MIDAS

HMH English 3D Grades K-3

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Core Code Alignment

Elementary / Early Childhood
Elementary
22010024003: Grade 2 - ESL

Recommendation

Recommended Student Resource

Evaluation

This material was good for language development, but not aligned with the core curriculum that would include a language scaffold. Because material had to be downloaded, it was hard to see how a student would navigate the material. Overall, it was student friendly and self-explanatory.

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
Does not violate the law.
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
Does not violate the law.
Maintaining constitutional freedom in the public schools. 53G-10-202	Does not violate law	N/A	N/A	May violate law
Does not violate the law.
Free from advertising, e-commerce, or political interest	No criteria provided.	No criteria provided.	No criteria provided.	No criteria provided.
No visible advertising while reviewing.

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.
Program is evidence based and aligns with UT standards in general which is sufficient since The program is meant to teach key academic English not necessarily the standards themselve.
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.
Teacher and student resources seem clear and easy to understand.
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.
The material is highly structured and repeats tasks, which is beneficial for ML students, but does not meet the criteria for a 3.
Assessments	No criteria provided.	No criteria provided.	No criteria provided.	No criteria provided.
Teacher resources include both formative and summative assessments, but they lack variety.
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.
Mainly through images that include diverse cultures but I wouldn't say there is a lot of variety.
Shared Values and Character Traits	No criteria provided.	No criteria provided.	No criteria provided.	No criteria provided.
Material does not extend beyond the content outlined in adequate.

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.
Visuals are high quality and are appropriate visuals to supposrt the purpose of the lessons.
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.
Lacking variety in technical features.
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.
Scaffolds are not obvious.

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807