Get Ready! 9-12
Core Code Alignment
Language Arts
Language Arts Electives
06010000201: Eng. Lang. Dev. I (9-12)
Language Arts Electives
06010000201: Eng. Lang. Dev. I (9-12)
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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Material Categories
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Rubric : English Language Arts
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The materials visuals represent diverse students as the norm and not as an occasional token. The teacher's materials consistently point out cultural considerations for lessons. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does not violate law | N/A | N/A | May violate law | ||
| 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 | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does not violate law | N/A | N/A | May violate law | ||
| There was no information of this nature provided in the review materials to be evaluated. | ||||||
| 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 material is evidence-based and aligns with grade-level Utah core standards. It is current, well-researched, and referenced from reliable sources. | The content of this material is evidence-based or research-based. The material aligns with most grade-level Utah core standards but will need supplementary materials to ensure coverage of all the Utah core standards. | The content of this resource aligns with a few grade-level Utah core standards but is not evidence-based or research-based. | The content of this resource does not align with any of Utah's core standards. | ||
| 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 | Educators and students can navigate the material independently. Instructions are clear and understandable. The material is well organized. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate the material. | The material is only usable with direct educator support due to a lack of clear instructions. Students will need educator support to navigate the material. | The instructions in the material are unclear, and navigation is difficult. The material is unorganized. | ||
| Instructional Support | This material goes beyond the content outlined in "Adequate" by providing problem or project-based content with integrated skills and concepts from various disciplines to help students make sense of the material. It also supports the learning needs of all students, including those with disabilities, multilingual learners, etc., by offering flexibility and maintaining high standards. | The material provides supplemental resources and some examples to educators of ways to deliver instruction. It contains a few of the following: scaffolding lesson plans, personalized/differentiated instruction, experiential learning, concept mapping, questioning techniques, and family involvement. | The material contains a limited amount of instructional support. | The material does not provide instructional support or examples for the educator. | ||
| 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 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. | ||||||
| Adaptability | The material is currently relevant and adaptable for educators and students. 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 vocabulary cards are appropriate for newcomers. The level of decodable readers at the elementary level would be okay. However, there was not a sample of decodable reader for the 9-12 level so it is unclear if the same decodables would be used -- and potentially not as viable for older grades. The assessments are more based on the content taught than on overall language development. | ||||||
UTAH STATE BOARD OF EDUCATION
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Salt Lake City, UT 84111-3204
Phone: 801.538.7807