MIDAS

Experience Curriculum

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Core Code Alignment

Elementary / Early Childhood
Early Childhood (PreSchool)
22040000001: Early Childhood (Pre-K)

Recommendation

Reviewed, Not Recommended

Evaluation

Upon review, Experience Curriculum is not recommended. While some of the standards are taught, it doesn’t meet most of the standards. There is not a Utah core standards alignment with their program. There seems to be too many holes in the curriculum. There are many supplies/consumables needed to successfully teach the different lessons. Most of these supplies come with the program, but would need to be purchased every year. The lesson plans are very short with little instruction on how to teach them. An inexperienced teacher would need a lot of time to prepare for each day. The scaffolding does not seem to really address the needs of students who may need more help.

Educators Using These Materials

No educators found.

Rubric : Generic

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.
Not all standards are met. May not adequately meet all Head Start standards (HSPPS). Not on the list of evidence-based curricula reviews by ECLKC https://eclkc.ohs.acf.hhs.gov/curriculum/consumer-report The scope and sequence does not align with current standard knowledge of early literacy development. Curriculum includes focus of instruction on concepts that are not core standards. Outside of core standards, the program is built to teach and assess development of knowledge that does not connect to school readiness . They did not take the time to align their content with the Utah state core standards.
Scaffolding	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.
A "simplify" and "challenge" option is given for those who need more help and those who need a challenge in every small group setting. Ages and developmental stages are considered in teaching and in parent connection resources.
Navigation	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.
Navigation is easy. The lessons are understandable and clear.

Accessibility

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Physical Characteristics	The design of the material is ADA-compliant and can be utilized by all students. In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. The material contains modern, up-to-date, and relatable visuals, including diverse groups of people.	In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users.	In physical terms, this material is fragile in construction, and provides limited tactile experiences for students.	In physical terms, this material is designed to be disposable and temporary.
Some materials do not seem to be as durable for many years of usage. Some would need to be laminated in order to ensure durability.
Technical Standards	The material goes above and beyond meeting all the technical standards, ensures student data privacy is safeguarded, and can be easily installed or accessed without technical assistance. Licensing information is clearly stated in the description.	The material meets all the requirements of federal and state laws, along with the accepted technical standards (ISTE Standards and VPAT Compliance). Additional technical specifications and limitations, including hardware requirements, bandwidth demands, student data privacy, and software/ web access restrictions, are adequately noted in the description. The design of the material allows for error-free installation or access without purchasing additional components.	The material is limited by specifications requiring additional materials, technical assistance, hardware, software, or infrastructure. Student data privacy could be at risk. Resources within the material end after a trial period.	Student data privacy is at risk.
The curriculum meets all technical requirements.
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.	The material is currently adaptable for a teacher or student to use in a limited instructional setting across a few content areas. The material can be utilized by diverse learners (not customizable).	The material has some features adaptable for students in at least one content area. The material has limited options to address the needs of diverse learners.	The material is not adaptable or easily incorporated into various educational settings or with various diverse learners.
Adaptations are not explicitly given and would require the teacher to adapt themselves. The materials are promoted as being “usable out of the box” and images are of product-focused (not process-focused) work completed by children. The adaptability of the program would be heavily reliant on the skill, knowledge, experience, and support of the individual teacher.

Pedagogy

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Instructional Support	The material provides multiple examples and strong support to educators of ways to deliver instruction. These may include: -Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. Furthermore, this material has content that can be problem/project-based, with incorporated skills and concepts that are integrated with all disciplines equally to support student sense-making. (Transdisciplinary/ Interdisciplinary Content Integration)	The material provides 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, or Family Involvement.	The material contains limited instructional support on using the material with diverse groups of students, various skill levels, and student needs.	The material does not provide instructional support or examples for the educator.
The program appears to provide supplemental resources and professional development opportunities, but with the conflicting "Mother Goose" pamphlets and training videos that do not seem to address much instructional training, there is still question as to the quality of the trainings.
Supplemental Resources	The material provides a wide variety of supplemental resources that are evidence-based and are linked to real-world circumstances and current events.	The material references numerous available supplemental resources.	The material references some available supplemental resources.	The material does not refer to any supplemental resources.
Some supplemental resources are included, but the curriculum states an all-inclusive kit as one of its strengths. There are still many supplies the teacher will need to provide in order to teach the lessons as they are outlined.
Assessments	The material contains a variety of formative and summative assessments aligned with Utah Core Standards, Personalized Competency-Based Learning, and Universal Design for Learning. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. The assessments are ADA-compliant.	The material contains summative assessments aligned with Utah Core Standards with few interventions and is ADA-compliant.	The material contains a limited number of assessments without intervention strategies but is ADA-compliant.	The material does not provide assessment materials.
Assessments are unclear and show progression of skills within the program only. No connection to CDC developmental milestones, appropriate interventions. Assessments leave gaps where some practitioners may take liberty to add interpretations of student behaviors.

Culture of Learning and Belonging

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Bias Free	This material is free from bias and is in compliance with all relevant federal and state laws, rules, and regulations, as listed in the next “2-Adequate” section for this item. Furthermore, this material focuses on shared identity and includes the unique characteristics & cultural differences of students in Utah. (53E-4-204.1) This material supports civic and character education. (53G-10-204)	This material is neutral and is in compliance with the laws, rules, and regulations below: -It can be used by all students regardless of sex, race, religion, sexual orientation, gender identity, or membership in any other protected class, such as ethnicity, or disability, as described in (R277-328). -This material supports educators to be in compliance with (53G-10-202.4), where they may not use their positions to endorse, promote, or disparage a particular religious, denominational, sectarian, agnostic, or atheistic belief or viewpoint. -The material is free from discrimination and does not support stereotyping of character traits, including hard work ethic. (53G-10-206) -It is free from advertising, e-commerce, or political interest and is in compliance with the law and community standards.	This material may be interpreted as biased. Or promoting advertising, e-commerce, or political interest. Or maybe considered to regard or treat some groups unfairly.	This material does not comply with federal and state laws, rules, and regulations. This material is biased and favors a point of view that may be distracting to the educational experience of students.
The lesson plans appear to be bias free. There appears to be some conflict information with the use of "Mother Goose" wording on pamphlets and website names. The strength of diversity in teaching seems unclear.
Cultural Awareness	This material promotes respect for distinct socio-cultural identities by representing various cultural and social aspects of society. The material accurately reflects the culture, languages, traditions, beliefs, values, and customs of people from diverse backgrounds, including various forms of cultural philosophy and epistemology.	This material displays respect for distinct socio-cultural identities and cultural awareness. Creates opportunities to recognize and incorporate the diverse ethnic histories, cultures, contributions, and perspectives of peoples from Utah, the United States, and the world.	This material has limited themes of social and cultural histories within the United States and globally.	This material lacks cultural awareness and recognition of diverse perspectives and/or contributions.
The strength of diversity in teaching seems unclear. Limited themes of social and cultural histories.
Inclusive Components	The material uses a range of texts, examples, scenarios, applications, and imagery to promote diverse representation, inclusion, and belonging. The material provides cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. It includes diverse characters representing people of color, people with disabilities, various body types, complexions, ages, personalities, and societal roles.	The material provides a range of texts, examples, scenarios, imagery, and applications focusing on various cultures. It includes some diverse characters.	The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters.	The components of this material are not inclusive or diverse in nature.
There is some diversity included in text and pictures.
Shared Values and Character Traits	The material focuses on the shared values of diverse people and communities, including the common elements that unite Utahns and the world. -Such as diverse histories, family units, geographies, cultures, socioeconomic environments, livelihoods, etc. Additionally, figures in the material may be described by their behaviors, beliefs, and values regardless of education, income, or occupational descriptors. The material fosters the development of character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles contained in the Constitution.	The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content.	The material lacks a sense of either shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing character traits.	The material does not include character traits and shared values.
The curriculum includes common elements.

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807