1. Assessment Tools |
The material provides numerous, quality assessment tools for students, including reflective questions, activities, and application of skills. |
The material provides some assessment tools for students, such as including reflective questions, activities, or application of skills.
|
The material provides minimal assessment tools for students including very little reflective questions, activities, or application of skills. |
The material does not provide assessment tools for students. |
Assessments include performance activities, multiple choice, and short answer questions.
|
2. Teacher Resources & Training |
The material provides quality teacher resources, including questioning strategies, activity ideas, evaluation tools, and differentiation strategies. |
The material provides some teacher resources, including questioning strategies, activity ideas, evaluation tools, or differentiation strategies. |
The material provides minimal teacher resources, including very little questioning strategies, activity ideas, evaluation tools, or differentiation strategies. |
The material does not provide teacher resources.
|
The teacher resources are very basic and don't include differentiation strategies or activity ideas.
|
3. 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 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, |
In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages.
|
This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications. |
The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters.
|
The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1).
|
The materials portray people from diverse backgrounds but there is no discussion of languages, traditions, and beliefs.
|
4. Shared Values and Character Traits |
The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits.
|
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. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. |
The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. |
The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204)
|
The materials indicate that honesty and integrity are important in accounting but does not focus on civic education.
|
5. Utah CTE Course Standards Alignment |
The material provides adequate preparation of skills through quality examples, explanations, and online resources of the content. |
The material provides some preparation of skills through some examples, explanations, or online resources of the content. |
The material provides minimal preparation of skills through minimal examples, explanations, or online resources of the content. |
The material does not provide preparation of skills through examples, explanations, or online resources of the content.
|
This text is clearly aligned with the Utah CTE course standards with a few exceptions - 6 column worksheet and ratios are not part of the Accounting 1 strands and standards. The accounting cycle steps are different than what is listed in the Accounting 1 strands and standards.
|
6. Engagement |
The material is engaging by appealing to student interest through interactive and performance-based activities and content. |
The material provides some engagement to student interest through some interactive or performance-based activities and content.
|
The material provides minimal engagement to student interest and includes minimal interactive or performance-based activities. |
The material does not provide engagement to student interest through use of interactive or performance-based activities.
|
The activities in the online section and in the textbook are performance based and are an average level of engagement. The textbook provides background stories on businesses to increase engagement.
|
7. Non-Text Content |
The material contains authentic, relevant, applicable, and well-integrated non-text content (images, graphs, visual aids, etc.).
|
The material contains some authentic, relevant, applicable, integrated non-text content (images, graphs, visual aids, etc.) |
The material contains minimal authentic, relevant, applicable, or integrated non-text content (images, graphs, visual aids, etc.) |
The material does not contain authentic, relevant, applicable, or well-integrated non-text content (images, graphics, visual aids, etc.)
|
There are images on each page that show the accounting concepts in diagram form and show examples of what it is like to work in an accounting business.
|