Computer Science and Information Technology Cluster: IT Systems Pathway
Core Code Alignment
CTE / Information Technology
Systems Engineering
35020000038: Computer Science Applications
Systems Engineering
35020000038: Computer Science Applications
Recommendation
Recommended Limited
Evaluation
Based on the content we felt there are better resources for teachers and students.
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
Rubric : Career and Technical Education 2025
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | NA | Does Not Violate Law | NA | May Violate Law | ||
| Does Not Violate Law | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | NA | Does Not Violate Law | NA | May Violate Law | ||
| Does Not Violate Law | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | NA | Does Not Violate Law | NA | May Violate Law | ||
| Does Not Violate Law | ||||||
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 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. | ||
| Between the books and the lab there are checkpoint questions and Posttest. There are general questions to check student's understanding, as well as classic short answer, multiple choice, T/F questions. In my review some of the books were simple ebooks. There was one course where the ebook had AI tools for studying, etc. The newer style had many more options for review/assessment. | ||||||
| 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. | ||
| Teacher resource material for someone entering the IT systems pathway looking to explain terms or topics. There is some standards alignment documents available. This uses Python. In their plain ebook form, I would only recommend these for a teacher resource. They are quite dry for student usage. | ||||||
| 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). | ||
| Technical images only. There is a section on digital learning that is adequate, but it is very general. This material is mostly technical images. A bit hard to review over the span of multiple books, however. | ||||||
| 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) | ||
| Ethics are covered. Similar to Kimberly's notes. Some of the ebooks cover ethics. | ||||||
| 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. | ||
| Does work into the Career Pathway missing some areas of expertise, great resource for teacher will need more. There are a lot of different resources to cover all of the standards. All of the material is there, but not in an easy format for teacher/student to follow. | ||||||
| 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. | ||
| Teacher resource. Boring textbooks lab is missing specific information like chapter 2 to end has no assignment sample or information. t would be better if there was built in virtual lab space or a more engaging format. As said before. The newer style textbooks with AI assistants can be quite engaging and help students find information without needing to dig through a thousand page pdf. The standard ebooks are not engaging at all. | ||||||
| 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.) | ||
| Most are only text only diagrams, lab only had chapter 1 to interact with. Very text based. Mostly just textbooks. | ||||||
Work-Based Learning
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Industry Alignment | The material is aligned to industry standards through the use of research-based and real-world application of relevant, current terminology and content. | The material provides some alignment to industry standards through some use of research-based and real-world application of relevant or current terminology and content. | The material provides minimal alignment to industry standards through minimal use of research-based and real-world application of relevant or current terminology and content. | The material does not provide alignment to industry standards through the use of research-based and real-world application of relevant, current terminology and content. | ||
| Focused on CS. While it covers the basics, it would be difficult to state that the text prepares one for actual industry. | ||||||
| 2. 21st Century & Workplace Skills | The material engages readers in the development of 21st-century and workplace skills, providing a greater depth of knowledge of the content. | The material provides some development of 21st century and workplace skills, providing some deepening of knowledge of the content. | The material provides minimal development of 21st century or workplace skills, providing minimal deepening of knowledge of the content. | The material does not provide development of 21st century or workplace skills, resulting in no deepening of knowledge of the content. | ||
| Focused on CS topics. I would want to have a lot more hands-on approach to learning. | ||||||
Safety
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Lab Spaces | The material provides adequate preparation for hands-on learning experiences through the inclusion of content-related lab spaces and associated safety practices. | The material provides some preparation for hands-on learning experiences through some inclusion of content-related lab spaces or associated safety practices. | The material provides minimal preparation for hands-on learning experiences through minimal inclusion of content-related lab spaces or associated safety practices. | The material does not provide preparation for hands-on learning experiences through the inclusion of content-related lab spaces or associated safety practices. | ||
| Could only view chapter 1 lab. Books had no lab. Only text, there realy is no lab component. There are instructions on how to install Python, and references on running programs in Python, but that is about it. The teacher would need to have proficiency and give examples. Not terribly applicable. Mostly informational texts, very few if any labs. | ||||||
| 2. Lab Equipment | The material provides adequate preparation for hands-on learning experiences through the inclusion of a wide range of current and content-relevant lab equipment with associated safety practices. | The material provides some preparation for hands-on learning experiences through some inclusion of current and content-relevant lab equipment or associated safety practices. | The material provides minimal preparation for hands-on learning experiences through minimal inclusion of current and content-relevant lab equipment or associated safety practices. | The material does not provide preparation for hands-on learning experiences through the inclusion of current and content-relevant lab equipment or associated safety practices. | ||
| Online lab seems easy to navigate. Students would need to upload Python on their own machines. | ||||||
Material Characteristics (Total Points:9)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Physical Characteristics | The 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. | ||
| Students would be bored using ebooks and the limited lab interface I could view. Could be a lot more interactive. Higher score for the "newer" textbook I've referenced, but really dry in just the ebook. | ||||||
| 2. Technical Standards | The 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. | ||
| Little to no install needed. Students would need to install Python. For the AI book it was all online, which would be nice in a classroom. | ||||||
| 3. 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. | ||
| May not be customizable for needs of diverse learners. Not customizable. For the book that includes an AI assistant I think that would help immensely with adaptability as the student can essentially ask the book their questions and get customized responses back. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807