The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

The Science Core Guides are created to provide guidance for developing effective instruction aligned to the Utah Science with Engineering Education (SEEd) Standards. They are intended to support teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders as they plan instruction at a local level.

This microcredential represents educators' ability to appropriately use science and engineering practices to support student sensemaking. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

A critical review of reading programs requires objective and in-depth analysis. For these
reasons, the following criteria and procedures for analyzing critical elements of
programs was created. For clarity, initially identify the criteria related to essential components of a
core program with some specification of elements by grade level. Next, specify
elements in core programs that are not aligned with the SoR. Using these guidelines will
support this important evaluation process.

The selection and adoption of an effective, evidence-informed core reading program in grades K-5 is a critical step in the development of an effective school-wide effort to align reading instruction to the Science of Reading (SoR). The investment in identifying a core program that aligns with research and fits the needs of learners in your district/school will yield long-term benefits for children's reading acquisition and development. A critical review of reading programs requires objective and in-depth analysis. For these reasons, USBE offers these criteria and procedures for analyzing critical elements of programs.

This microcredential represents educators' effective and consistent instructional practices to support and assess algebraic literacy. This is the fourth of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' effective and consistent implementation of the conceptual underpinnings of algebra in mathematics instruction. This is the first of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' consistent and effective instruction on the historical development of algebra and how perspectives from diverse cultures have contributed to and enriched algebra. This is the fifth of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' consistent and effective corrections of learner misconceptions during algebra instruction. This is the second of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' consistent and effective instruction on the connections between different algebraic representations. This is the sixth of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' effective and consistent use of technology in teaching algebra. This is the third of six required microcredentials for the Algebra in Secondary Mathematics stack.

This microcredential represents educators' effective and consistent connection of geometry content to other mathematical topics. This is the last of six required microcredentials for the Geometry in Secondary Mathematics stack.

This microcredential represents educators' effective implementation of the vertical alignment of Geometry standards and how this relates to student learning. This is the second of six required microcredentials for the Geometry in Secondary Mathematics stack.