence from literary or informational texts and apply grade-level Reading standards to support analysis, reflection, and research. |
| 4 | ELA.4.29 | Write routinely over extended time frames for research, reflection, and/or revision and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. |
| 4 | ELA.4.3 | Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the literary text. |
| 4 | ELA.4.30 | Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others' ideas and expressing ideas clearly. |
| 4 | ELA.4.31 | Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
| 4 | ELA.4.33 | Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details; speak clearly at an understandable pace. |
| 4 | ELA.4.36 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking (relative pronouns, progressive tenses, modal auxiliaries, adjective order). |
| 4 | ELA.4.37 | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. |
| 4 | ELA.4.38 | Use knowledge of language and its conventions when writing, speaking, reading, or listening (convey ideas precisely, choose punctuation for effect). |
| 4 | ELA.4.39 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. |
| 4 | ELA.4.40 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (similes, metaphors, idioms, adages, proverbs). |
| 4 | ELA.4.41 | Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being. |
| 4 | ELA.4.5 | Determine the central idea of an informational text and explain how it is supported by key details; summarize the text. |
| 4 | ELA.4.6 | Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information. |
| 4 | ELA.4.7 | Determine the meaning of words and phrases as they are used in a literary text, including words that allude to significant characters such as those found in mythology. |
| 4 | ELA.4.9 | Compare and contrast the point of view from which different literary texts are narrated, including the difference between first- and third-person narrations. |
| 4 | ELA.4.I | Read with sufficient accuracy and fluency to support comprehension. |
| 4 | ELA.4.II | Know and apply grade-level phonics and word analysis skills in decoding words (letter-sound, syllabication, morphology). |
| 4 | ELA.4.III | Write fluidly and legibly in cursive or joined italics. |
| 9 | ELA.9.39 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content, choosing flexibly from a range of strategies. |
| 9 | ELA.9.40 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (interpret figures of speech; analyze nuances among words with similar denotations). |
| 9 | ELA.9.41 | Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college- and career-readiness level. |
| 10 | ELA.10.1 | Cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text, recognizing when the text leaves matters uncertain. |
| 10 | ELA.10.12 | Determine an author's point of view or purpose in an informational text and evaluate how the author uses rhetoric to advance that point of view or purpose. |
| 10 | ELA.10.16 | Delineate and evaluate the argument and specific claims and counterclaims in an informational text, assessing whether the reasoning is valid and the evidence relevant and sufficient; identify false statements and fallacious reasoning. |
| 10 | ELA.10.17 | Analyze and defend influential U.S. documents of historical and literary significance, including how they address related themes and concepts. |
| 10 | ELA.10.18 | By the end of the year, read and comprehend literary texts independently and proficiently, at the high end of the grade 9-10 text complexity range. |
| 10 | ELA.10.2 | Determine two themes or central ideas of a literary text and analyze in detail their development over the course of the text; provide an objective summary. |
| 10 | ELA.10.20 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| 10 | ELA.10.21 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization, and analysis of content. |
| 10 | ELA.10.22 | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| 10 | ELA.10.23 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| 10 | ELA.10.25 | Use technology to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and display information flexibly and dynamically. |
| 10 | ELA.10.26 | Conduct short, as well as more sustained, research projects to answer a question or solve a problem; narrow or broaden the inquiry; synthesize multiple sources. |
| 10 | ELA.10.29 | Write routinely over extended time frames for research, reflection, and/or revision and shorter time frames for a range of tasks, purposes, and audiences. |
| 10 | ELA.10.3 | Analyze how complex characters develop over the course of a literary text, interact with other characters, and affect the plot or develop the theme. |
| 10 | ELA.10.30 | Initiate and effectively participate in a range of collaborative discussions with diverse partners on grade 10 topics, texts, and issues, building on others' ideas and expressing ideas clearly and persuasively. |
| 10 | ELA.10.32 | Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing any fallacious reasoning or exaggerated or distorted evidence. |
| 10 | ELA.10.33 | Present information, findings, and supporting evidence, conveying a clear and distinct perspective such that listeners can follow the line of reasoning, with organization, development, substance, and style appropriate to purpose, audience, and task. |
| 10 | ELA.10.36 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking (use various types of phrases and clauses to convey specific meanings and add variety and interest). |
| 10 | ELA.10.37 | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing (use a colon to introduce a list or quotation; spell correctly). |
| 10 | ELA.10.38 | Apply knowledge of language to understand how language functions in different contexts; write and edit work to conform to a style manual (MLA or APA) appropriate for the discipline and writing type. |
| 10 | ELA.10.39 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content, choosing flexibly from a range of strategies. |
| 10 | ELA.10.4 | Cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from it. |
| 10 | ELA.10.41 | Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college- and career-readiness level. |
| 10 | ELA.10.6 | Analyze how the author unfolds an analysis or series of complex ideas or events in informational texts, including the order in which the points are made and how they interact. |
| 10 | ELA.10.7 | Determine the meaning of multiple-meaning words and phrases as used in a literary text, including figurative and connotative meanings; analyze the cumulative impact of word choices on meaning and tone. |
| 10 | ELA.10.8 | Analyze how an author's choices concerning how to structure a literary text, order events within it, and manipulate time create effects such as mystery, tension, or surprise. |
| Creative Writing and Reading | ELA.C.1 | Cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text and a variety of other sources, including determining where and why the literary text leaves matters uncertain. |
| Creative Writing and Reading | ELA.C.11 | Analyze multiple interpretations of prose, poetry, or drama through a variety of critical lenses, evaluating how each version interprets the source text. |
| Creative Writing and Reading | ELA.C.14 | By the end of the year, read and comprehend increasingly complex prose, poetry, and drama independently and proficiently, including texts in the grades 11-12 complexity range. |
| Creative Writing and Reading | ELA.C.16 | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| Creative Writing and Reading | ELA.C.17 | Write poems to develop real or imagined experiences, events, topics, or ideas using effective technique and well-chosen details. |
| Creative Writing and Reading | ELA.C.18 | Write short works of drama to develop real or imagined experiences or events using effective techniques and well-structured event sequences. |
| Creative Writing and Reading | ELA.C.19 | Write arguments to support claims in an analysis of prose, poetry, or drama, using valid reasoning and relevant and sufficient evidence. |
| Creative Writing and Reading | ELA.C.2 | Determine two or more themes or central ideas of a literary text and analyze their development over the course of the text; provide an objective and critical analysis of the literary text. |
| Creative Writing and Reading | ELA.C.21 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| Creative Writing and Reading | ELA.C.24 | Conduct ongoing research to carefully examine and/or evaluate an aspect of a literary work; narrow or broaden the inquiry when appropriate; synthesize multiple sources. |
| Creative Writing and Reading | ELA.C.26 | Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences; maintain multiple drafts and revisions of original works to reflect growth and development in the writer's craft over time. |
| Creative Writing and Reading | ELA.C.27 | Initiate and effectively participate in a range of collaborative discussions with diverse partners on grade-level topics, texts, and issues, building on others' ideas and expressing ideas clearly and persuasively. |
| Creative Writing and Reading | ELA.C.30 | Present information, findings, and supporting evidence, conveying a clear and distinct perspective such that listeners can follow the line of reasoning; address alternative or opposing perspectives. |
| Creative Writing and Reading | ELA.C.33 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking (apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested). |
| Creative Writing and Reading | ELA.C.35 | Apply knowledge of language to understand how language functions in different contexts; vary syntax for effect; apply an understanding of syntax to the study of complex texts when reading. |
| Creative Writing and Reading | ELA.C.36 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies. |
| Creative Writing and Reading | ELA.C.38 | Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college- and career-readiness level. |
| Creative Writing and Reading | ELA.C.5 | Determine the meaning of words and phrases as used in a variety of literary texts, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone. |
| Creative Writing and Reading | ELA.C.9 | Analyze and evaluate the effectiveness of the structure an author uses in his or her literary text, including how the author uses structure to make points clear, convincing, and engaging. |
· West Virginia College- and Career-Readiness Standards for Science (WVBE Policy 2520.3C); built on the Next Generation Science Standards (NGSS) and A Framework for K-12 Science Education, with WV-specific codes · 179
| K | S.K.1 | Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. |
| K | S.K.10 | Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. |
| K | S.K.11 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| K | S.K.12 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| K | S.K.13 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| K | S.K.2 | Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or pull. |
| K | S.K.3 | Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| K | S.K.4 | Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. |
| K | S.K.5 | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. |
| K | S.K.6 | Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
| K | S.K.7 | Use and share observations of local weather conditions to describe patterns over time. |
| K | S.K.8 | Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| K | S.K.9 | Make observations to determine the effect of sunlight on Earth's surface. |
| 1 | S.1.1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. |
| 1 | S.1.10 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| 1 | S.1.11 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| 1 | S.1.12 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| 1 | S.1.2 | Make observations to construct an evidence-based account that objects can be seen only when illuminated. |
| 1 | S.1.3 | Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. |
| 1 | S.1.4 | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. |
| 1 | S.1.5 | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |
| 1 | S.1.6 | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
| 1 | S.1.7 | Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
| 1 | S.1.8 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| 1 | S.1.9 | Make observations at different times of year to relate the amount of daylight to the time of year. |
| 2 | S.2.1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| 2 | S.2.10 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| 2 | S.2.11 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
| 2 | S.2.12 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| 2 | S.2.13 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| 2 | S.2.14 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| 2 | S.2.2 | Analyze data obtained from testing different materials to determine which materials have the properties best suited for an intended purpose. |
| 2 | S.2.3 | Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. |
| 2 | S.2.4 | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
| 2 | S.2.5 | Plan and conduct an investigation to determine if plants need sunlight and water to grow. |
| 2 | S.2.6 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| 2 | S.2.7 | Make observations of plants and animals to compare the diversity of life in different habitats. |
| 2 | S.2.8 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| 2 | S.2.9 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
| 3 | S.3.1 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| 3 | S.3.10 | Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
| 3 | S.3.11 | Use evidence to support the explanation that traits can be influenced by the environment. |
| 3 | S.3.12 | Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
| 3 | S.3.13 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| 3 | S.3.14 | Obtain and combine information to describe climates in different regions of the world. |
| 3 | S.3.15 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| 3 | S.3.16 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| 3 | S.3.17 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| 3 | S.3.18 | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| 3 | S.3.2 | Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion. |
| 3 | S.3.3 | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| 3 | S.3.4 | Define a simple design problem that can be solved by applying scientific ideas about magnets. |
| 3 | S.3.5 | Support an argument that the gravitational force exerted by Earth on objects is directed toward the center of the Earth. |
| 3 | S.3.6 | Construct an argument that some animals form groups that help members survive. |
| 3 | S.3.7 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
| 3 | S.3.8 | Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. |
| 3 | S.3.9 | Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
| 4 | S.4.1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
| 4 | S.4.10 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| 4 | S.4.11 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| 4 | S.4.12 | Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| 4 | S.4.13 | Analyze and interpret data from maps to describe patterns of Earth's features. |
| 4 | S.4.14 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| 4 | S.4.15 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| 4 | S.4.16 | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| 4 | S.4.2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| 4 | S.4.3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
| 4 | S.4.4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| 4 | S.4.5 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| 4 | S.4.6 | Generate and compare multiple solutions that use patterns to transfer information. |
| 4 | S.4.7 | Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| 4 | S.4.8 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| 4 | S.4.9 | Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. |
| 5 | S.5.1 | Make observations and measurements to identify materials based on their properties. |
| 5 | S.5.10 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| 5 | S.5.11 | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| 5 | S.5.12 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| 5 | S.5.13 | Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. |
| 5 | S.5.14 | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. |
| 5 | S.5.15 | Define a simple problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| 5 | S.5.16 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| 5 | S.5.17 | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| 5 | S.5.2 | Develop a model to describe that matter is made of particles too small to be seen. |
| 5 | S.5.3 | Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. |
| 5 | S.5.4 | Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| 5 | S.5.5 | Support an argument that plants get the materials they need for growth chiefly from air and water. |
| 5 | S.5.6 | Use models to describe that energy in animals' food (used for body repair, growth, motion, and maintenance of body warmth) originated as energy from the sun. |
| 5 | S.5.7 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| 5 | S.5.8 | Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
| 5 | S.5.9 | Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. |
| 6 | S.6.1 | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. |
| 6 | S.6.10 | Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. |
| 6 | S.6.11 | Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. |
| 6 | S.6.12 | Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. |
| 6 | S.6.13 | Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. |
| 6 | S.6.14 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. |
| 6 | S.6.15 | Analyze and interpret data to determine scale properties of objects in the solar system. |
| 6 | S.6.16 | Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. |
| 6 | S.6.17 | Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climate. |
| 6 | S.6.18 | Ask questions to clarify evidence of the factors that have caused the change in global temperatures over the past century. |
| 6 | S.6.19 | Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. |
| 6 | S.6.2 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services. |
| 6 | S.6.20 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution. |
| 6 | S.6.21 | Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each. |
| 6 | S.6.3 | Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. |
| 6 | S.6.4 | Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as matter moves through an organism. |
| 6 | S.6.5 | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
| 6 | S.6.6 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| 6 | S.6.7 | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
| 6 | S.6.8 | Develop models to describe the relationship between atoms and molecules. |
| 6 | S.6.9 | Utilize the periodic table as an informational tool to identify elements. |
| 7 | S.7.1 | Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. |
| 7 | S.7.10 | Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. |
| 7 | S.7.11 | Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. |
| 7 | S.7.12 | Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
| 7 | S.7.13 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
| 7 | S.7.14 | Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. |
| 7 | S.7.15 | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. |
| 7 | S.7.16 | Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. |
| 7 | S.7.17 | Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. |
| 7 | S.7.18 | Construct a scientific explanation based on evidence from rock strata for how the geologic timescale is used to organize Earth's 4.6-billion-year-old history. |
| 7 | S.7.19 | Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. |
| 7 | S.7.2 | Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
| 7 | S.7.20 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motions. |
| 7 | S.7.21 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
| 7 | S.7.22 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, considering limitations to solutions including scientific principles and potential relevant impacts on people and the environment. |
| 7 | S.7.23 | Analyze data from tests to determine which characteristics of a design can be combined into a new solution to better meet the criteria for success. |
| 7 | S.7.3 | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells with emphasis on the circulatory, excretory, digestive, respiratory, muscular, and nervous systems. |
| 7 | S.7.4 | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. |
| 7 | S.7.5 | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. |
| 7 | S.7.6 | Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. |
| 7 | S.7.7 | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
| 7 | S.7.8 | Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. |
| 7 | S.7.9 | Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
| 8 | S.8.1 | Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| 8 | S.8.10 | Use mathematical models, probability statements, and proportional reasoning to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. |
| 8 | S.8.11 | Develop models to describe the atomic composition of simple molecules and basic extended structures. |
| 8 | S.8.12 | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| 8 | S.8.13 | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. |
| 8 | S.8.14 | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
| 8 | S.8.15 | Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. |
| 8 | S.8.16 | Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. |
| 8 | S.8.17 | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. |
| 8 | S.8.18 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| 8 | S.8.19 | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. |
| 8 | S.8.2 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
| 8 | S.8.3 | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of an organism. |
| 8 | S.8.4 | Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. |
| 8 | S.8.5 | Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. |
| 8 | S.8.6 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. |
| 8 | S.8.7 | Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. |
| 8 | S.8.8 | Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. |
| 8 | S.8.9 | Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. |
| Biology | S.B.1 | Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. |
| Biology | S.B.10 | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. |
| Biology | S.B.11 | Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. |
| Biology | S.B.12 | Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem possibly leading to speciation. |
| Biology | S.B.13 | Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. |
| Biology | S.B.14 | Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. |
| Biology | S.B.15 | Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. |
| Biology | S.B.16 | Develop and use a model to demonstrate the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. |
| Biology | S.B.17 | Make and defend a claim based on evidence that inheritable genetic variations may result from new genetic combinations through meiosis, viable errors during replication, and mutations caused by environmental factors. |
| Biology | S.B.18 | Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. |
| Biology | S.B.19 | Engage in argumentation utilizing evidence to support common ancestry and biological evolution (phylogenetic trees, cladograms). |
| Biology | S.B.2 | Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. |
| Biology | S.B.20 | Construct an explanation based on evidence that the process of evolution primarily results from four factors: potential for a species to increase in number, heritable genetic variation due to mutation and sexual reproduction, competition for limited resources, and proliferation of organisms better able to survive and reproduce. |
| Biology | S.B.21 | Construct an explanation based on evidence for how natural selection leads to adaptation of populations. |
| Biology | S.B.22 | Evaluate the evidence supporting claims that changes in environmental conditions drive natural selection. |
| Biology | S.B.23 | Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. |
| Biology | S.B.24 | Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. |
| Biology | S.B.25 | Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. |
| Biology | S.B.26 | Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. |
| Biology | S.B.3 | Identify and describe the characteristics of living organisms based on taxonomic classification systems. |
| Biology | S.B.4 | Develop and use a model to provide evidence that feedback mechanisms maintain homeostasis. |
| Biology | S.B.5 | Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. |
| Biology | S.B.6 | Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. |
| Biology | S.B.7 | Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic respiration in different environments. |
| Biology | S.B.8 | Use mathematical representations to support claims for the cycling of matter and flow of energy between trophic levels in an ecosystem (transfer of calories, energy loss/entropy, 10% rule, bioaccumulation). |
| Biology | S.B.9 | Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. |
· West Virginia College- and Career-Readiness Standards for Social Studies (WVBE Policy 2520.4); state-specific standards (not a national framework) · 148
| K | SS.K.1 | Develop an understanding of citizenship and patriotism through a variety of experiences (appropriate behavior, sharing, taking turns, volunteering, honesty, responsibility). |
| K | SS.K.10 | Identify the difference between bodies of water and land masses on maps/globes and demonstrate directions. |
| K | SS.K.11 | Compare and contrast the ways humans adapt based on seasons and weather. |
| K | SS.K.12 | Explore similarities and differences of life in the city (urban) and the country (rural). |
| K | SS.K.13 | Investigate the need for symbols in daily life (exit, stop sign, school zone, stop light). |
| K | SS.K.14 | Illustrate personal history (name, birthday, age, guardian's name). |
| K | SS.K.15 | Explore the history of the school and give examples of significant school sites and people. |
| K | SS.K.16 | Investigate the past and explore differences in other people, times, and cultures through stories, heroes, songs, holidays, customs, traditions, legends. |
| K | SS.K.17 | Explore time, places, people, and events in relationship to the student's own life. |
| K | SS.K.18 | Explore state symbols, celebrations, holidays, and prominent West Virginians. |
| K | SS.K.19 | Identify the shape of West Virginia. |
| K | SS.K.2 | Participate in role play to resolve disputes and demonstrate tolerance and acceptance of others and their ideas. |
| K | SS.K.20 | Track the weather to illustrate West Virginia's climate. |
| K | SS.K.21 | Recognize local communities. |
| K | SS.K.22 | Explore past and present lifestyles of West Virginians. |
| K | SS.K.3 | Investigate the need for rules, create a set of classroom rules, and explore consequences for not following rules. |
| K | SS.K.4 | Investigate leadership roles within families, classrooms and schools through role play and classroom jobs. |
| K | SS.K.5 | Investigate occupations within the school and local community. |
| K | SS.K.6 | Discover the basic needs of people (shelter, food, clothing) and give examples of each. |
| K | SS.K.7 | Investigate the exchange of goods and services (money, bartering, trading). |
| K | SS.K.8 | Distinguish between wants and needs. |
| K | SS.K.9 | Construct a simple map of a familiar area (classroom, school, home). |
| 1 | SS.1.1 | Model patriotism, cooperation, tolerance, and respect for others within the school and community. |
| 1 | SS.1.10 | Demonstrate understanding of cardinal directions, map symbols in a legend, landforms, and location by interpreting simple maps. |
| 1 | SS.1.11 | Describe how climate and location affect the way people live, work, and play. |
| 1 | SS.1.12 | Explore natural resources and give examples of their uses. |
| 1 | SS.1.13 | Sequence the seasons of the year, months, and days of the week. |
| 1 | SS.1.14 | Utilize appropriate maps, globes, and geographic information systems. |
| 1 | SS.1.15 | Locate and identify on a map: West Virginia, United States, and geographic features. |
| 1 | SS.1.16 | Investigate ways communities change throughout history using primary source documents and oral accounts. |
| 1 | SS.1.17 | Examine cultural contributions of families through literature, primary source documents, and oral accounts. |
| 1 | SS.1.18 | Explore the history of the community and give examples of locally significant sites and people. |
| 1 | SS.1.19 | Illustrate a personal history through a chronological sequence of events. |
| 1 | SS.1.2 | Create scenarios and role play reflecting the use of rules and laws, their consequences, and their value. |
| 1 | SS.1.20 | Recognize and recite the state motto. |
| 1 | SS.1.21 | Investigate the common occupations of people in West Virginia. |
| 1 | SS.1.22 | Locate student's hometown and county on a West Virginia map. |
| 1 | SS.1.23 | Describe the cultural life of West Virginia as reflected in games, toys, and various art forms. |
| 1 | SS.1.3 | Investigate the symbols, icons, and traditions of the United States that provide a sense of community. |
| 1 | SS.1.4 | Explore how leaders are selected and how they influence decisions made in the school and community. |
| 1 | SS.1.5 | Collaborate to identify a community need, propose solutions, and investigate how individuals could participate to solve it. |
| 1 | SS.1.6 | Compare and contrast occupations within the community. |
| 1 | SS.1.7 | Distinguish between personal needs and wants and the consequences of personal choices. |
| 1 | SS.1.8 | Demonstrate the exchange of goods and services. |
| 1 | SS.1.9 | Explain how individuals and families earn, spend, and save money. |
| 2 | SS.2.1 | Analyze examples of the fairness of rules and laws and evaluate their consequences. |
| 2 | SS.2.10 | Identify the continents and oceans on a map and globe. |
| 2 | SS.2.16 | Explore the impact historic figures have had upon our society. |
| 2 | SS.2.2 | Illustrate the levels of government (local, state, national) and discuss responsibilities of each and characteristics of effective leadership. |
| 2 | SS.2.21 | Compare and contrast past and present lifestyles of West Virginians. |
| 2 | SS.2.5 | Investigate various occupations and career opportunities and how they have changed within the state and nation. |
| 2 | SS.2.9 | Utilize a legend, compass rose, and cardinal directions to identify locations and geographic features in the United States. |
| 3 | SS.3.1 | Identify and explain commonly-held American democratic values, principles, and beliefs (diversity, rule of law, family values, community service, justice, liberty). |
| 3 | SS.3.13 | Distinguish between continents, countries, states, and capitals. |
| 3 | SS.3.14 | Label maps demonstrating knowledge of cardinal directions, borders, and geographic features. |
| 3 | SS.3.17 | Recognize world geographic features (peninsulas, islands, mountains, canyons, plateaus). |
| 3 | SS.3.18 | Compare U.S. regions regarding plant/animal life, landforms, climate, and environmental interactions. |
| 3 | SS.3.2 | Compare and contrast forms of government: tribal, monarchy, constitutional republic, and democracy. |
| 3 | SS.3.20 | Examine Native American settlement of North America and cultural adaptations. |
| 3 | SS.3.21 | Determine causes and effects of European exploration. |
| 3 | SS.3.22 | Identify West Virginia's four physical regions, communities, and natural resources. |
| 3 | SS.3.23 | Investigate West Virginia's nine tourist regions and their counties. |
| 3 | SS.3.3 | Examine cultural contributions of various groups creating America's multicultural society. |
| 3 | SS.3.5 | Understand how citizen rights and responsibilities appear in patriotic symbols, songs, and holidays. |
| 3 | SS.3.7 | Study banking services including checking accounts, savings accounts, borrowing, and budgeting. |
| 3 | SS.3.8 | Create and interpret graphs showing exchange of goods and services as related to supply and demand. |
| 3 | SS.3.9 | Track a product's journey from the raw material to the final product. |
| 4 | SS.4.1 | Identify, explain, and critique commonly held American democratic values, principles, and beliefs through foundational documents. |
| 4 | SS.4.12 | Demonstrate an understanding of the various factors that influenced the founding of the original colonies. |
| 4 | SS.4.13 | Demonstrate an understanding of the conflict between the American colonies and England that led to the Revolutionary War. |
| 4 | SS.4.15 | Demonstrate an understanding of the causes and effects of Westward Expansion. |
| 4 | SS.4.16 | Locate all county seats on a West Virginia map. |
| 4 | SS.4.17 | Analyze how West Virginia's geography influences transportation, settlement, employment, and regional interactions. |
| 4 | SS.4.2 | Compare and contrast the powers of each branch of government and identify the responsibilities and rights of U.S. citizens. |
| 4 | SS.4.5 | Investigate and recognize people as consumers and producers of goods, and the effects of competition and supply-demand on prices. |
| 4 | SS.4.8 | Describe and locate examples of the major physical features of the United States using various reference tools. |
| 4 | SS.4.9 | Document the effects of and explain how people adapted to factors such as climate and geography on settlement and culture. |
| 5 | SS.5.1 | Illustrate the rights, responsibilities, duties, and privileges of a patriotic citizen using authentic situations. |
| 5 | SS.5.17 | Compare and contrast the various regions of the United States; locate each of the fifty states and correlate them with their regions. |
| 5 | SS.5.18 | Utilize appropriate geographic information systems (maps, globes, technology) to examine, gather, and analyze data. |
| 5 | SS.5.21 | Demonstrate understanding of the industrial North and agricultural South before, during, and after the Civil War. |
| 5 | SS.5.23 | Demonstrate an understanding of the advances in transportation and its effect on Western Expansion. |
| 5 | SS.5.26 | Reconstruct the economic, social, and political history of West Virginia through the use of primary source documents. |
| 5 | SS.5.5 | Compare the functions of each level of government (local, state, and national). |
| 5 | SS.5.7 | Explain the concept of supply and demand in specific historic and current economic situations in the United States. |
| 5 | SS.5.8 | Critique the economic reasons for immigration and migration throughout the United States during specific times in history. |
| 6 | SS.6.1 | Apply the process of how a bill becomes a law to follow a current legislative bill. |
| 6 | SS.6.14 | Identify geographic features that have influenced the safety of the United States and isolated it from conflicts abroad. |
| 6 | SS.6.19 | Demonstrate an understanding of the causes, key events and outcomes of World War I. |
| 6 | SS.6.2 | Compare and contrast different forms of government worldwide and their influence on historic world events. |
| 6 | SS.6.21 | Demonstrate an understanding of the causes, key events and outcomes of World War II. |
| 6 | SS.6.23 | Identify the key figures, events, and philosophies of the United States Civil Rights Movement. |
| 6 | SS.6.8 | Compare and contrast the basic economic characteristics of communism, socialism, and capitalism. |
| 7 | SS.7.1 | Classify and compare various forms of government over time (democracy, republic, absolute/constitutional monarchy, oligarchy, dictatorship, theocracy, parliamentary). |
| 7 | SS.7.10 | Identify, define, and apply the five themes of geography to ancient and modern civilizations. |
| 7 | SS.7.11 | Apply geographic skills and interpret various maps, charts, diagrams, and graphs. |
| 7 | SS.7.2 | Recognize and examine patriotism and nationalism. |
| 7 | SS.7.21 | Demonstrate an understanding of prehistory, the concept of change over time, and the emergence of civilization. |
| 7 | SS.7.22 | Analyze the rise of ancient civilizations and native cultures throughout the geographic regions of the world. |
| 7 | SS.7.3 | Compare and contrast the roles, rights, and responsibilities of free men, women, children, slaves, and foreigners across time in various civilizations. |
| 7 | SS.7.4 | Examine current world events to evaluate how the global landscape has changed over time. |
| 7 | SS.7.5 | Summarize and give examples of basic economic terms (barter, supply, demand, trade, interdependence, currency, scarcity). |
| 7 | SS.7.6 | Differentiate between goods and services. |
| 7 | SS.7.7 | Trace the emergence of traditional economies that led to the development of ancient economic systems. |
| 7 | SS.7.8 | Examine and draw conclusions about how the effects of natural and human events influence economies. |
| 7 | SS.7.9 | Research and investigate how natural resources impact the economy. |
| 8 | SS.8.1 | Demonstrate patriotism through the planning, participation, and observance of important anniversaries and remembrances. |
| 8 | SS.8.10 | Identify major sources of revenue and their use by West Virginia state and local governments. |
| 8 | SS.8.13 | Label the four major physical geographic regions, major rivers, landforms, natural/manmade borders, points of interest, and bordering states. |
| 8 | SS.8.19 | Identify the nine distinct tourist regions in the State of West Virginia and analyze which geographic factors influence each. |
| 8 | SS.8.2 | Evaluate how citizens can influence and participate in government at the local, state, and national levels. |
| 8 | SS.8.20 | Demonstrate an understanding of the settlement of western Virginia and the United States by Native Americans and Europeans. |
| 8 | SS.8.22 | Demonstrate an understanding of the American Civil War including its causes, effects, and the major events that led to West Virginia statehood. |
| 8 | SS.8.3 | Identify, analyze, and evaluate the responsibilities, privileges, and rights of citizens of the State of West Virginia. |
| 8 | SS.8.4 | Differentiate between the division of powers and responsibilities for the executive, legislative, and judicial branches. |
| 8 | SS.8.6 | Evaluate West Virginia's role in the global economy as it relates to natural resources and national/international business and trade. |
| 8 | SS.8.9 | Research and cite industries and products that are vital to the economy of the four regions of West Virginia. |
| Civics (HS) | SS.C.1 | Recognize the importance of informed citizens who actively participate in the preservation and improvement of American government. |
| Civics (HS) | SS.C.10 | Analyze Bill of Rights protections and their expansion through judicial review and the Fourteenth Amendment. |
| Civics (HS) | SS.C.11 | Analyze how freedoms of speech and press enable informed citizenship and public participation. |
| Civics (HS) | SS.C.12 | Determine how to resolve conflicts between citizen rights and societal order. |
| Civics (HS) | SS.C.13 | Compare jurisdictions of local, state, and national judicial systems for criminal and civil cases. |
| Civics (HS) | SS.C.14 | Apply legal precedent concepts through landmark Supreme Court cases and constitutional interpretations. |
| Civics (HS) | SS.C.15 | Develop understanding of the American legal system, criminal versus civil law, and citizenship obligations. |
| Civics (HS) | SS.C.16 | Critique the two-party system's evolution and how political parties function today. |
| Civics (HS) | SS.C.17 | Examine media influence on public opinion and official decisions including bias and reporting practices. |
| Civics (HS) | SS.C.18 | Investigate special interest groups' impact on public policy at various governmental levels. |
| Civics (HS) | SS.C.19 | Assess factors influencing election outcomes including campaign finance and demographic variables. |
| Civics (HS) | SS.C.2 | Explore social contracts, rule of law, and the balance between limited government and protection of individual rights. |
| Civics (HS) | SS.C.20 | Examine how state and local government decisions impact citizens regarding zoning, services, and ordinances. |
| Civics (HS) | SS.C.21 | Explore international cooperation, competition, and conflict through organizations, treaties, and exchanges. |
| Civics (HS) | SS.C.22 | Compare democratic republic values with non-democratic theories like socialism and fascism. |
| Civics (HS) | SS.C.23 | Examine First Amendment religious freedom provisions including the Free Exercise and Establishment Clauses. |
| Civics (HS) | SS.C.24 | Understand how the Fourth, Fifth, Sixth, and Eighth Amendments protect defendants' legal rights. |
| Civics (HS) | SS.C.25 | Understand how the Fourteenth Amendment provides equal protection and due process. |
| Civics (HS) | SS.C.26 | Examine opportunity costs in scarcity for individuals, businesses, and societies managing unlimited wants. |
| Civics (HS) | SS.C.27 | Debate effective allocation of factors of production encouraging growth while limiting environmental damage. |
| Civics (HS) | SS.C.28 | Explain how supply and demand affect prices, profits, and the availability of goods and services. |
| Civics (HS) | SS.C.29 | Describe household, business, and government interactions in a free-market economy. |
| Civics (HS) | SS.C.3 | Demonstrate how American government protects personal, political, and economic rights through foundational documents. |
| Civics (HS) | SS.C.30 | Identify economic influences impacting business climate at local, regional, and global levels. |
| Civics (HS) | SS.C.31 | Track currency evolution throughout history facilitating the exchange of goods and services. |
| Civics (HS) | SS.C.4 | Identify factors that undermine liberty and create models for citizens to defend the Republic. |
| Civics (HS) | SS.C.5 | Examine contributors to drafting the Declaration and Constitution including leaders, philosophers, and historical events. |
| Civics (HS) | SS.C.6 | Examine Constitutional Convention compromises and the Federalist/Anti-Federalist debates. |
| Civics (HS) | SS.C.7 | Evaluate how the Constitution functions as a living document meeting evolving societal needs. |
| Civics (HS) | SS.C.8 | Investigate the constitutional framework provided by the Preamble, Articles, Bill of Rights, and Amendments. |
| Civics (HS) | SS.C.9 | Analyze how the Constitution defines federalism and government structure. |
Is homeschooling legal in West Virginia?
Yes. West Virginia law (W.
Do I have to notify anyone to homeschool in West Virginia?
Parents homeschooling via the notice-of-intent option must file a notice of intent with the county superintendent or county board of education on or before the date instruction begins. The notice must include the child's name, address, and age; assurance that instruction will be provided in reading, language, mathematics, science, and social studies; assurance the child will be assessed annually; and evidence that the instructor holds a high school diploma or equivalent (or a post-secondary degree/certificate from a regionally accredited institution). The notice remains effective until the family moves to a different county or stops homeschooling. Authorized under W. Va. Code 18-8-1(c). A separate 'home schooling approval' option (board approval) and a learning-pod option also exist.
Is standardized testing required for homeschoolers in West Virginia?
Yes (grades 3, 5, 8, 11). Parents must obtain an annual academic assessment and submit results for grades 3, 5, 8, and 11 to the county superintendent by June 30 of those years. Copies of the assessment must be retained by the parent for three years. Annual assessment is required every year, but only the four benchmark-grade results must be submitted.
What subjects are required for homeschooling in West Virginia?
West Virginia requires instruction in: Reading; Language (English/Language Arts); Mathematics; Science; Social Studies.
Does West Virginia have its own learning standards?
Math: West Virginia College- and Career-Readiness Standards for Mathematics (WVBE Policy 2520.2B); CCSS-Mathematics-derived but state-branded with WV-specific codes. ELA: West Virginia College- and Career-Readiness Standards for English Language Arts (WVBE Policy 2520.1A); CCSS-ELA-derived but state-branded with WV-specific codes. Science: West Virginia College- and Career-Readiness Standards for Science (WVBE Policy 2520.3C); built on the Next Generation Science Standards (NGSS) and A Framework for K-12 Science Education, with WV-specific codes. Social studies: West Virginia College- and Career-Readiness Standards for Social Studies (WVBE Policy 2520.4); state-specific standards (not a national framework).