Essential Health Skills for High School
Core Code Alignment
Health & Movement
Health Education
04010000010: Health Education II
Health Education
04010000010: Health Education II
Recommendation
Recommended Primary
Evaluation
This resource meets Utah State Core Standards, has efficient lesson plans, assessments and skills based activities present in the online component as well as the text book itself. There is a separate Human Development resource that is left out and does not comply with Utah State Law.
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 | ||
| This material does not violate the sensitive materials law as long as the Human Development materials are not added as an additional source. | ||||||
| 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 resource is inclusive and non-discriminatory. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does not violate law. | N/A | N/A | May violate law | ||
| As long as the instructor uses this resource in a neutral manner it maintains constitutional freedoms in public school. | ||||||
| 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. | ||
| There is no advertising, e-commerce or political interest present. | ||||||
| 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. | ||
| The Human development portion is separate from the text and can be modified to be excluded and the other materials are compliant. | ||||||
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 publisher follows Utah Core Standards with a Utah alignment guide. With the exception of Human Development Unit. | ||||||
| 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. | This item has not been graded. | |||||
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. | ||
| There are many activities included in the text and resources allowing for skills based learning, differentiated reading guides, assessments and more. | ||||||
| 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. | ||
| This resource is well organized, accessible to both students and teachers with separate log ins and easy to navigate | ||||||
| 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. | ||
| There are a lot of examples and different ways to use the different activities and assessments. | ||||||
| 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. | ||
| There are formative and summative assessments available with options for scaffolding and differentiation using real-world experiences. | ||||||
| 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). | ||
| There is culturally relevant material but it is not designed as a full ethnic studies text. | ||||||
| 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) | ||
| This text and material has aligned values and character traits with Utah State Core Standards. It focuses on the shared values of diverse communities uniting individuals. | ||||||
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. | ||
| The information is modern and up to date with a separate location for updated material to be published and used. | ||||||
| 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 material does not require additional components to meet the state law requirements. | ||||||
| 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 resource demonstrates the possibility of adaptability across the learning environment, abilities and instructional needs. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807