The Board may compact the reading and English language arts curriculum into a forty-five (45) minute course when 7th or 8th grade students who elect to accelerate their learning by enrolling in Levels 1A and 1B of a foreign language for high school credit are also enrolled in another elective program such as instrumental or vocal music. The intent is that the compacted reading and English language arts program will reflect academic rigor and be designed to prepare these students for success in a high school college preparatory program of studies.

Choral and instrumental music must be offered no later than grade 6. Chorus or instrumental music may substitute for the required music course at each grade level.

Middle grades schools should recognize that healthy lifestyles and academic success are tightly interwoven. Therefore, schools should promote wellness programs that extend beyond the course requirements for physical education and health. This may be accomplished through strong intramural programs that focus on skill development, sportsmanship and teamwork, while keeping the middle grades students physically active throughout the school year. Wellness programming should target the widespread behaviors that undermine the health and resulting capacity for personal success during adolescence.

Two (2) years of the same foreign language must be offered for students in grades seven and eight. The foreign language(s) chosen to be offered must be taught at the high school the middle school students will attend. This is to encourage students to take longer sequences of foreign language study. Schools may choose from two (2) of the following learning sequences until the fall of 2008:

1.

Recommended Learning Sequence: Seventh grade Level 1A of the foreign language and 8th grade Level 1B of the language. The Level 1 course is delivered over a two (2) year period. Students will receive one (1) high school credit upon mastery of the content standards for the Level 1 course.

2.

Acceptable Learning Sequence: Seventh grade exploratory course(s) and 8th grade Level 1 of the foreign language. Students will receive one (1) high school credit at the end of 8th grade upon mastery of the content standards for the Level 1 course.

Students in grade 5-8 should be provided with an adult advocate, advisor, or mentor who takes an interest in the student's successful learning, goal setting, career planning and personal growth. It is strongly recommended that schools implement an organized advisory program. An organized advisory program is recommended to be implemented. Implementation of an advisory program allows schools to remove the randomness of interpersonal associations for students by personalizing their learning environment. When designing and implementing an advisory program, principals and teachers will help students make connections between the various components of middle childhood education integrating an organized comprehensive guidance curriculum; career exploration and educational planning; interpretation and application of assessment information in a meaningful way to guide academic planning; and purposeful connections with the core and encore curricula.

Career exploration and the application of technology shall be provided to students during grades 5-8. These experiences may be integrated or taught as a separate course. Where feasible, consideration should be given to using modular technology education labs to deliver exploratory courses that will enhance career exploration. The test scores and guidance information gathered by ACT EXPLORE, as well as other assessment data, will be used to assist 8th grade students in developing an individualized student transition plan. With guidance during well-planned activities, second semester 8th grade students, in consultation with their parents/guardian, advisor and counselor, will examine their EXPLORE results and determine the coursework and other requirements needed to achieve their postsecondary education and career goals. This is best accomplished by integrating these activities into an organized advisory program.

Students in grades 5-8 shall be provided the opportunities to master the student technology standards. By the end of 8th grade, students will demonstrate technology literacy and skills to meet the standards in grades K-8 in Technology Content Standards and Objectives for West Virginia Schools.

During the 8th grade year, each student's plan is developed for grades nine and ten. The plan is based upon previous career awareness, exploration activities, and a review of the student's ACT EXPLORE results. The 8th grade guidance/advisement program will focus on teaching students and their parents to read the ACT EXPLORE student reports so that they may understand how to use the information provided within the Educational Planning and Assessment System (hereinafter EPAS) reports to transition to the level of performance required to meet the student's educational goals.

Each student, in consultation with his/her parents/guardian and school counselor or advisor, selects a broad career cluster for exploration in grades nine and ten and develops the plan based upon the choice of a career cluster. The student shall designate an educational pathway (professional, skilled, entry) at this time. The student may amend his/her plan at the end of any semester.

For eligible gifted students the plan is developed during the 8th grade year by an IEP Team and includes the honors and Advanced Placement and/or International Baccalaureate B classes that must be provided for that student in grades 9-12.

For eligible students with disabilities the plan is developed during the 8th grade by an IEP Team.

The parent(s)/guardian and student each sign and receive a copy of the plan.

Students will select career majors during their 10th grade year.