Sensitive Materials

HB-29 Sensitive Materials Requirements 

• Vet ALL learning materials. 

• Understand that ALL secondary science material is considered supplemental material. We have no board adopted secondary science materials. 

• The only board adopted materials for elementary is Mystery Science, anything used outside of this material is considered supplemental. 

• Align all material with the Utah core standards.

• Adhere to applicable USBE rules and state laws and regulations.

• Be transparent and proactive about keeping parents informed of materials being used.

• Consult the District Curriculum Topics Guide and other district guidelines when selecting supplemental materials.

District Expectation of Neutrality

Teachers should feel confident to teach the Utah core standards regardless of the various subjects, content or contexts that may be associated with the standards. Adhering to the guidelines below will help teachers feel confident that they are fulfilling their professional obligations during lesson design and instruction:

1. Ensure that every student feels safe, welcome and supported in the classroom.

2. Maintain a direct connection to the standards being taught for each of the content and context selections used.

3. Describe and communicate the content and contexts used during lessons transparently and proactively to students and parents (with options for students).

4. Teach topics that have a well-established fact base with objectivity and use verified textual evidence that supports the fact base.

5. When teaching topics that explore multiple and/or differing points of view, use a balanced approach from a neutral perspective.

Sex Ed Law and Policy (53G-10-404)

1. If a teacher covers one of the topics listed below in their classroom, they need to take the Sex Education law and policy training course and use USBE’s parental permission form:

   • Adoption in accordance with 53G-10-404

   • Chronic, infectious, and acute diseases and conditions of the reproductive system, including sexually transmitted infections and diseases (STI, STD) 

   • Information about contraceptive methods or devices

   • Healthy dating practices, marriage, and parenthood, in accordance with the success sequence as defined in 53G-10-402

   • Human development, including puberty and maturation 

   • Human reproductive anatomy and physiology

   • Human reproductive process, including conception, fetal development, pregnancy, and birth 

   • Refusal skills as defined by in 53G-10-402

   • Sexual Abstinence 

2. From the point of view of the SEEd standards, the only science courses that involve these topics are Human Anatomy and Genetics (Note: there are many CTE Health Science courses that this also affects. To view the full list of courses identified by USBE staff see the Courses Under Law and Policy document). 7th Grade Science and Biology could intersect these topics when they teach standards involving offspring, genetics, sexual/asexual reproduction, and organ systems, IF they discuss them in regards to humans and human sexuality. If they teach these standards from the point of view of plant and animal life, they are in the clear. 

3. While it is not required, it is highly recommended that all life science teachers complete the updated Sex Education law and policy training course so that they are aware of the law and how to navigate when students ask questions related to topics listed above in their classroom. The course should take about an hour to complete.