Analyzing School-Wide or LEA-Wide Acadience Math Results is a guiding document that suggests methods for analyzing and understanding Acadience Math results for a whole school or district.

Appropriately Challenging Goals are a foundational precondition for meaningful learning that occurs through cultivating student engagement and the development of intrinsic motivation. Students thrive most when teachers clearly describe the ultimate goals of instruction and when the goals are achievable, yet challenging.

Arcade Games: Standard 8.EE.8 Analyze and solve pairs of simultaneous linear equations. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. Solve systems of two linear equations in two variables graphically, approximating when solutions are not integers and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. Solve real-world and mathematical problems leading to two linear equations in two variables graphically. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
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).

Belonging is the extent to which students feel respected, included, accepted and encouraged by others in the social environment of school.

Data-Driven Coaching supports teachers in using data to reflect on their practice and make instructional decisions to improve student learning outcomes. Note that earning this Microcredential requires prerequisites as aligned with the USBE Instructional Coaching Endorsement and is intended as a competency path for an experienced instructional coach.

Increasing educator self-efficacy increases educator effectiveness and supports student learning. This microcredential focuses on the ability of the instructional coach to support and build educator self-efficacy. Note that earning this Microcredential requires prerequisites as aligned with the USBE Instructional Coaching Endorsement and is intended as a competency path for an experienced instructional coach.

Buying Jeans: Standard 7.EE.2 Rewriting an expression in different forms sheds light on relationships between 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).

Buying a Car: Standard 6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.
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).

Buying a Pet: Standard 6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
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).

Candles Burning: Standard 8.SP.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
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 is the third in the Cause and Effect in Science microcredential stack. This stack, when completed, meets Requirement Area #4 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate understanding of how to prepare and enact three-dimensional science instruction that is based on authentic phenomena and problems and supports the development of students’ conceptual science understanding and scientific literacy.

Classroom Discussion is when students are invited to speak about the topic at hand with clear procedures for engaging in different roles during discussion. This strategy expands upon a teacher or student posing the class a question, then another, etc., to promote student engagement through students discussing set topics with each other, often prompted from an open and not closed set of questions.

This microcredential represents educators' effective and consistent classroom management to support physical education. Classroom management techniques need to be an intentional part of each lesson.

When students link clear learning intentions to “implementation intentions”—or plans to overcome expected obstacles—they are more likely to achieve their goals.

Use this checklist to evaluate your plans before you submit them as evidence.

Collective Teacher Efficacy refers to the shared belief that through their collective action, teachers can influence student outcomes and increase achievement for all students (Donohoo 2017). Hattie (2018) explains collective teacher efficacy goes beyond “growth mindset” and is a belief that a group of teachers “can make the difference.” In addition, this belief must be fueled by evidence that student learning is indeed increasing. Collective teacher efficacy is not a classroom strategy, rather it is a systems-level approach to supporting teachers and ultimately, students.

This page includes the competencies a quality Instructional Coach should possess in order to support teachers in delivering high-quality instruction to meet the learning needs of all students. These competencies can also be used to identify an educator’s readiness for instructional coaching.

This microcredential represents educators' effective instruction on the 5 components of health related fitness. The foundation of the Fitness for Life is based on these 5 components.

Concession Stand: Standard 6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.
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).

Constructivist Teaching involves providing students with learner-centered, active instruction, where students explore ideas, propositions, explanations, solutions and take subsequent actions. The main idea of this approach is that students “construct” their own meaning through experiential learning. In a constructivist environment students are provided authentic, engaging experiences to build understanding rather than being told through a traditional lecture approach.