This resource includes links to professional learning opportunities offered through USBE. This also includes book studies for: ● Strength in Numbers ● The Impact of Identity in K-8 Mathematics ● Great Ways to Differentiate Secondary Mathematics Instruction

This website was created by Utah State Board of Education and includes information on the Professional Learning Standards for Utah. These standards are known to be effective practice for all learners and can be used by instructional coaches to build educator self-efficacy and support educator development.

This toolbox highlights thinking routines developed across a number of research projects at PZ. A thinking routine is a set of questions or a brief sequence of steps used to scaffold and support student thinking. PZ researchers designed thinking routines to deepen students’ thinking and to help make that thinking “visible.” Thinking routines help to reveal students’ thinking to the teacher and also help students themselves to notice and name particular “thinking moves,” making those moves more available and useful to them in other contexts.

The use of highly effective instructional practices in mathematics is the most productive way to improve a studentÕs mathematics achievement. When used in concert with effective instruction, personalized learning (PL) software is an invaluable tool that educators can use to both improve their instruction and more fully meet each studentsÕ needs.

The use of highly effective instructional practices in mathematics is the most productive way to improve a student’s mathematics achievement. When used in concert with effective instruction, personalized learning (PL) software is an invaluable tool that educators can use to both improve their instruction and more fully meet each students’ needs. It should not be used to replace Tier 1 instructional time (see the Utah Multi-Tiered System of Supports (MTSS) for Mathematics framework), but rather to help the educator meet their objectives and student meet learning goals. Using mathematics software as a stand-alone solution for students’ mathematical studies results in them not receiving many of the benefits that high-quality instruction in a collaborative classroom provide (including high depth of knowledge experiences, peer collaboration, the use of meaningful mathematical discourse, and others). Care must be taken to ensure each and every student has equitable access to software supports.

The use of highly effective instructional practices in mathematics is the most productive way to improve a student’s
mathematics achievement. When used in concert with effective instruction, personalized learning (PL) software is an
invaluable tool that educators can use to both improve their instruction and more fully meet each students’ needs. It
should not be used to replace Tier 1 instructional time (see the Utah Multi-Tiered System of Supports (MTSS) for
Mathematics framework), but rather to help the educator meet their objectives and student meet learning goals.

This microcredential represents a teacher’s understanding of proportional relationships and their ability to understand and respond to progressions related to proportional relationships 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 proportional relationships. This microcredential is the seventh of seven in the Elementary Mathematics Endorsement: Rational Numbers and Proportional Reasoning Stack. These microcredentials can be earned in any order.

This website defines important termsfor disciplinary literacy, discusses the importance of those terms, and gives example of their use in the classroom.

Pythagoras and His Theorem: Standard 8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real world and mathematics problems in two and three dimensions.
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).

Compiled by YALSA, this website offers lists of fantastic YA titles across genres, formats, and interest levels. It also offers a link to the YALSA Teen Book Finder Database to help users find award-winning titles and lists of popular books.

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.

Rainy Days: Standard 7.SP.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
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 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.

Chapters 4 and 5 specially address the terms and how understanding the terms can improve writing instruction.

Create your own sandwich and then see how many sandwiches you can make with different amounts of ingredients. Do the same with chemical reactions. See how many products you can make with different amounts of reactants. Play a game to test your understanding of reactants, products and leftovers. Can you get a perfect score on each level?

Videos from elementary teachers, literacy coaches, and LEA leaders about the science of reading, instruction, and their journey to improved literacy outcomes.