MIDAS

My First Studies Weekly: Early Learning

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Core Code Alignment

Elementary / Early Childhood
Early Childhood (PreSchool)
22040000001: Early Childhood (Pre-K)

Recommendation

Recommended Student Resource

Evaluation

My First Studies would benefit from additional support in several areas, including scaffolding strategies, accommodations for multilingual learners and children with disabilities, and stronger integration of language arts and math concepts. Opportunities for collaborative, group-based learning could also be expanded. Additionally, the digital/online learning components appear to be less developmentally appropriate for younger learners.

Educators Using These Materials

No educators found.

Material Categories

Comprehensive

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

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

Maintaining constitutional freedom in the public schools. 53G-10-202	Does not violate law	N/A	N/A	May violate law

Free from advertising, e-commerce, or political interest	No criteria provided.	No criteria provided.	No criteria provided.	No criteria provided.

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 content of this resource aligns with select grade-level core standards across certain portions of the curriculum, but full alignment to all early learning domains is not clearly documented.
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 materials offer general scaffolding and engaging hands-on activities, but differentiation for varying skill levels and opportunities for students to share evidence or research are limited, and teachers may need extra planning to navigate the curriculum effectively.
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.
Instructions are generally clear and teacher-friendly, but most activities require adult guidance, and students are unlikely to navigate the material independently without support.
Assessments	No criteria provided.	No criteria provided.	No criteria provided.	No criteria provided.
The curriculum allows for informal observations of student engagement and skill development, but it does not include formal assessments, progress-tracking tools, or structured guidance for systematically monitoring learning outcomes.
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.
The curriculum does not explicitly incorporate ethnic studies. Any exposure to diverse people or cultures occurs incidentally through story-based activities and is not systematically aligned to state demographics or neutrality standards.
Shared Values and Character Traits	No criteria provided.	No criteria provided.	No criteria provided.	No criteria provided.
The curriculum introduces positive values and character traits incidentally through stories and group activities, but it does not provide a structured approach or explicit guidance for teaching or reinforcing character education.

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 curriculum includes colorful and engaging visuals that are modern and relatable for preschoolers, though representation of diverse physical characteristics is limited.
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 curriculum includes an online component that expands spanish accessibility, but while instructions appear clear, verification of student data privacy safeguards, ease of setup, and licensing terms requires further confirmation.
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 curriculum is flexible and can be adapted for different instructional settings and group sizes, but explicit guidance for differentiating for diverse learners or aligning to specific standards is limited, so adaptations rely on teacher initiative.

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807