Instructional Playbook

Instructional Materials Teacher Selection Criteria

Review Criteria

Meets Criteria Guidance

Materials include the diverse cultures and lived experiences of students. In other words, do students see themselves and their family/community reflected in materials A stereotype is a belief or assumption associated with groups of people, places, or situations Materials reflect individuals or groups accurately and do not reinforce stereotypes Images and other media embedded in materials depict individuals with distinctive features rather than individuals who all look alike Content within materials does not assume all students have common experiences or perspectives (e.g. family dynamics, birthday celebrations, extra-curricular activities, community engagement) Content within materials does not assume all students have common access to physical spaces and materials (e.g. park, toys) Materials as a whole or when combined with other approved materials: include multiple points of view do not overrepresent one ideology over another examine various counterpoints to a topic that is based in merit Note: If teaching settled issues that only have one reasonable position (e.g. the Earth is round), contrary viewpoints should not be presented as legitimate (see accurate and factual criteria). Materials can be used to maintain high expectations, execute learning intentions, support multiple pathways to learning, and assess learning (Utah PCBL Framework). Instructional materials include scaffolding strategies and resources to support a broad range of learners in mastering key concepts or skills in grade/course-level standards Included scaffolding strategies maintain grade level expectations If materials do not include specific scaffolding strategies, the content and strategies can be scaffolded by the teacher to support students Materials are compatible with District approved devices and hardware, software, and accessible with District approved internet browsers. For additional questions or support with compatibility, contact your school’s Field Tech.

Representative of diverse cultures

Free of biases and stereotypes related to sex, race, religion, sexual orientation, or gender identity

Contributes to a balanced perspective

Aligned to support personalized competency based learning (PCBL)

Accessible to all students with scaffolding

Compatible with District technology systems