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Core Code Alignment

Foreign Language
Spanish for Spanish speakers
03080000031: Spanish/Spanish - High school third year

Recommendation

Recommended Primary

Evaluation

This textbook was overwhelming. There was so much information on each page that there would be no conceivable way to cover the entire textbook in a single year. Plus the DOK level is deep here. Which means teachers would have to increase their lessons rigor. It might be difficult to differentiate instruction. The overwhelming information makes it a great resource for teachers who are looking to add to their curriculum or need some new ideas.

This evaluation includes materials for Levels 1-3 The textbook and attached resources will be a great add-on to the classes for regular use and not as an only resource. Additionally, the program should be considered a whole program, not differentiating different levels in an isolated way. There are many activities in the book. Teachers should select and adapt them to their students like with any other resources and the amount and variety of the activities. This flexibility is also a plus for using this book. The sequencing of the content is appropriated. The ability

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 it is tru this material aligns perfectly with the AP topics, The content would not be age appropriate for middle school.
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.
The rigor used on these material is DOK 4, most of the time. It might be hard for the teachers to differentiate when having IEP students.
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.
It is very well organized, easy to access.

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.

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.

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.

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.

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.

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.
I was unable to access the assessments for this resource.

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.
For the most part it does well at addressing all of the countries and offers differing opions on various topics, but almost all of the movies listed in the various chapters for a cultural experience would not be approved to watch in the school setting. For example, on page 101 the 4 movies listed to complete the assignment are all rated 'R'. Everything else seemed appropriate.
Cultural Awareness	This item has not been graded.

Inclusive Components	This item has not been graded.

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

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807