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Core Code Alignment

Elementary / Early Childhood
Elementary
22010024007: Grade 6 - ESL

Recommendation

Recommended Limited

Evaluation

As a newcomer curriculum designed to teach Basic Interpersonal Communication Skills in academic settings, this is a well done curriculum. It is authentic, engaging, and combines digital and paper resources in a blended manner to leverage the strengths of each format's ability to meet student learning. It could not be used as a primary curriculum for core standards across grade levels. It also could not be used as a supplement for multilingual students that were not newcomers because it lacks the complexity needed to be a versatile tool to advance language at all levels.

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Rubric : Generic

Compliance with State Law (Required)

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Sensitive Materials and Prohibited Submission 53G-10-103, R277-628	This item has not been graded.

Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107	This item has not been graded.

Maintaining constitutional freedom in the public schools. 53G-10-202	This item has not been graded.

Free from advertising, e-commerce, or political interest	This item has not been graded.

Content

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Alignment	The content of this resource aligns with appropriate grade-level core standards and is current, well-researched and referenced from reliable sources.	The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure coverage of all the objectives for this course.	The content of this resource aligns with a few grade-level core standards for a portion of the course.	The content of this resource does not align with standards and objectives for this course.
This curriculum, as stated by the publishers themselves, is meant for Newcomers and early literacy grades. The primary focus is on Basic Interpersonal Communication with some representation of reading and writing. The writing sections do align to some of the early literacy grades writing standards. Every chapter does have specific "connections" sections to learn vocabulary in grade level content. For example the 6-8 and 9-12 have connections to courses that students would find in their schedules (STEM, math, history, etc.) The reading in the main text book was much lower than a majority of grade level standards. Additionally, the vertical content of the curriculum is the same so it could not be used in a vertical alignment manner from grade to grade for the majority of students because they would be repeating the same units every year.
Navigation	Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students in enhancing conceptual understanding, and offer opportunities for students to share evidence and research.	Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding.	Scaffolding supports for these materials engage learners from various skill levels.	Scaffolding supports for these materials do not engage learners.

Instructional Support	Students can navigate the material independently. Instructions are clear and understandable.	The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material.	The material may be used with direct educator support but lacks clear instructions.	The instructions in this material are unclear, and navigation is difficult.
The teacher materials are user friendly and multi-faceted in terms of the digital tools capability to navigate data and the tracking of the class. The student materials are engaging and easy to follow with icons, sentence frames, and examples. Most of the examples are embedded in contextual illustrations or scenarios. This is appropriate for authentic learning, however it potentially can make it challenging to find and conjugate the appropriate terms for the practice elements.
Assessments	This item has not been graded.

Ethnic Studies Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107,	This item has not been graded.

Shared Values and Character Traits	This item has not been graded.

Material Characteristics

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Physical Characteristics	This material goes beyond the content outlined in "Adequate" by incorporating modern, up-to-date, and relatable visuals.	In physical terms, the material is interactive and provides high-quality audio-visual and tactile experiences for all users.	The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable.	The content either has low audio-visual quality or is not intended for reuse.
There is a practice book that could be disposable but students and teacher have digital access which makes the materials durable and long lasting. There are connections to online extension and listening activities connected to the book. No sample was provided to determine the level of interaction but it seems apparent based on the descriptions in the teacher's edition.
Technical Standards	This material surpasses the content outlined in "Adequate" by ensuring the safeguarding of student data privacy and easy installation or access without technical assistance. Furthermore, any licensing information is clearly stated in the description.	The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components.	The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period.	Student data privacy is at risk.
There was no information of this nature provided in the review materials to be evaluated.
Adaptability	The material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. The material can be customized for the needs of diverse learners.	Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners.	The material has limited options to address adaptability for the needs of diverse learners.	The material is not suitable for different educational settings with diverse learners.
The digital teachers portal is easy to access and the teacher has control of the time period that students have access to material. There are materials ready and also extension materials. There is a student portal and means for teachers to digitally assign opportunities for students. Teacher can assign items to all students or a select number of students.

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Salt Lake City, UT 84111-3204

Phone: 801.538.7807