This microcredential represents educators' participation in effective curriculum creation, revision and adoption of SEEd standards. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

Dash for Dogs: Standard 8.F.2 - Compare properties of two functions each represented in a different way. Compare properties of two functions, each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
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).

Data Analysis and Instructional Support Planning with Acadience Math Results is a guiding document that suggests guiding questions to analyze a student's performance, not just the score, on each measure, as well as targeted learning intention examples, and intervention resource examples.

This microcredential represents a teacher’s ability to understand and respond to progressions related to data by planning and implementing instruction based on the Standards for Mathematical Practice and Effective Mathematics Teaching Practices. It involves selecting, using, and adapting mathematics curricula and teaching materials, including the integration of mathematical tools and technology, as well as using and analyzing formative and summative assessments to determine where students are in learning of data. This microcredential is the fifth of five in the Elementary Mathematics Endorsement: Understand and Implement Concepts of Measurement Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s understanding of decimal and percent concepts and their ability to understand and respond to developmentally appropriate learning trajectories/progressions related to decimal and percent concepts by planning and implementing instruction based on the Standards for Mathematical Practice and Effective Mathematics Teaching Practices. It includes selecting, using, and adapting mathematics curricula and teaching materials, including the integration of mathematical tools and technology, as well as using and analyzing formative and summative assessments to determine where students are in learning trajectories related to fraction concepts. This is the third of seven microcredentials in the Elementary Mathematics Endorsement: Rational Numbers and Proportional Reasoning. These microcredentials can be earned in any order.

Deliberate Practice refers to a special type of practice that is purposeful and systematic. While regular practice might include mindless repetitions, deliberate practice requires focused attention and is conducted with the specific goal of improving performance.

This page from the American Psychological Association contains explanations and descriptions of adolescent development in a number of areas, such as social development, emotional development, and physical development. The information, while technical, is applicable and useful to teachers.

This website was created by the Utah State Board of Education and includes information regarding development of instructional coaches.

Differentiation refers to a wide variety of teaching techniques and lesson adaptations that educators use to instruct a diverse group of students. It can involve different activities to different groups of students, recognition of multiple pathways and flexibility of time to complete the tasks. Universal Design for Learning (UDL) is a proactive approach to designing learning experiences to be accessible for all students, while differentiation is a reactive evaluation of the needs of individual students where adjustments are retrofitted into the learning environment. Some people use the terms synonymously, but they are different.

The Digital Teaching and Learning Program currently invests $20 million in accelerating and deepening learning through technology in Utah’s K-12 schools. This dashboard is meant to be a collaborative tool for educational leaders across the state to identify neighbors pursuing similar goals. It provides background information on each grantee’s targeted outcomes for the program, its progress in reaching those outcomes, and its stage of readiness and implementation of digital learning in participating schools.

This microcredential represents educators' ability to appropriately use disciplinary core ideas to support student sensemaking. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

This microcredential represents educators' effective and consistent instruction on disease prevention strategies. This is the third microcredential in the Human Diseases Stack. This stack of microcredentials fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

The focus of the Division with Arrays intervention is using arrays to solve division problems with a known number of rows or a known number of objects in each row.

Dogs: Standard 8.SP.2 - Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
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 resource is a free, downloadable audio file of short music clips to use for instruction.

This resource is a free, downloadable audio file of short music clips to use for instruction.

This resource is a free, downloadable audio file of short music clips to use for instruction.