Based on the premise that all students can eventually (at their own speed) learn difficult material, this practice calls for all students to learn material at equivalently high (or mastery) levels. It often involves engaging in formative assessment processes and providing additional opportunities for students to learn content and skills.

Math Teacher Dilemma: Standard 7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh grade science book are generally longer than the words in a chapter of a fourth grade science book.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Standards that are marked with a star indicate distinct opportunities to engage with modeling in the Utah Core Standards.

Measuring Growth with Pathways of Progress is a guiding document that explains what Pathways of Progress is and how to utilize the growth information it provides.

Defines the roles and competencies of a teacher mentor. These represent ideals mentors should strive toward rather than complete skills a mentor should master.

The Menu of Resources for Using Acadience Math Results is a compliation of links to resources for data analysis, instructional decisions, and intervention.

Metacognition is thinking about thinking and for instructional purposes, includes methods to help students understand the way they learn and make decisions about strategies to approach future learning.

This microcredential represents competency in planning for, implementation of, and reflection on the standards for adapted physical education. Educators will show their ability to scaffold motor skills within units and lessons, as well as demonstrate how they adapt or modify environment, rules, activity, and/or equipment to help students with disabilities be able to access/participate with their general education peers in the curriculum or learning environment.

This microcredential focuses on educators' methods of instruction for physical education in the elementary grades. This is the first microcredential in the Methods of Teaching K-12 PE stack. This stack of microcredentials fulfills one of the requirements of a pathway for endorsement.

This microcredential focuses on educators' methods of instruction for physical education in the high school grades. This is third microcredential in the Methods of Teaching K-12 PE stack. This stack of microcredentials fulfills one of the requirements of a pathway for endorsement.

This microcredential focuses on educators' methods of instruction for physical education in the middle/junior high grades. This is second microcredential in the Methods of Teaching K-12 PE stack. This stack of microcredentials fulfills one of the requirements of a pathway for endorsement.

Microteaching is a video recording of a lesson made by an educator followed by a debriefing with colleagues. The lesson is collaboratively reviewed in order to improve the teaching and learning experience.

Middle School Game Night: Standard 7.SP.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Middle School Text Messages: Standard 7.SP.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

This microcredential focuses on educators' instructional practices supporting the cognitive phase of motor learning. The cognitive phase of motor learning involves giving the students instructions about how to perform a movement. Feedback is continuously provided during this learning process. In this stage, errors and high variability of the performance are allowed. The duration of this phase depends on the complexity of the task, and commonly a high attentional demand is required.

This microcredential focuses on educators' instructional techniques supporting students during the associative stage of motor learning. The associative stage of motor learning consists of consolidation of the motor performance: the subject is more confident with the movement and the practice becomes more accurate, refined and less error-prone.

This microcredential focuses on educators' effective and consistent use of instructional strategies to support students' autonomous motor learning and development. The autonomous stage of motor learning occurs after adequate practice, the task is learned and becomes almost automatic: the performance is faster, precise and fluid and little attentional resources are needed to control movements. At this point, the learner can engage in simultaneous activities.

This microcredential represents an educator's competency in determining areas of motor deficits, based on informal and formal student data. It also includes ensuring appropriate, measurable goals and objectives are being written into students IEP’s and addressed in unit plans and teaching outcomes.

The 2017 NCSSFL-ACTFL Can-Do Statements, the result of collaboration between the National Council of State Supervisors for Languages (NCSSFL) and the ACTFL guide:
Language learners to identify and set learning goals and chart their progress towards language and intercultural proficiency;
Educators to write communication learning targets for curriculum, unit and lesson plans;
Stakeholders to clarify how well learners at different stages can communicate.

This microcredential assesses a teacher’s ability to reflect the nature of science and engineering in their classroom and use this to promote student learning. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement. Click the More Info button to learn more.