Arizona standards alignment

• Strand 6 · Concept 2 · PO 1 (9-12)

  Covered

  Develop a plan to attain a personal health goal that addresses strengths, needs, and risks.

  Covered by

  • Read Your Body's Data: A 5-Week Guide to Living
  • Wish, Outcome, Obstacle, Plan: The Science of Actually Doing It

  • · Read Your Body's Data · The Capstone: My Health Blueprint (a 90-day plan built from five weeks of your own data)
  • · WOOP, Lesson 16 · The four steps: wish, outcome, obstacle, plan
  • · WOOP, Lesson 17 · Your turn: run it, now, on the goal you wrote down in Lesson 1

  Note: Both courses have the learner actually do this: one builds a data-grounded 90-day blueprint from five weeks of the learner's own data; the other writes the plan with mental contrasting plus implementation intentions — the obstacle (risk) step is the method's core.

• Strand 6 · Concept 2 · PO 2 (9-12)

  Covered

  Implement strategies and monitor progress in achieving a personal health goal.

  Covered by

  • Read Your Body's Data: A 5-Week Guide to Living
  • Wish, Outcome, Obstacle, Plan: The Science of Actually Doing It

  • · Read Your Body's Data · What an N-of-1 Experiment Is / Designing Your N-of-1
  • · Read Your Body's Data · Analyzing Results and Iterating
  • · Read Your Body's Data · Your System Architecture: Triggers, Logging, Review
  • · WOOP, Lesson 7 · The obstacle is inside you (this is where most people fail)
  • · WOOP, Lesson 13 · How to write an if-then that actually fires
  • · WOOP, Lesson 18 · The six ways people run it wrong

  Note: The implement-monitor-adjust cycle is the course method: daily logging, baselines and moving averages, and iterating the N-of-1 experiment on the learner's own data — with if-then plans as the implementation strategy.

• Strand 1 · Concept 1 · PO 1 (9-12)

  Partially covered

  Predict how healthy behaviors can affect health status.

  Covered by

  • Dental Health 101: What the Science Actually Says
  • Read Your Body's Data: A 5-Week Guide to Living

  • · Dental Health 101, Lessons 2-5 · brushing, flossing, fluoride, and diet, each tied to its measured effect
  • · Read Your Body's Data · the whole course: behaviors read against your own resting heart rate, steps, sleep, and activity

  What we do and don't cover: Partial: the behavior-to-health link is taught rigorously in two domains — oral health (evidence graded honestly) and tracker-measured lifestyle metrics. Other behavior domains the strand spans (substance use, sexual health, safety) are not taught.

• S3.H2.L2

  Covered

  Analyzes and applies technology and social media as tools for supporting a healthy, active lifestyle.

  Covered by

  • Read Your Body's Data: A 5-Week Guide to Living

  • · Read Your Body's Data · Pick Your Device and Where to Log It
  • · Read Your Body's Data · Setting Up Your Device and a Baseline Protocol
  • · Read Your Body's Data · Intensity Minutes: The Strongest Longevity Metric

  Note: This outcome is the course's literal premise: the learner uses a wearable (or just a phone) plus a daily log, every day for five weeks, to read and support their own activity habits.

• S3.H11.L2

  Covered

  Develops and maintains a fitness portfolio (e.g., assessment scores, goals for improvement , plan of activities for improvement, log of activities being done to reach goals, timeline for improvement).

  Covered by

  • Read Your Body's Data: A 5-Week Guide to Living

  • · Read Your Body's Data · Designing Your N-of-1
  • · Read Your Body's Data · The Capstone: My Health Blueprint (assessment, goals, activities, log, 90-day timeline)

  Note: The capstone IS this portfolio: baseline assessment, goals, an activity plan, a daily log, and a 90-day timeline, all built from the learner's own data. (Transcribed as printed, including the document's spacing around 'improvement ,'.)

What we don't claim

A standards page is only worth reading if the omissions are honest too. We looked at these and left them out:

• Mathematics — nothing. This catalog does no mathematics instruction, so it meets no Arizona mathematics standard.
• Science — two partial claims, no more. Arizona is not an NGSS state; we verified that against the 2018 Arizona Science Standards document itself rather than assuming it. There is no laboratory work, no investigation, and no modelling in this catalog, so we claim exactly two Earth-science standards, partially, and explain the limit on each entry.
• HS.C2.5 — the Arizona-rights comparison our Arizona course does not make. HS.C2.5 asks students to compare the rights guaranteed in the Arizona Constitution to those in the U.S. Constitution. Arizona Civics teaches Arizona's structure and direct democracy, not a clause-by-clause rights comparison — so despite being our Arizona flagship, it does not meet this standard and we do not claim it. HS.C2.6 (contributions of individuals and groups, including Arizonans) is likewise not taught.
• Most of the Civics and Economics anchors we checked. HS.C1.1-C1.4 (civic virtues and deliberative processes as named content), HS.C2.2, HS.C3.3 (parties, interest groups, and media's impact on institutions — our media-literacy course is consumer protection, not political media analysis), HS.C3.4 (international order), HS.C4.4-C4.7 (public-policy decision analysis and in-classroom deliberation), all of HS.E1 (financial literacy), HS.E2 (scarcity and incentives as named concepts), HS.E3.1/E3.3/E3.4, HS.E4 (the domestic economy, fiscal and monetary policy), and HS.E5.2/E5.4 — the courses do not genuinely teach these, so we do not claim them.
• Arizona's Economics anchors have no economic-systems standard. The curriculum contrasts traditional (reciprocity) and market economies directly and at length, but Arizona's high-school Economics anchors (HS.E1-E5) contain no economic-systems standard for it to meet — the closest homes are financial literacy and market mechanics. The gap is in the standards, not the lessons.
• Arizona's 2016 ELA standards have no media-bias standard. Indiana's 9-10.CC.8 and 11-12.CC.8 (analyze bias in media; analyze media's impact on the public) are where our media-literacy work maps. Arizona's 2016 ELA standards contain no comparable standard — we searched the 9-10 and 11-12 documents. The closest, 11-12.SL.2, is about integrating sources, and we claim it for what it is. The gap is in the standards, not the lessons.
• PE Standard 2 — no honest home for the sport-strategy courses. Arizona's high-school Standard 2 outcomes are specific: dance forms (S2.H1.L1, S2.H4), biomechanics vocabulary (S2.H2), practice planning (S2.H3), and the historical role of games in society (S2.H1.L2). None of them is the concepts-strategies-tactics knowledge our golf, tennis, football, pickleball, lacrosse, and croquet courses teach in depth, so — unlike Indiana, whose HSL1.2.1.A names exactly that — Arizona gets no Standard 2 claim. And every outcome that asks a student to DEMONSTRATE motor skill or participate is out of reach of an online course; we claim knowledge-side outcomes only.
• Health strands beyond 1, 3, and 6. Strand 2 (analyzing influences), Strand 4 (interpersonal communication), Strand 5 (decision-making), Strand 7 (practicing health behaviors, as observed practice), and Strand 8 (advocacy) were checked against the Grades 9-12 performance objectives and are not genuinely taught by these courses. Strand 6 Concept 2 PO 3 (a long-term personal health plan) was considered and rejected: the blueprint is a 90-day plan, and we will not stretch '90 days' into 'long-term'.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. Arizona's closest frameworks (Computer Science, World and Native Languages, Educational Technology) have not been fetched and verified yet. Our rule is fetch-or-don't-cite, so these courses carry no Arizona claims this pass.