Specifications include, but are not limited to: Curricular/Design Requirements 1. Utah Early Learning Standards for Preschool Alignment a. Instructional materials in all formats, including print, digital and online materials are aligned to the Utah Early Learning Standards for Preschool. b. Curriculum materials must have a clear and documented evidence base by an outside evaluator grounded in the Science of Early Childhood Education. 2. Preschool Early Learning Standards Content and Emphasis a. Materials follow developmental progression of early childhood skills in a way that is consistent with the progressions in the standards. b. Curriculum materials must have a clear and documented evidence base by an outside evaluator grounded in the Science of Early Childhood Development. c. Content is aligned with foundational literacy skills and includes materials for reading foundational skills for both literary and informational texts. d. Materials reflect beginning writing instruction and opportunities in alignment to the standards. e. Materials reflect opportunities for listening and speaking skills in alignment to the standards. f. Materials reflect language development and skills in alignment to the Standards. g. Program includes explicit and systematic instruction in phonics instruction. h. Program includes explicit and systematic instruction in social emotional learning. i. Program includes explicit and systematic instruction in early numeracy skills. j. Program includes vocabulary development including learning the meaning of new words through direct and indirect instruction. 3. Access for all Students a. Materials should be thoughtfully designed to support all students, including special populations (e.g.,Multi-language learners, accelerated learners) in accessing and meeting the Utah Early Learning Standards. b. Materials provide appropriate level and type of scaffolding, differentiation, intervention, and support for a broad range of learners. c. Systematic approach to incorporating language acquisition strategies that ensure equitable access across all language ability levels. d. Materials are visually balances, age-appropriate and accessible to student learners.
