MIDAS

Connect-Language, Literacy, Content, Levels 1-6

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Core Code Alignment

Elementary / Early Childhood
Elementary
22010024007: Grade 6 - ESL

Recommendation

Recommended Primary

Evaluation

The instructional materials are aligned with the content, philosophy and instructional strategies of the UT Core and WIDA ELD Standards. This is a comprehensive literacy program and could be implemented as a language acquisition program where students are practicing language using grade level appropriate texts and tasks associated with content area standards. It provides comprehensive coverage of standards and would be the primary instructional material but not a supplement to an existing curriculum.

Educators Using These Materials

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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.
This curriculum is a comprehensive literacy program aligned with WIDA ELD Standards and grade-level standards found in the Utah Core. Research from the work of Krashen, Vygotsky and Walqui are referenced as support for the instructional resources to support an ML students language development through connection to content. (Note: While content standards would "need supplementary materials to ensure coverage of all the objectives for this course", the language development standards are highly evident which is why we gave this a 3.)
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.
General Scaffolding strategies are provided in teacher materials. Students in the earliest stages of English language development would need to extensive, additional support to access concepts within the student materials which really isn't addressed in the teacher guides.
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.
Supplemental resources are suggested for the teacher to reference if needed. Units do contain project based learning tasks but the relevance for developing the 4 domains of language were not always clear. The teacher resources offer of example scripting to instruction delivery, however the differentiation suggestions for students were very generic.
Assessments	No criteria provided.	No criteria provided.	No criteria provided.	No criteria provided.
There are multiple quizzes and summative assessments included within each unit and formative assessment suggestions are embedded throughout daily lessons. There are ways for teachers to create assessments based on specific literacy and language standards, and an included digital resource is available to teachers that supports identifying skill gaps and suggests student grouping configurations for intervention.
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.
This curriculum consistently reminds teachers to take into account the cultural backgrounds of student when developing conceptual knowledge. Visuals reflect relevant, real-life experiences students from diverse contexts may encounter.
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. Texts and tasks include activities for students to learn from different perspectives and diverse communities that they may have never experienced but the opportunites are not taken past the a basic level of understanding.

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.
Teachers have access to a variety of engaging, high-quality, relevant visuals to support conceptual understanding. Story recordings are available as-well-as content related activities to amplify 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.
This curriculum has technical specifications much like those of other similar curricula. To use some features, headphones with microphones are required but these are not required to access the main content and resources of the program.
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.
Teachers would need to adapt all lessons for students in the beginning levels of English language proficiency, While some scaffolds are embedded in the teacher resources they would need supplementation to meet the unique needs of students at these levels as-well-as diverse learners.

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807