Food Advenue Takout: Standard 7EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
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 educators' effective and consistent instruction on food and culture. This is the fourth microcredential in the Nutrition Stack. This stack of microcredentials fulfills one of the requirements of a pathway for endorsement.

Formative Assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become self-directed learners.

This microcredential focuses on the roles, responsibilities, and dispositions an effective instructional coach demonstrates. Instructional coaching in education has the potential to inspire, support, motivate, challenge and push thinking, and impact change. In order for these changes to occur instructional coaches need to develop and possess a variety of professional dispositions and qualities. 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 stack allows a path for those seeking to obtain the instructional coaching endorsement to certify competency for Area 1 - Foundations of Instructional Coaching. To be eligible for this path, you must have had the position of instructional coach for at least three years.

This microcredential represents a teacher’s understanding of fraction concepts and their ability to understand and respond to developmentally appropriate learning trajectories/progressions related to fraction concepts by planning and implementing instruction based on the Standards for Mathematical Practice and Effective Mathematics Teaching Practices. It includes 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 trajectories related to fraction concepts. This is the second of seven microcredentials in the Elementary Mathematics Endorsement: Rational Numbers and Proportional Reasoning. These microcredentials can be earned in any order.

The focus of the Fractions and Their Parts intervention is understanding fractions as equal parts, their written form, and the terms numerator and denominator. It has two phases. Phase 1 uses paper folding. Phase 2 uses drawing and introduces the vocabulary terms..

From Data to Instructional Response is a guiding document that is a flow chart from screening assessments, like Acadience Math, to selecting and implementing a targeted intervention. It gives suggestions on how to design an instructional response to a student's data and current performance.

This is an example of the Genre Planning Chart you will submit for Evidence of Preparation and Planning.

Gloria's Garden: Standard 8.G.6 - Explore and explain proofs of the Pythagorean Theorem and its converse.
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).

Goal Commitment is a student’s determination to achieve a particular goal. Goal commitment is especially important when the goal is both specific and difficult to accomplish.

This resource is a free, downloadable audio file of short music clips to use for instruction.

This resource is a free, downloadable audio file of short music clips to use for instruction.

This resource is a free, downloadable audio file of short music clips to use for instruction.

This resource is a free, downloadable audio file of short music clips to use for instruction.

The purpose of this document is to provide guidance for all stakeholders around the idea of mathematics pathway acceleration. Acceleration deserves thoughtful attention to ensure that students are challenged and that they are mastering the full range of mathematical content and skills, without omitting critical standards. Acceleration is defined as moving at a faster rate through a defined mathematics pathway than grade level peers. Mathematics pathways are a set of courses designed to prepare students for post-secondary success.

The goal of this Flexibility Guide is to provide guidance and first steps for LEAs who value competencies over seat-time, and who support a broad definition of student success. These values are reflected in the language and policy changes outlined in this guide.

Gym Membership: Standard 7.RP.2: Recognize and represent proportional relationships between 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).

This document provides a concise but practical overview of the dimensions of text complexity. It also provides applicable and accessible examples of the application of these principles to texts commonly taught in English and language arts classrooms.

This microcredential represents educators' effective and consistent use of the Utah Core Standards to plan and implement health instruction. This is the first microcredential in the Methods of Teaching Health stack, which fulfills one of the requirements of a pathway for endorsement.