Teacher-Student Relationships are effective when learners have healthy, sustained relationships with teachers that promote a sense of trust, belonging, safety and a sense that they matter.

Labeling students happens when teachers use terms associated with the ability, potential or behavior of the learners. These labels can be positive or negative and can result in a self-fulfilling prophecy. Labeling is seen as a factor that could explain differential achievement in schools by ability, class, disability, ethnicity or gender.

Temperature Changes: Standard 6.NS.7 Understand ordering and absolute value of rational numbers.
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).

Temperatures in Miami & Fairbanks: Standard 6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values.
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 focuses on applying theories of change and creating change in the educational structure at an LEA, school-wide, collaborative team, and individual level. 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.

For learning to be effective, students must be able to make a spontaneous, unprompted, and appropriate transfer of a learning or problem-solving strategy from one context to another. This can be near transfer to new problems similar to prior instruction, or far transfer to new situations and domains.

Treasure Hunt: Standard 6.NS.8 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same x-coordinate or the same y-coordinate.
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 guides Utah students, staff, and school communities on the appropriate and responsible use of artificial intelligence (AI), particularly generative AI tools, in classroom instruction, school management, and systemwide operations where permitted by local policy. Generative AI has potential benefits for education and risks that must be thoughtfully managed. Achieving a balance between delivering leading-edge education and safeguarding student information requires collaboration among experts in education and cybersecurity. Providing unrestricted access falls short of providing needed protection. Conversely, an outright ban on AI in schools impedes the development of essential future workforce skills. Instead, a balanced and informed approach is preferred, encompassing both maximizing learning and attending to security measures. This framework will require subsequent reviews to adapt to changes in technology and usage.

The Dyslexia Handbook offers guidance, resources, and appropriate supports and interventions for readers with dyslexia. It is also a communication tool for educators and parents to work together. Our hope is that both educators and parents will use the ideas and techniques in the handbook as a team. It is vitally important that struggling readers not give up on themselves; it is just as important that we as educators and parents assist and empower students with dyslexia to enter the world of reading feeling empowered and prepared for their future.

The USBE Coaching Cycle is designed to support educators through effective coaching to implement high-quality instruction. This cycle is an integral part of the USBE strategic plan to ensure that schools and districts can provide personalized, professional learning for each educator and leader.

This website includes the application documents, competencies, and approved university courses that are aligned to these competencies.

The purpose of this document is to provide a brief overview of the most essential content in the grade level along with a progression of how the content was addressed in the prior grade level and will prepare students for content in the future grade level. This is not a comprehensive list of content in the grade level as defined in the Utah Core Standards, but rather highlights the major work of the grade level.

This resource includes a link to: ● Core Standards ● Core Guides ● Major Works

This microcredential focuses on the effective implementation of the USBE Professional Learning Standards for instructional coaching and professional learning experiences. These standards demand that professional learning designs be created and delivered with intention so that the investment in job-embedded coaching and formal professional learning experiences have the power to impact student 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.

This microcredential focuses on an instructional coach's application of effective instructional design and assessment strategies through the use of Universal Design for Learning Theory. Having a foundational understanding of effective instructional practices is paramount to providing students with a quality education.

The Utah Core Standards define what students should understand and be able to do in their study of mathematics. These standards are aligned to scientifically based content standards. They drive high quality instruction through statewide comprehensive expectations for all students. The standards outline essential knowledge, concepts, and skills to be mastered at each grade level or within a critical content area. The standards provide a foundation for ensuring learning within the classroom.

The Utah State Board of Education adopted the K-12 Utah Core Standards for Mathematics in January 2016. Core guides provide a description of the Core Standards, including concepts and skills to master, critical background knowledge and academic vocabulary. The course overview documents show the major work of the grade level and the coherence of content across grade levels.

The Utah Effective Teaching Standards articulate what effective teaching and learning look like in the Utah public education system. These standards can be used by instructional coaches to build educator self-efficacy and support educator development.