Alba y Gael Inicial 1-2
Core Code Alignment
Elementary / Early Childhood
Kindergartens
22020037001: Kindergarten Spanish D.I.
Kindergartens
22020037001: Kindergarten Spanish D.I.
Recommendation
Recommended Limited
Evaluation
For Dual Language Immersion programs, these materials may not meet the appropriate proficiency level, lack novice-level assessments, or require additional resources to meet Utah’s proficiency targets. Navigation may also be challenging for younger students, though older learners are likely to manage more efficiently. It is strongly recommended that schools consult with the Utah State Spanish DLI Team prior to purchasing or adopting materials, as this team provides the approved and recommended instructional programs for Spanish Dual Language Immersion across the state.
Educators Using These Materials
No educators found.
Material Categories
Supplementary
Rubric : Generic
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | Does not violate law | N/A | N/A | May violate law | ||
| The Alba y Gael Inicial 1-2 curriculum complies with Utah Code 53G-10-103 and R277-628, containing no sensitive or prohibited materials and maintaining adherence to state standards for age-appropriateness and instructional neutrality. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does not violate law | N/A | N/A | May violate law | ||
| The Alba y Gael Inicial 1-2 curriculum adheres to Utah Codes 53G-2-103(5), 53B-1-118, and 67-27-107, ensuring that no discriminatory practices are present. All instructional materials promote equity and inclusion and do not discriminate based on race, color, national origin, sex, disability, religion, or other protected classifications. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does not violate law | N/A | N/A | May violate law | ||
| The Alba y Gael Inicial 1-2 curriculum complies with Utah Code 53G-10-202, ensuring respect for constitutional freedoms and maintaining neutrality regarding religion and personal belief in all instructional materials. | ||||||
| Free from advertising, e-commerce, or political interest | No criteria provided. | No criteria provided. | No criteria provided. | No criteria provided. | ||
| The Alba y Gael Inicial 1-2 curriculum does not contain advertising, e-commerce links, and political influence. All materials are educationally focused and non-promotional. | ||||||
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. | ||
| The material is well-grounded in current, reliable research and aligns with most Core standards, with some areas requiring supplemental support for complete standards coverage. | ||||||
| Navigation | 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 scaffolding supports would not pose a challenge for teachers to implement and students to access. | ||||||
| Instructional Support | 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. | ||
| Some younger students may find the material difficult to navigate. | ||||||
| Assessments | No criteria provided. | No criteria provided. | No criteria provided. | No criteria provided. | ||
| Integrated Proficiency Assessments were not evident. | ||||||
| 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 a 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, | No criteria provided. | No criteria provided. | No criteria provided. | No criteria provided. | ||
| References in the curriculum provide some exposure to diverse peoples and cultures but are brief and not explored in depth. | ||||||
| Shared Values and Character Traits | No criteria provided. | No criteria provided. | No criteria provided. | No criteria provided. | ||
| While it promotes values, character and unity, there is limited integration of diverse communities, language, and cultural application within the content. | ||||||
Material Characteristics
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | This 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. | ||
| The material includes limited culturally authentic visuals and multimedia in the target language, and offers minimal interactive, audio-visual, or tactile experiences to enhance learning. | ||||||
| Technical Standards | This 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. | ||
| The program was not lacking in safeguards. It demonstrated ease of installation and accessibility of licensing information. | ||||||
| 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. | 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. | ||
| The program may require a substantial amount of supplementing materials to adequately address student learning needs, especially at the elementary level. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807