2007-2021 Utah Public Schools Mathematics Performance
- Subject:
- Mathematics
- Material Type:
- Reading
- Provider:
- Utah State Board of Education
- Provider Set:
- Utah Mathematics
- Date Added:
- 04/26/2022
These resources have been endorsed by the Utah State Board of Education.
These resources have been endorsed by the Utah State Board of Education.
2007-2021 Utah Public Schools Mathematics Performance
The PCBL Review Committee meets monthly to discuss resources, site visits, and materials connected to the PCBL Grant Program
This microcredential focuses on educators' consistent and effective use of Three Dimensional Assessments to inform instruction. Three Dimensional Assessments help demonstrate student understanding and proficiency to explain phenomena and solve design challenges. Assessments require students to apply the science and engineering practices (their skills) to reveal their understanding of disciplinary core ideas (the content) and crosscutting concepts. (the big ideas that connect all sciences.) Formative and summative assessments are both necessary to assess student understanding and performance.
Families play a critical role in their child's educational experience from preschool into adulthood. By using the 5Es for Families, you can create a home environment that supports and enriches your child's learning.
● Anticipating students' solutions to a mathematics task ● Monitoring students' in-class, “real-time” work on the task ● Selecting approaches and students to share them ● Sequencing students' presentations purposefully ● Connecting students' approaches and the underlying mathematics. These 5 manageable practices have the power to put teachers in control of productive classroom discussions.
This resource is a menu of formative assessment clusters for all of the Major Work of Grade 6 created by a group of Utah Mathematics educators.
This resource is a menu of formative assessment clusters for all of the Major Work of Grade 7 created by a group of Utah Mathematics educators.
This resource is a menu of formative assessment clusters for all of the Major Work of Grade 8 created by a group of Utah Mathematics educators.
ACTFL Performance Descriptors for Language Learners
A roadmap for what learners should be able to do as they learn a language
The ACTFL Proficiency Guidelines are descriptions of what individuals can do with language in terms
of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed
context. For each skill, these guidelines identify five major levels of proficiency: Distinguished, Superior,
Advanced, Intermediate, and Novice. The major levels Advanced, Intermediate, and Novice are subdivided
into High, Mid, and Low sublevels. The levels of the ACTFL Guidelines describe the continuum of
proficiency from that of the highly articulate, well-educated language user to a level of little or no
functional ability.
The Acadience Math Alignment to Utah Core State Standards in Mathematics is a guiding document that aligns the Acadience Math measures to the Utah Core State Standards in Mathematics. It aligns the Concepts and Applications measure by item type.
This microcredential represents educators' administration and use of the norm referenced FitnessGram assessments. They will also personally complete some of the FitnessGram assessments.
This microcredential stack allows a path for those seeking to obtain the instructional coaching endorsement to certify competency for Area 2 - Adult Learning Theory. To be eligible for this path, you must have had the position of instructional coach for at least three years.
Analyzing Classroom-Wide Acadience Math Results is a guiding document that suggests methods for analyzing and understanding Acadience Math results for a whole class.
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.