The Core Guides for Health Education were created by teachers, community partners and Utah State Board of Education staff to support teachers in each grade.

Small Group Learning is an instructional approach where students are grouped into smaller groups within the class to facilitate collaborative learning. Students work together and receive customized supports from the teacher to achieve a shared learning goal, but unlike cooperative learning, they may not necessarily have specific roles or tasks assigned to them.

So Radical: Standard 8.NS.3 - Understand how to perform operations and simplify radicals with emphasis on square roots.
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 document is from the ELA standards. Young students may master acquisition of certain speech sounds at different ages. The chart below includes the typical age of acquisition of each sound.

Sydney Young, Education Specialist, Utah Board of Education, highlights how the Beehive State has remained one of the nation's leaders in creating classrooms that are focused on students' mastery of skills rather than seat time.

Strong Classroom Cohesion promotes the sense that the teacher-to-student and student-to-student interactions are working toward positive learning goals. The class is perceived as fair, respectful and focuses on supporting all students in their learning.

The use of student-to-student collaboration and interaction through discourse is a critical skill students must develop and is central to effective student learning. This microcredential represents educators' ability to effectively met these goals in their classroom.

This microcredential represents educators' use of three dimensional classroom instruction to drive learning through student sensemaking. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

Success Criteria are the standards by which the task or project will be judged at the end to decide whether or not it has been successful. They are often brief, co-constructed with students, aim to remind students those aspects on which they need to focus, and can relate to the surface (content, ideas) and deep (relations, transfer) successes from the lesson(s).

Summer Reading: Standard 8.EE.6 (Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y=mx for a line through the origin and the equation y=mx+b for a line intercepting the vertical axis at b.)
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 guide supports educators in providing high-quality, effective instruction for adolescent readers, focusing on four key areas: Assessment; Framework and Planning for Reading Intervention Classes; Evidence-based Instructional Practices; Adolescent Reading Motivation.

This guide is designed for educators working with adolescent readers who are experiencing reading challenges: reading teachers, English language arts teachers, and content-area teachers with students who are struggling to access disciplinary text.

Swimming Pool: Standard 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
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 second in the Systems in Science microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate understanding of how to develop and use models to represent various systems and their interactions, including inputs, processes, and outputs, along with energy, matter and information flows within these systems.

This microcredential is the third in the Systems in Science microcredential stack. This stack, when completed, meets Requirement Area #2 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.

This microcredential is the fourth in the Systems in Science microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary Science Endorsement. Through this microcredential applicants demonstrate an ability to promote effective and equitable science instruction both in personal practice and in the science education community.

Teacher Clarity relates to organization, explanation, examples and guided practice, and assessment of student learning. It can involve clearly communicating the intentions of the lessons and the success criteria. Clear learning intentions describe the skills, knowledge, attitudes, and values that the student needs to learn.

Teacher Credibility is the student’s perception of their teacher. It is vital to learning, and students are very perceptive about knowing which teachers can make a difference. There are four key factors of credibility: trust, competence, dynamism and immediacy. Trust, as in believing in the reliability, truth, ability or strength of the teacher. Competence, being the teacher’s ability to teach successfully or efficiently. Dynamism, meaning the teacher is full of energy and excitement towards content and learning. And immediacy, regarding timely feedback and response to learner needs.

Teacher Estimates of Achievement are a teacher’s belief about the level a student is able to achieve based on past experiences. Teacher beliefs are influenced by past experiences such as responses to questions, observations, written work evidence such as assignments and tests, as well as how the student has reacted to increased challenges. These beliefs in turn affect the expectations teachers set for students, establishing next challenges for learning, informing placement and intervention choices, and influencing future instructional choices.

Teacher Expectations are demonstrated by the moment-to-moment interactions they have with the students they teach in thousands of almost invisible ways. Teachers give additional attention to provide more specific feedback and exhibit demonstrations of approval (for example, tone, nods, smiles) to students they expect to succeed. Teachers with high expectations have procedures in place that students manage themselves, communicate learning intentions and success criteria with the class, ask more open questions, manage behavior positively and proactively, make more positive statements and create a positive classroom climate, and set specific learning goals that are regularly reviewed with students.