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CodeHS CTE MS/HS

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Core Code Alignment

CTE / Information Technology
Systems Engineering
35020000065: Web Development II

Recommendation

Recommended Primary

Evaluation

CodeHS offers Utah centric courses which directly tie to each Utah core standard. Students who complete a CodeHS course will meet all of the Utah Standards for that subject.

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Rubric : Career and Technical Education 2025

Compliance with State Law (Required)

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
1. Sensitive Materials and Prohibited Submission 53G-10-103, R277-628	NA	Does Not Violate Law	NA	May Violate Law
The materials do not deal with issues that violate the sensitive/prohibited materials codes.
Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107	NA	Does Not Violate Law	NA	May Violate Law
The materials do not violate this law.
Maintaining constitutional freedom in the public schools. 53G-10-202	NA	Does Not Violate Law	NA	May Violate Law
The materials do not violate this law.

Content

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
1. Assessment Tools	The material provides numerous, quality assessment tools for students, including reflective questions, activities, and application of skills.	The material provides some assessment tools for students, such as including reflective questions, activities, or application of skills.	The material provides minimal assessment tools for students including very little reflective questions, activities, or application of skills.	The material does not provide assessment tools for students.
CodeHS includes a number of materials, lesson plans, etc. for each course. They offer courses aligned directly with Utah CS standards. These materials provide multiple avenues for assessment including: formative & summative assessments, free-response, and application of skills. All the sections include lessons plas and materials for the a teacher.
2. Teacher Resources & Training	The material provides quality teacher resources, including questioning strategies, activity ideas, evaluation tools, and differentiation strategies.	The material provides some teacher resources, including questioning strategies, activity ideas, evaluation tools, or differentiation strategies.	The material provides minimal teacher resources, including very little questioning strategies, activity ideas, evaluation tools, or differentiation strategies.	The material does not provide teacher resources.
CodeHS provides teacher training in the form of training, workshops, and supplemental materials. Teachers can easily contact CodeHS representatives, who generally respond within a short time period (yes, I tested this). Teacher resources and training include problem guides, solution references, supplemental handouts, planning notes, etc. Synchronous and asynchronous PD is available as well as video walk-through/demonstration of problems. There are videos to help a teacher with lessons. CodeHS has an online tech support.
3. 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 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,	In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages.	This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications.	The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters.	The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1).
The materials do provide examples of people from different cultures and races. These fit naturally into the curriculum (for example, the AP CSP digital divide lesson includes a rural white lady and a blind, urban, black lady). The lessons do not, though, include people from outside the United States. Materials contain limited examples of inclusive or cultural experiences. There is very little examples of inclusive or cultural experiences.
4. Shared Values and Character Traits	The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits.	The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution.	The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education.	The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204)
Materials attempt to teach integrity and honesty, including discussions of why these are important in programming. They include illustrative examples in the lesson plans and supplemental resources. They also provide tools to help teachers encourage these traits (e.g. turning off the ability to copy/past from outside sources). Materials focus on values such as integrity, honesty, courage, and leadership within the context of work in the computer science field. The CodeHS as tools in place to help with teaching integrity and honesty. The teacher can setup where students can't copy and paste. There is also a history where the teacher can see what students have typed.
5. Utah CTE Course Standards Alignment	The material provides adequate preparation of skills through quality examples, explanations, and online resources of the content.	The material provides some preparation of skills through some examples, explanations, or online resources of the content.	The material provides minimal preparation of skills through minimal examples, explanations, or online resources of the content.	The material does not provide preparation of skills through examples, explanations, or online resources of the content.
CodeHS offers Utah centric courses which directly tie to each Utah core standard. Students who complete a CodeHS course will meet all of the Utah Standards for that subject. Material is aligned to Utah CTE Course Standards CodeHS materials are aligned to Utah standards
6. Engagement	The material is engaging by appealing to student interest through interactive and performance-based activities and content.	The material provides some engagement to student interest through some interactive or performance-based activities and content.	The material provides minimal engagement to student interest and includes minimal interactive or performance-based activities.	The material does not provide engagement to student interest through use of interactive or performance-based activities.
Materials include videos, instructions, and a lot of hands-on programming activities. The standard for a 3 states that it should be "interactive and performance-based," which it is. Each lesson consists of performance-based activities and content. Students work individually and in groups to complete tasks. Lessons have quizes, performance-based activites for students to do.
7. Non-Text Content	The material contains authentic, relevant, applicable, and well-integrated non-text content (images, graphs, visual aids, etc.).	The material contains some authentic, relevant, applicable, integrated non-text content (images, graphs, visual aids, etc.)	The material contains minimal authentic, relevant, applicable, or integrated non-text content (images, graphs, visual aids, etc.)	The material does not contain authentic, relevant, applicable, or well-integrated non-text content (images, graphics, visual aids, etc.)
Materials provide flexibility between slides & videos to introduce lessons. Expected outcomes generally give a clear image of what is expected. There are slides and/or videos the teacher can use to give instructions.

Work-Based Learning

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
1. Industry Alignment	The material is aligned to industry standards through the use of research-based and real-world application of relevant, current terminology and content.	The material provides some alignment to industry standards through some use of research-based and real-world application of relevant or current terminology and content.	The material provides minimal alignment to industry standards through minimal use of research-based and real-world application of relevant or current terminology and content.	The material does not provide alignment to industry standards through the use of research-based and real-world application of relevant, current terminology and content.
Lessons provide real-world application of programming knowledge. They also include current terminology. Materials provide industry-standard vocabulary. However, the IDE provides shortcuts, which cause confusion when transitioning to industry-standard software in web design, moving from "Tracy" to turtle libraries, etc. CodeHS uses some of it's own libraries to do some lessons, like Karel. The student has to use the CodeHS functions. This would not happen in Industry.
2. 21st Century & Workplace Skills	The material engages readers in the development of 21st-century and workplace skills, providing a greater depth of knowledge of the content.	The material provides some development of 21st century and workplace skills, providing some deepening of knowledge of the content.	The material provides minimal development of 21st century or workplace skills, providing minimal deepening of knowledge of the content.	The material does not provide development of 21st century or workplace skills, resulting in no deepening of knowledge of the content.
Students practice the 21st century skills of critical thinking, problem-solving, collaboration, communication, creativity, and technology literacy throughout this course. Students get to practice 21st century skills. CodeHS gives them the basics and keeps them engagged and exited about programming.

Safety

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
1. Lab Spaces	The material provides adequate preparation for hands-on learning experiences through the inclusion of content-related lab spaces and associated safety practices.	The material provides some preparation for hands-on learning experiences through some inclusion of content-related lab spaces or associated safety practices.	The material provides minimal preparation for hands-on learning experiences through minimal inclusion of content-related lab spaces or associated safety practices.	The material does not provide preparation for hands-on learning experiences through the inclusion of content-related lab spaces or associated safety practices.
To be fair, anyone who injures themselves programming a computer needs targeted help a curriculum could not possibly provide. I have not identified any lab safety units in this curriculum. There is also very little danger for students who are only using keyboards and mice as input devices. Did not see anything on lab safety. Could be a lesson on eye strain when seating at the computer to long or correct typing to prevent injury.
2. Lab Equipment	The material provides adequate preparation for hands-on learning experiences through the inclusion of a wide range of current and content-relevant lab equipment with associated safety practices.	The material provides some preparation for hands-on learning experiences through some inclusion of current and content-relevant lab equipment or associated safety practices.	The material provides minimal preparation for hands-on learning experiences through minimal inclusion of current and content-relevant lab equipment or associated safety practices.	The material does not provide preparation for hands-on learning experiences through the inclusion of current and content-relevant lab equipment or associated safety practices.
Safety is not a huge issue in computer programming. Lab equipment is identified as desktops/Chromebooks, etc. Safe equipment for students. The use of a computer and /or mouse.

Material Characteristics (Total Points:9)

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
1. Physical Characteristics	The 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.
I find the IDE to be generic, with dull screen output. Videos are repetitive and consist almost exclusively of listening to someone explain while they code. However, the teacher should present instruction themselves - best practice means that the teacher is teaching. IDE is easy to navigate and students can easily find documentation, switch between text and code blocks, check their work against expected outcomes, etc. Instructor may choose between videos and slideshow to reduce repetition and increase engagement. Supplemental worksheets increase engagement. The IDE is easy for students to navigate. CodeHS has slides the teacher can use or a video. This is nice for students that may have missed class.
2. Technical Standards	The 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 materials meet all standards for accessibility (I had a blind student use them with minimal problems). No installations are required - the software runs in the cloud and requires nothing that schools would not already have in place (e.g. Chromebooks). Materials meet this requirement. The materials can be accessed with any device that has Internet.
3. Adaptability	The material is currently relevant and adaptable for educators and students. 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.
All text is resizable, instructions are given in multiple formats, and many courses are provided in both English and Spanish. Material is adaptable for diverse learners. Lessons can be added/removed on a student level, students can change output size and code by block or by text. Materials is adaptable to any learner.

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807