Portfolio Deutsch NEU
Core Code Alignment
Foreign Language
German
03040000021: German - Second year
German
03040000021: German - Second year
Recommendation
Recommended Limited
Evaluation
Portfolio Deutsch Neu 1-3/4 is a great resource for Learning. These materials cover Level 1-Level 4. aligning with the Utah state levels Novice High through Advanced low. This might be problematic for some German 1 learners, as most German 1 classes have end-on-level expectations set to Novice Mid. This Level 1 resource may, therefore be on the more demanding side, which may be difficult for some teachers who are used to lower end-of-level expectations. This resource is very well organized and has both textbooks and workbooks that allow for and can be used for assessments, both formative and summative. There is plenty of supplemental media; audio and video to support tier 1 instruction as well as remediation and extension. Though not necessarily customizable it is adaptable for various skill levels. This resource is not very diverse as far as ethnicity. Most imagery depicts Caucasians and shows diversity mostly when discussing immigration and other topics that would specifically be about diverse ethnic backgrounds. Although this resource does align with the state standards, it aligns with the broader standard topics and not with specific standards. Teachers would have to work through the curriculum and the standards to align specific standards, for proficiency assessments. Overall this is a good resource, but still requires a fair amount of work from teachers to make it the most effective.
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. | ||
| Although this resource does appear to align with the state standards, it aligns with the broader standard topics and not with specific standards. There are plenty of activities that cover most if not all of the standards. Teachers would, however, have to work through the curriculum and the standards to align specific standards, for proficiency assessments, with the curriculum. | ||||||
| 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. | ||
| This curriculum is well scaffolded. It has many varied learning opportunities. It also has ways to share evidence of learning in interpretive, interpersonal, and presentational communication. | ||||||
| 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. | ||
| This software is web-based. It is very intuitive and easy to navigate. IT is set up like a typical reader program with both one-up and two-up page views, resources are both independently organized as well as linked in the online text. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | This item has not been graded. | |||||
| not provided with physical text book | ||||||
| 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. | ||
| This is a web-based resource. It is a secure site and can be accessed online. There are no additional components that need to be purchased to make this work and should work with a less powerful Chromebook based system. | ||||||
| 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. | ||
| This resource is adaptable. In various chapters, there are methods for learning and assessing, including options for reading, writing, and speaking. This does not appear to be customizable. the material and resources appear set and not customizable. | ||||||
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. | ||
| This includes solid teacher support. It has an annotated teacher edition with tips, objectives, etc. It has cross-curricular lessons and resources. There are also many other multimedia support resources. | ||||||
| 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. | ||
| There are numerous supplemental resources. There are audio, video, printables, etc. The teacher's manual has tips for using the primary as well as the supplemental resources. | ||||||
| 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. | ||
| This includes a testing program with extensive assessments. It includes testing guides, keys, and rubrics. They are aligned with the general areas of assessment; interpretive, interpersonal and presentational. | ||||||
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. | ||
| This is non-biased in its presentation. It does support learning for various ethnicities. This is however not as diverse as it could be and shows mostly a Caucasian demographic. There are examples of various races and ethnicities, but those are mostly used when discussing various races and ethnicities. There is also not a lot of diversity in physical abilities and body types. | ||||||
| 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. | ||
| This resource promotes cultural awareness and specifically discusses world migration. It is respectful to various cultures discussed. Through the units, which discuss background and immigration, there are opportunities to discuss a variety of cultures and cultural interests. | ||||||
| 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. | ||
| This is not as diverse as it could be and shows mostly a Caucasian demographic. There are examples of various races and ethnicities, but those are mostly used when discussing various races and ethnicities. There is also not a lot of diversity in physical abilities and body types. Many of the illustrations are simplified and do not really illustrate diversity. | ||||||
| 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. | ||
| Common elements included are the topics-based learning experiences (free time, hobbies, education, family, etc) that unite people of various cultures and backgrounds including Utahans. Learners unite in a shared topic study. Even though the topics are set and not flexible they are engaging and of interest to our local L2 learners. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807