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Core Code Alignment

Health & Movement
    Health Education
        04010023010: Health Education II (9-12) - SPED

Recommendation

Reviewed, Not Recommended

Evaluation

Though these materials are engaging, interactive, align with the Utah Health 2 Core, and are excellent for educating students about various parenting styles, they cannot be recommended because they did not pass the "Compliance with State Law" requirement in the "Free from Advertising or Political Interest" section.

Video #4 in "Lesson 3: Parenthood" has a father and son eating Froot Loops cereal. The words "Froot Loops" are blurred out a little, but are still readable. The father and son playfully peek at each other from behind the box, and the father holds the box. The cereal is the center of their playfulness. This is "inadvertently promoting" a product.

In "Lesson 2: ACEs and Their Impacts," the first video ends with, "for more information, please visit www.kpjrfilms.co." Upon visiting this site, the following ads/related topics were displayed: "Best Streaming Movies," "Movie Streaming," and "Netflix Movie Streaming," rather than giving more info about the topic. The ads/related topics change each time the address is followed.

"Lesson 6: Reasons to Avoid Spanking" ends with the speaker asking people to subscribe to her channel, and the lesson displays her name at the beginning of the video. This may be considered e-commerce because as more people who subscribe to her channel, the more the person gets paid for ads.

Educators Using These Materials

No educators found.

Material Categories

Comprehensive

Rubric : Health 2025

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
Adequate, no concerns.
Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 No criteria provided. No criteria provided. No criteria provided. No criteria provided.
This course seems to be designed to be inclusive by creating a welcoming environment where all students feel respected, represented, and supported in their learning.
Maintaining constitutional freedom in the public schools. 53G-10-202 Does not violate law. N/A N/A May violate law
The survey asks for gender identification. Does that need to be cleared by LEA? Introduction: Pre-Quiz in demographics asking gender identity (male, female, non-binary, prefer not to answer). The SHARP Survey asks about gender identity for students in grades 8, 10, and 12, but it does not ask 6th graders about their gender identity to better meet their developmental needs
Free from advertising, e-commerce, or political interest Contains none of the listed items. N/A N/A Contains one or more of the listed items.
The video on "Lesson 3: Parenthood - Video #4" has a father and son eating Fruit Loops cereal. The words "Fruit Loops" are blurred out a little, but are still readable. The father and son playfully peek at each other from behind the box, and the father holds the box. The cereal is the center of their playfulness. This is "inadvertently promoting" a product. In "Lesson 2: ACEs and Their Impacts," the first video ends with, "for more information, please visit www.kpjrfilms.co." Upon visiting this site, the following links were displayed: "Best Streaming Movies," "Movie Streaming," and "Netflix Movie Streaming," rather than giving more info about the topic. The ads change each time the address is followed. "Lesson 6: Reasons to Avoid Spanking" ends with the speaker asking people to subscribe to her channel, and the lesson displays her name at the beginning of the video. This may be considered e-commerce because as more people who subscribe to her channel, the more the person gets paid for ads. If the creators had just blurred out the Fruit Loops more and clipped the end of Mayim Bialik's video, advertising would not be a problem. The material is great, and it is a shame not to use it when such small changes could be easily made by the publisher.
Sex Education Law and Policy: Materials do not contain any information, images, instruction, or images that violate Utah Codes 53G-10-402 and 53G-10-403 or Rule R277-474, including but not limited to: 1. The intricacies of intercourse, sexual stimulation, or erotic behavior; 2. The advocacy of premarital or extramarital sexual activity; or 3. The advocacy or encouragement of the use of contraceptive methods or devices. 4. Any means or methods that facilitate or encourage the violation of any state or federal criminal law by a minor or an adult, including as a response to a spontaneous question from a student. *Instruction may include information about contraceptive methods or devices, not including abortion or any abortive methods, that stresses effectiveness, failure rates for youth, limitations, risks, and information on state law applicable to minors obtaining contraceptive methods or devices. Does not violate law. N/A N/A May violate law.
Does not violate law.
Standard Alignment
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
Alignment to Utah Health Education Core Standards Points are given for EACH strand represented in the material. Add the total amount for each strand to get the total for this line item. The content of this material is evidence-based and aligns with grade-level Utah Utah Health Education Core Standards. It is current, well-researched, and referenced from reliable sources. Rate alignment for each area, 3 points for each. HF: goal setting, decision making, communication MEH: stress management, emotional health, suicide prevention SDP: personal safety, media safety, chronic and infectious disease prevention and treatment. SAP: Peer pressure, consequences of substance use, addiction and recovery. N: Basic nutrients and function in the body, healthy food behaviors. HD Elementary: Body systems, hygiene, abuse prevention HD Secondary: Sex education - abstinence, contraception, fetal development, STI prevention, reproductive diseases and conditions, healthy relationships, abuse prevention. The content of this material is evidence-based or research-based. The material aligns with most grade-level Utah Health Education Core Standards but will need supplementary materials to ensure coverage of all the Utah core standards. Rate alignment for each area, 2 points for each. HF: goal setting, decision making, communication MEH: stress management, emotional health, suicide prevention SDP: personal safety, media safety, chronic and infectious disease prevention and treatment. SAP: Peer pressure, consequences of substance use, addiction and recovery. N: Basic nutrients and function in the body, healthy food behaviors. HD Elementary: Body systems, hygiene, abuse prevention HD Secondary: Sex education - abstinence, contraception, fetal development, STI prevention, reproductive diseases and conditions, healthy relationships, abuse prevention. The content of this resource aligns with a few grade-level Utah Health Education Core Standards but is not evidence-based or research-based. Rate alignment for each area, 1 point for each HF: goal setting, decision making, communication MEH: stress management, emotional health, suicide prevention SDP: personal safety, media safety, chronic and infectious disease prevention and treatment. SAP: Peer pressure, consequences of substance use, addiction and recovery. N: Basic nutrients and function in the body, healthy food behaviors. HD Elementary: Body systems, hygiene, abuse prevention HD Secondary: Sex education - abstinence, contraception, fetal development, STI prevention, reproductive diseases and conditions, healthy relationships, abuse prevention. The content of this resource does not align with any of the Utah Health Education Core Standards.
The content of this material is evidence-based and aligns with grade-level Utah Health Education Core Standards: Standard HII.HF.2 Standard HII.HF.3: Standard HII.HF.4: Standard HII.HF.5: Standard HII.HD.1: Standard HII.HD.3: Explain ... parenting responsibilities Standard HII.HD.8: Recognize characteristics of healthy relationships, the impact a relationship has on wellness, practice skills to build healthy relationships, and emphasize the responsibility within families and communities to support healthy relationships HII.HD.9 Discuss harassment, abuse, discrimination, and relationship violence prevention and reporting strategies.
OR Standard Alignment for Single Strand (supplemental resource for a specific area of health) The content needs to fully align to the grade level standards in the selected area. The content of this material is evidence-based and aligns with grade-level Utah Health Education Core Standards for the selected strand (HF, MEH, SDP, SAP, N, or HD). It is current, well-researched, and referenced from reliable sources. The content of this material is evidence-based or research-based. The material aligns with most grade-level Utah Health Education Core Standards for the selected strand (HF, MEH, SDP, SAP, N, or HD). but will need supplementary materials to ensure coverage of all the Utah core standards. The content of this resource aligns with a few grade-level Utah Health Education Core Standards for the selected strand (HF, MEH, SDP, SAP, N, or HD). but is not evidence-based or research-based. The content of this resource does not align with any of the Utah Health Education Core Standards.
The content of this material is evidence-based and aligns with grade-level Utah Health Education Core Standards: Standard HII.HF.2 Standard HII.HF.3: Standard HII.HF.4: Standard HII.HF.5: Standard HII.HD.1: Standard HII.HD.3: Explain ... parenting responsibilities Standard HII.HD.8: Recognize characteristics of healthy relationships, the impact a relationship has on wellness, practice skills to build healthy relationships, and emphasize the responsibility within families and communities to support healthy relationships HII.HD.9 Discuss harassment, abuse, discrimination, and relationship violence prevention and reporting strategies.
Content
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
Skill-Based Instructional Support This material provides extensive guidance and content for introducing skill-based health education. The material provides numerous opportunities for students to practice skills in authentic situations. The material provides opportunities for introducing skill-based health education practices. The material contains some opportunities for students to practice skills in various situations. The material contains few examples or opportunities for students to practice skills in authentic situations. The material has no opportunity for skill-based Health Education.
This material provides extensive guidance and content for introducing skill-based health education and various opportunities for students to practice skills in authentic situations. The knowledge check activities throughout were effective. The team specifically liked the "Write a Letter to Yourself" assignment, based on what type of parent the student wants to be in the future. The team also felt that the ending assessment, where students are to create an artifact stating ten pieces of information about Positive Parenting that impacted them the most, and that they feel all caregivers should know, was very effective. The assignment, "Three Reasons Why Positive Parenting Education Should Be Offered in High School was also exceptional The material focuses on future parenting life. Through their discussion pieces, formative assessments, and quick checks, there is plenty of opportunity for the topic to be discussed. The skill of parenting is very clearly drawn out and described in each module step by step. The material is very extensive and sometimes can feel monotonous, as some topics overlap with others.
Navigation Educators and students can navigate the material independently. Instructions are clear and understandable. The material is well organized. The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate the material. The material is only usable with direct educator support due to a lack of clear instructions. Students will need educator support to navigate the material. The instructions in the material are unclear, and navigation is difficult. The material is unorganized.
The material's buttons make for slick navigation that is smooth and easy. It was not difficult to return to where you left off. Educators and students can navigate the material independently. Instructions are clear and understandable. The material is well organized.
Instructional Support This material goes beyond the content outlined in "Adequate" by providing problem or project-based content with integrated skills and concepts from various disciplines to help students make sense of the material. It also supports the learning needs of all students, including those with disabilities, multilingual learners, etc., by offering flexibility and maintaining high standards. The material provides supplemental resources and some examples to educators of ways to deliver instruction. It contains a few of the following: scaffolding lesson plans, personalized/differentiated instruction, experiential learning, concept mapping, questioning techniques, and family involvement. The material contains a limited amount of instructional support. The material does not provide instructional support or examples for the educator.
Instructional support access is limited with the review material we have. It is mentioned that there is a teacher guide, so we requested the teacher guide and could change scores if it is acceptable. We were only able to view the materials through the student view.
Assessments The material contains a variety of formative and summative assessments aligned with Utah Health Education Core Standards. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. The material contains summative assessments aligned with Utah Health Education Core Standards with few interventions. The material contains a limited number of assessments without intervention strategies. The material does not provide assessment materials.
The assessments were frequent and engaging, but not true assessments of understanding. For example, one problem is that the "Check for Understanding" pages allowed the student to keep clicking until they got the correct answer without thinking about or even reading the answer options. So, though they were colorful and engaging, they were not educational. We were unsure if quiz scores are sent back to the teacher, and are not sure if the teacher will know if students play the videos quickly or just skip to the end of a video without watching it. There are great lessons taught, but if students can skip through the material quickly rather than understanding it, they will miss all of the great information. The material contains a variety of formative and summative assessments aligned with Utah Health Education Core Standards. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. The class discussion in each session provides an opportunity to observe where students are. Teachers can adjust how these discussions will work best in their classrooms (class discussion, whiteboard work, Canvas assignment, written response, etc.) The material contains a variety of assessments. Formative and summative assessments are often used in different ways. It isn't just an MC quiz or a short answer, but matching or true false and categorizing quizzes. Giving this option certainly encourages varied learning, and Bloom's Taxonomy of assessment is built in alignment with USBE standards.
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 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).
This material included people of many ethnicities. This material demonstrates respect for diverse socio-cultural identities Demonstrates cultural differences and opportunity to share other POVs in parenting
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. 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)
The material had parenting as the focus, so it aimed to express the importance of character. Parenting, and how parenting is different from one person to another, was demonstrated. This tool is helpful in understanding that there are various ways to parent and is key to understanding the lasting effects of the parenting strategies.
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.
This material is engaging, colorful, and interactive. Great use of visuals and video integration. Students will be able to relate to the material as it is up-to-date in our modern world.
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.
We are unsure of student data privacy. We were given an email address to use to preview the material, and we don't know what student information would be required. Student email information is often required for technical applications in our district, so maybe that is the norm. The material has smooth transitions, making it clear how to move to the next portion. We had no technical difficulties and felt we could sail through the course smoothly.
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.
This material is extremely relevant and includes subtitles and sound. One way to adapt it would be for the teacher to present the videos to the whole class so that students would not speed them up to just get through them. This would lead to class discussions on the material. One drawback is that subtitles in languages other than English do not seem to be available. This course is great at providing a good visual, audible, and pacing for diverse learners. However, we do not see options for closed captioning to be adjusted for other languages or options to take the course in another language. Teachers would be able to create class discussions and assignments for the ELLs; however, this is not provided by ParentABLE. No clear note of MLL opportunities or closed caption.
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