The Success Sequence for Health II
Core Code Alignment
Health & Movement
Health Education
04010000010: Health Education II
Health Education
04010000010: Health Education II
Recommendation
Recommended Limited
Evaluation
Material is a discussion on a traditional pathway for a marriage and family. Item is focused on marriage, family, relationships within a family and goal setting of your own plans to achieve those life events. Material is meant to be a 90 minute lesson plan. Overall, the material achieves the standards of the HB 281 of teaching success sequence in middle and high schools.
Educators Using These Materials
No educators found.
Material Categories
Resource
Rubric : Health 2025
Review Complete. Final Score: 40 / 48 possible points (83%)
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 | ||
| 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. | ||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does not violate law. | N/A | N/A | May violate law | ||
| 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. | ||
| In situations worksheets, there is mention of BYU as a college, Logan for transitioning into college, or Southern Utah for a summer job. The summer job situational does mention serving a church mission. The situational students are attending BYU and getting engaged in their first year of attending BYU while another mentions moving to Logan for college. | ||||||
| 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. | ||
| No violation of Utah Code 53G-10-402 or 53G-10-403 or Rule R277-474. | ||||||
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. | ||
| Material uses recent research and material from credible sources about Marriage and Family. No mention of abstinence or definition of, Addiction, STD's or STI's or risks of sexual intercourse outside of a marriage. Materials stick with the benefits of marriage and family relationships for children and an appropriate journey of successful relationships. It is a 90 minute lesson plan on Marriage and Family. | ||||||
| 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. | ||
| No mention of abstinence or definition of, Addiction, STD's or STI's or risks of sexual intercourse outside of a marriage. The material is missing discussion points of the risks of outside marital sexual intercourse. Focuses on you are in charge of your decisions, but nothing shared about benefits of abstinence or definition of. | ||||||
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. | ||
| Material has supplemental resources for students to interact and discuss their own journey of success in their personal health choices. Materials include small group discussions, individual work, and worksheets. Does not include any summative or formative projects. | ||||||
| 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. | ||
| Educators and students can navigate the material independently. Material is organized in a way that educators can pick up wherever and build discussion within the material. | ||||||
| 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. | ||
| Material has many educator notes to help scaffold the lesson plan for learners. The details are written in italic's to help subsidize the educators ability to navigate the instructional design. | ||||||
| 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. | ||
| A summative assessment is an item that summarizes learning at the conclusion of a unit, semester or course. This material has multiple formative assessments to supplement instruction. Similar worksheets as the middle school material. No extension or further thinking activity included. | ||||||
| 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). | ||
| Material mentions diversity in culture regarding religion traditions. Situational moments in a formative assessment mentions a church mission for the summer job. See page 30 in full script. | ||||||
| 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) | ||
| Shared values and character traits are visible. From personalities, values, income and occupation, the material shares a variety of perspectives. | ||||||
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. | ||
| It isn't very clear how the material could be above and beyond the adequate term. There are videos, the presentation is consistent with borders to help make it esthetically easy to read. However, no obvious material that can move this to a high extensive, above and beyond material in the physical characteristics. | ||||||
| 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. | ||
| Material does not share the need to further purchase supplemental material. Indicates all material is present in the single package. | ||||||
| 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. | ||
| Material is adaptable for educators after a purchase to the licensing. Material is adequate on its own, but is adaptable for further educator extension. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807