The Digital Teaching and Learning Program currently invests $20 million in accelerating and deepening learning through technology in Utah’s K-12 schools. This dashboard is meant to be a collaborative tool for educational leaders across the state to identify neighbors pursuing similar goals. It provides background information on each grantee’s targeted outcomes for the program, its progress in reaching those outcomes, and its stage of readiness and implementation of digital learning in participating schools.

This microcredential represents educators' ability to appropriately use disciplinary core ideas to support student sensemaking. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

Dogs: Standard 8.SP.2 - Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
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).

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.

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.

This microcredential represents a teacher’s ability to understand and respond to progressions related to Algebraic Notation, Equality, Inequality, and Relational Thinking by planning and implementing instruction based on the Standards for Mathematical Practice and Effective Mathematics Teaching Practices. This involves selecting, using, and adapting mathematics curricula and teaching materials, including the integration of mathematical tools and technology, as well as being able to use an analyze formative and summative assessments to determine where students are in learning of Algebraic Notation, Equality, Inequality, and Relational Thinking. This is the first of three microcredentials in the Elementary Mathematics Endorsement: Algebraic Reasoning Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s understanding of Multi-Tiered System of Supports (MTSS) and their ability to use MTSS at a classroom level. Effective use of MTSS involves gaining a deep assessment literacy, including being able to create, select, and effectively use classroom assessments, and being able to select and effectively interpret and use results from assessments (Kobett, B. M., & Wray, J. A., 2016). Additionally, MTSS involves understanding and implementing the critical components of the Utah Multi-Tiered System of Supports (UMTSS) Framework for Mathematics (i.e.., Team-based Problem Solving, High-quality Instruction, and Data-based Decision Making) and understanding and implementing effective intervention strategies. This microcredential is the first of two in the Elementary Mathematics Endorsement: Assessment and Intervention Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s ability to implement equitable assessment practices. It shows an understanding of that fact that when access and equity have been successfully addressed, student outcomes—including achievement on a range of mathematics assessments, disposition toward mathematics, and persistence in the mathematics pipeline—transcend, and cannot be predicted by students' racial, ethnic, linguistic, gender, and socioeconomic backgrounds (NCTM, 2014. Access and equity in mathematics education). This microcredential is the second of two in the Elementary Mathematics Endorsement: Assessment and Intervention Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s ability to understand and respond to progressions related to the coordinate plane 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 students' understanding of the coordinate plane. This microcredential is the fourth of five in the Elementary Mathematics Endorsement: Understand and Implement Concepts of Measurement Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s understanding of analyzing characteristics and properties of 2-D and 3-D figures. It involves their ability to understand and respond to progressions related to analyzing characteristics and properties of 2-D and 3-D figures by planning and implementing instruction based on the Standards for Mathematical Practice and Effective Mathematics Teaching Practices. It also includes the teacher's ability to select, use, and adapt 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 students' understanding of analyzing the characteristics and properties of 2-D and 3-D figures. This microcredential is the third of five in the Elementary Mathematics Endorsement: Understand and Implement Concepts of Measurement Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s understanding of fluency and their ability to understand and support students in building procedural fluency from conceptual understanding over time. This includes planning and implementing instruction and assessment to support fluency in mathematics based on current fluency related research, as well as using and analyzing formative and summative assessments to determine where students are in building procedural fluency from conceptual understanding. This microcredential is the fifth of five in the Elementary Mathematics Endorsement: Numbers and Operations Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s understanding of whole number addition and subtraction. It includes their ability to understand and respond to learning trajectories related to whole number addition and subtraction, including conceptualizations, problem types, properties, strategies, and representations, by planning and implementing instruction based on the Standards for Mathematical Practice and Effective Mathematics Teaching Practices. It also 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 whole number addition and subtraction. This is the third of five microcredentials in the Elementary Mathematics Endorsement: Numbers and Operations Stack. These microcredentials can be earned in any order.

This microcredential represents a teacher’s understanding of place value concepts, as well as their ability to plan appropriate learning trajectories, to implement effective teaching practices that help students understand and use place-value concepts, and to use and analyze formative assessments to determine where students are in learning trajectories. This microcredential is the second of five in the Elementary Mathematics Endorsement: Numbers and Operations Stack. These microcredentials can be earned in any order.