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.

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 is a high school student science experience tied to SEEd standard ESS.3.3. In this experience students build a conceptual model for why wind moves as it does around Earth.
These experiences were designed to support students in engaging in science investigations with siblings and/or parents at home and then report back about what was discovered. They were created in a way that is easily adaptable for both online and printed formats. They are formatted to help students wonder about and investigate the science phenomena happening in the world around them. These experiences do not describe how students should write up and return work to their teacher. It is up to each teacher to adapt them to best meet student needs. When individualized by the teacher, a student could be asked to engage in one or more of these experiences a week and report back. This format aligns closely to the vision and expectation of the SEEd standards.

This is a high school student science experience tied to SEEd standard ESS.3.3. In this experience students investigate how objects float in water with different qualities.
These experiences were designed to support students in engaging in science investigations with siblings and/or parents at home and then report back about what was discovered. They were created in a way that is easily adaptable for both online and printed formats. They are formatted to help students wonder about and investigate the science phenomena happening in the world around them. These experiences do not describe how students should write up and return work to their teacher. It is up to each teacher to adapt them to best meet student needs. When individualized by the teacher, a student could be asked to engage in one or more of these experiences a week and report back. This format aligns closely to the vision and expectation of the SEEd standards.

This is a high school student science experience tied to SEEd standard ESS.3.3. In this experience students investigate how water with different qualities moves in water.
These experiences were designed to support students in engaging in science investigations with siblings and/or parents at home and then report back about what was discovered. They were created in a way that is easily adaptable for both online and printed formats. They are formatted to help students wonder about and investigate the science phenomena happening in the world around them. These experiences do not describe how students should write up and return work to their teacher. It is up to each teacher to adapt them to best meet student needs. When individualized by the teacher, a student could be asked to engage in one or more of these experiences a week and report back. This format aligns closely to the vision and expectation of the SEEd standards.

El documento para edades de 3 a 5 años es para brindar a los administradores, profesionales de la primera infancia y familias de estudiantes en edad preescolar orientación y recursos con respecto a los estándares y metas apropiados para el desarrollo de niños pequeños y estudiantes.

This microcredential represents a teacher’s understanding of early fraction concepts and the ability to respond to developmentally appropriate learning progressions related to early fraction 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 early fraction concepts. This is the first of seven microcredentials in the Elementary Mathematics Endorsement: Rational Numbers and Proportional Reasoning. These microcredentials can be earned in any order.

The purpose of the Early Learning Program is to improve the Early Literacy and Early Mathematics classroom instruction and student outcomes in kindergarten through grade three. The Early Learning Program establishes an Early Learning Plan that includes early literacy, early mathematics, and goals. The Professional Learning Grant is a separate application but correlates with the Early Learning Plan.

This microcredential represents a teacher’s understanding of early number concepts, their ability to plan appropriate learning trajectories, implement effective teaching practices to help students understand and use these concepts, and use/analyze formative assessments to determine where students are in learning trajectories. (Early number concepts include, but are not limited to: non-quantified comparisons, containment, notions of quantity and measurement, one-to-one correspondence, cardinality, meaningful counting, and ordinality, composing, and decomposing whole numbers). This microcredential is the first of five in the Elementary Mathematics Endorsement: Numbers and Operations Stack. These microcredentials can be earned in any order.

The Earth Club: Standard 6.RP.1 - Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
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).

Educators’ development and growth is foundational in directly impacting student learning and success. This microcreditional focuses on educator stages of development and differentiating instructional coaching practices when working with educators. Also, considering adult learning theory practices when working with educators is essential for honoring educator experience and meeting educator development needs.

This microcredential focuses on the effective use of technology, engagement, and data collected during instruction to assess student learning and adjust instruction according to student needs. These skills are essential to the implementation of effective instructional practices that lead to successful student learning outcomes.

This microcredential focuses on an instructional coach's ability to understand content standards and consistently integrate standard competencies into effective instruction and assessment practices aligned to these standards.

Effort Management is the process of planning and allocating one’s time and energy using tactics—such as mood management, goal-oriented self-talk, persistence, self-reinforcement or attribution of success to effort—to achieve a desired goal. It involves a combination of time management, goal-setting and task prioritization, as well as the ability to focus on the most important tasks and avoid distractions.

Electric Cars: Standard 7.RP.3: Use proportional relationships to solve multi-step ratio and percent problems.
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 represents a teacher’s ability to understand and respond to progressions related to algebraic properties and conjectures 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 algebraic properties and conjectures. This is the second of three microcredentials in the Elementary Mathematics Endorsement: Algebraic Reasoning Stack. These microcredentials can be earned in any order.