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 microcredential represents educators' effective and consistent instruction on the short- and long-term consequences of substance abuse. This is the second microcredential in the Substance Abuse Prevention Stack. This stack of microcredentials fulfills one of the requirements of a pathway for endorsement.

In this English Journal article, Nicole Sieben offers secondary English teachers a series of research-based principles and implementation strategies for giving effective feedback to student writers.

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 microcredential represents educators' effective and consistent instruction on the six basic nutrients and their functions (carbohydrates, fats, proteins, vitamins, minerals, water). This is the first microcredential in the Nutrition Stack. This stack of microcredentials fulfills one of the requirements of a pathway for endorsement.

The Core Guides for Health Education were created by teachers, community partners and Utah State Board of Education staff to support teachers in each grade.

In this text, the author discusses the principles of backwards design within the context of English language arts. Chapters address a variety of issues and challenges teachers will face, including decisions about unit planning, assessment, and text selection.

Small Group Learning is an instructional approach where students are grouped into smaller groups within the class to facilitate collaborative learning. Students work together and receive customized supports from the teacher to achieve a shared learning goal, but unlike cooperative learning, they may not necessarily have specific roles or tasks assigned to them.

So Radical: Standard 8.NS.3 - Understand how to perform operations and simplify radicals with emphasis on square roots.
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).

Find strategies and activities that you can use in the classroom that tie directly to the Early learning Preschool core standards.

This blog post talks about options for mentor texts and how to choose them. At the end of the post are links to other posts about mentor texts, how to curate them and how to use them in a variety of ways.

This article focuses on the ways in which teachers can ensure that students’ speaking and listening skills are developed. It provides a review of effective classroom routines.

This web page contains preschool special education technical assistance resources for administrations, teachers and families. These resources are organized according to the three federal early childhood indicators of the State Performance Plan (34 CFR § 300.601; USBE Special Education Rule VIII.E.). School districts are required to provide special education preschool services to students ages 3-5 who reside in their school district boundaries and who are eligible for special education services (34 CFR § 300.800; USBE Special Education Rule VIII.Q.). If you would like to know more and/or request an evaluation, contact your school district’s special education department.

This document is from the ELA standards. Young students may master acquisition of certain speech sounds at different ages. The chart below includes the typical age of acquisition of each sound.

In this post, literacy stages for adolescent students are identified, along with the instructional needs and practices associated with them. It is important to acknowledge a learner’s place on a developmental continuum, but also imperative that adolescent learners are not held back from challenging and authentic texts and tasks because of their identified stage. Knowing how to equip intermediate and advanced stage readers with the tools necessary to unlock meaning on the word and text level is necessary as the demands of these texts and tasks shift in content, purpose, and context.