Josh Fose Standards Web PDF

National Sexuality
Education Standards
Core Content and Skills, K12
Special thanks to the following organizations for their The Future of Sex Education (FoSE) Initiative is a
partnership in developing and disseminating the National partnership between Advocates for Youth, Answer and
Sexuality Education Standards: Content and Skills, K12: the Sexuality Information and Education Council of the
U.S. (SIECUS) that seeks to create a national dialogue
The American Association of Health Education (www.
about the future of sex education and to promote the
aahperd.org/aahe) serves educators and other professionals
institutionalization of comprehensive sexuality education
who promote the health of all people through education
in public schools. To learn more, please visit
and health promotion strategies.
www.futureofsexed.org.
The American School Health Association (www.ashaweb.
This publication was generously supported by a grant from
org) works to build the capacity of its members to plan,
an anonymous source and The George Gund Foundation.
develop, coordinate, implement, evaluate and advocate for
effective school health strategies that contribute to optimal The partners wish to thank Danene Sorace, consultant to the
health and academic outcomes for all children and youth. FoSE Initiative for her hard work and dedication.
The National Education Association Health Information
Network (www.neahin.org) works to improve the health
and safety of the school community through disseminating
information that empowers school professionals and 2011 the Future of Sex Education Initiative
positively impacts the lives of their students. Suggested citation: Future of Sex Education Initiative. (2012).
The Society of State Leaders of Health and Physical National Sexuality Education Standards: Core Content and
Education (www.thesociety.org) utilizes advocacy, Skills, K-12 [a special publication of the Journal of School
partnerships, professional development and resources to Health]. Retrieved from http://www.futureofsexeducation.
build the capacity of school health leaders to implement org/documents/josh-fose-standards-web.pdf
effective health education and physical education policies
and practices that support success in school, work and life.
Table of Contents
National Sexuality Education Standards: 4
Core Content and Skills, K12 Advisory Committee
Additional Reviewers 5
Introduction and Background 6
Rationale for Sexuality Education in Public Schools 7
The National Sexuality Education Standards 8
Role of Education Standards 8
Goal of the National Sexuality Education Standards 9
Guiding Values and Principles 9
Theoretical Framework 9
Topics and Key to Indicators 10
Standards by Grade Level 12
Standards by Topic Area 24
National Resources 37
For Teachers 36
For School Administrators 38
For Parents 38
For Middle and High School Students 38
Glossary 39
References 41
National Sexuality Education Standards
National Sexuality Education Standards:

Core Content and Skills, K12 Advisory Committee
Laurie Bechhofer, MPH Robert McGarry, EdD
HIV/STD Education Consultant Director of Training and Curriculum Development
Michigan Department of Education Gay, Lesbian and Straight Education Network (GLSEN)
Nora Gelperin, MEd Linda Moore
Director of Training Acting Executive Director
Answer American Association for Health Education
Eva Goldfarb, PhD, LHD (hon) Linda Morse, RN, NJ-CSN, MA, CHES
Professor President Elect
Montclair State University American School Health Association
Mal Goldsmith, PhD, MCHES, FASHA, FAAHE Buzz Pruitt, EdD
Professor Emeritus Professor
Southern Illinois University Texas A&M University
Debra Hauser, MPH Monica Rodriguez, MS
Executive Vice President President & CEO
Advocates for Youth Sexuality Information and Education Council of the United
States (SIECUS)
Nora L. Howley, MA
Manager of Programs Deborah Roffman, MS, CSE
National Education AssociationHealth Information Sexuality Educator and Consultant
Network The Park School of Baltimore
Barbara Huberman, RN, BSN, MEd Elizabeth Schroeder, EdD, MSW
Director of Education and Outreach Executive Director
Advocates for Youth Answer
Leslie M. Kantor, MPH Jennifer Heitel Yakush
Director of National Education Initiatives Director of Public Policy
Planned Parenthood Federation of America Sexuality Information and Education Council of the United
States (SIECUS)
Kyle Lafferty, MPH, MST, CHES
HIV Program Director Danene Sorace, MPP
The Society of State Leaders of Health and Physical Consultant, Future of Sex Education Initiative
Education
4
Additional Reviewers
Additional Reviewers
Drafts of the sexuality education core content and skills Nancy Hudson, RN, MS, CHES, Council of Chief State
document were reviewed by a diverse group of profes- School Officers
sionals with expertise in sexuality, public education, public Linda Juszczak, National Assembly on School-Based
health, child and adolescent medicine, and psychology. We Health Care
wish to thank these individuals for their work: Maureen Kelly, Planned Parenthood of the Southern
Finger Lakes
JeNeen Anderson, MPH, National Association of State Emily Kitchen, Indiana University Student
Boards of Education
Douglas Kirby, PhD, ETR Associates
Deborah Arrindell, American Social Health Association
Cynthia Lam, Sex, Etc. Teen Editorial Staff
Elissa M. Barr, PhD, University of North Florida
Jessica Lawrence, MS, Bogli Consulting, Inc.
Heather Boonstra, Guttmacher Institute
Konstance McCaffree, PhD, CFLE, CSE, Widener University
Diane Brown, EdD, Widener University
Ronna Popkin, MS, Columbia University
Kim Robert Clark, DrPH, San Bernardino County
Superintendent of Schools, CA Valerie Rochester, Black Womens Health Imperative
Stephen Conley, PhD, American School Health Association John Santelli, MD, MPH, Columbia University
Sam Dercon, Sex, Etc. Teen Editorial Staff Debra Shapiro, Society for Public Health Education
Bonnie J. Edmondson, EdD,Connecticut State Department Samantha Shinberg, Advocates for Youth Intern
of Education
Susan Telljohann, HSD, CHES, University of Toledo
Barb Flis, Parent Action for Healthy Kids, MI
Melanie Tom, Asian Communities for Reproductive Justice
Veronica Bayetti Flores, National Latina Institute for
Reproductive Health Al Vernacchio, MSEd, Friends Central School, PA
Elizabeth Gallun, MA, Prince Georges County Public Jenna Weiss, University Middle School, NJ
Schools, MD
David Wiley, PhD, Texas State University
Melissa Grigal, East Brunswick School District, NJ
Kelly Wilson, PhD, CHES, Texas State University
The Rev. Debra W. Haffner, MPH, M.Div., Religious Institute
Pam Wilson, MSW, Sexuality Educator and Trainer
Bonni C. Hodges, PhD, State University of New York College
at Cortland Susan N. Wilson, MSEd, Sexuality Education Consultant
Heather Holaday, District of Columbia Public Schools Michael Young, PhD, FAAHB, New Mexico State University
Mark Huffman, MTS, Independent Trainer and Consultant
Pete Hunt, MPH, MEd, Centers for Disease Control and The reviewers above provided many valuable comments
Prevention (CDC),Division of Adolescent and School Health to the draft documents. Organizational affiliations are
included for identification purposes only.
5
Introduction and Background

The goal of the National Sexuality Education Standards: Provide a clear rationale for teaching sexuality educa-
Core Content and Skills, K12 is to provide clear, consistent tion content and skills at different grade levels that
is evidence-informed, age-appropriate and theory-
and straightforward guidance on the essential minimum, driven.
core content for sexuality education that is developmen- Support schools in improving academic performance
tally and age-appropriate for students in grades K12.The by addressing a content area that is both highly rel-
development of these standards is a result of an ongoing evant to students and directly related to high school
initiative, the Future of Sex Education (FoSE). Forty individ- graduation rates.
uals from the fields of health education, sexuality educa- Present sexual development as a normal, natural,
healthy part of human development that should be a
tion, public health, public policy, philanthropy and advo- part of every health education curriculum.
cacy convened for a two-day meeting in December 2008
Offer clear, concise recommendations for school per-
to create a strategic plan for sexuality education policy and sonnel on what is age-appropriate to teach students
implementation. A key strategic priority that emerged from at different grade levels.
this work was the creation of national sexuality education Translate an emerging body of research related to
standards to advance the implementation of sexuality school-based sexuality education so that it can be put
education in US public schools. into practice in the classroom.
Specifically, the National Sexuality Education Standards The National Health Education Standards2 (NHES) heav-
were developed to address the inconsistent implementa- ily influenced the development of the National Sexuality
tion of sexuality education nationwide and the limited time Education Standards. First created in 1995 and updated in
allocated to teaching the topic. Health education, which 2007, the NHES were developed by the Joint Committee on
typically covers a broad range of topics including sexuality National Health Education Standards of the American Can-
education, is given very little time in the school curricu- cer Society and widely adopted by states and local school
lum. According to the School Health Policies and Practices districts. The NHES focus on a students ability to under-
Study, a national survey conducted by the Centers for stand key concepts and learn particular skills for using that
Disease Control and Preventions Division of Adolescent content. These standards were developed to serve as the
School Health to assess school health policies and practic- underpinning for health education knowledge and skills
es, a median total of 17.2 hours is devoted to instruction in students should attain by grades 2, 5, 8 and 12. The NHES
HIV, pregnancy and STD prevention: 3.1 hours in elemen- do not address any specific health content areas, includ-
tary, 6 hours in middle and 8.1 hours in high school.1 ing content for sexuality education.
Given these realities, the National Sexuality Education The National Sexuality Education Standards were further
Standards were designed to: informed by the work of the CDCs Health Education Curric-
Outline what, based on research and extensive profes- ulum Analysis Tool (HECAT)3; existing state and internation-
sional expertise, are the minimum, essential content al education standards that include sexual health content;
and skills for sexuality education K12 given student the Guidelines for Comprehensive Sexuality Education:
needs, limited teacher preparation and typically avail-
able time and resources. Kindergarten 12th Grade4; and the Common Core State
Assist schools in designing and delivering sexuality ed- Standards for English Language Arts and Mathematics5,
ucation K12 that is planned, sequential and part of a recently adopted by most states.
comprehensive school health education approach.
6
Rationale for Sexuality Education in Public Schools
Rationale for Sexuality

Education in Public Schools
For years, research has highlighted the need to provide Evaluations of comprehensive sexuality education pro-
effective, comprehensive sexuality education to young grams show that many of these programs can help youth
people. The US has one of the highest teen pregnancy delay the onset of sexual activity, reduce the frequency of
rates in the industrialized world.6 Each year in the US, sexual activity, reduce the number of sexual partners, and
more than 750,000 women ages 1519 become pregnant,7 increase condom and contraceptive use.16 17 Researchers
with more than 80 percent of these pregnancies unin- recently examined the National Survey of Family Growth to
tended.8 Furthermore, while young people in the US ages determine the impact of sexuality education on sexual risk-
1525 make up only one-quarter of the sexually active taking for young people ages 15-19, and found that teens
population, they contract about half of the 19 million sexu- who received comprehensive sexuality education were 50
ally transmitted diseases (STDs) annually. This equates to percent less likely to report a pregnancy than those who
one in four sexually active teenagers contracting a sexually received abstinence-only education.18
transmitted disease each year.9 And young people ages The CDC has also repeatedly found that student health
1329 account for about one-third of the estimated 50,000 behaviors and good grades are related, stating: students
new HIV infections each year, the largest share of any age who do not engage in health-risk behaviors receive higher
group.10 grades than their classmates who do engage in health-risk
There is also a pressing need to address harassment, bul- behaviors.19
lying and relationship violence in our schools, which have Further, studies show that physical and emotional health-
a significant impact on a students emotional and physical related problems may inhibit young people from learning
well-being as well as on academic success. According to by reducing their motivation to learn; diminishing their
the 2009 National School Climate Survey, nearly 9 out of feelings of connectedness to school; and contributing to
10 lesbian, gay, bisexual or transgender (LGBT) students absenteeism and drop out.13 20
reported being harassed in the previous year. Two-thirds of
LGBT students reported feeling unsafe and nearly one-third An example related to sexuality education is teen pregnancy.
skipped at least one day of school because of concerns Teen pregnancy often takes a particular toll on school con-
about their personal safety. LGBT students who reported nectedness for both partners, representing a major disrup-
frequent harassment also suffered from lower grade point tion in many teens lives and making it difficult to remain
averages.11 in and/or engaged in school. Many pregnant and parenting
teens experience lower grades and higher dropout rates
Similarly, teen relationship violence continues to be a than their non-parenting peers. In fact, research shows
pressing problem. Although frequently under-reported, ten that only 51 percent of pregnant and parenting teens
percent of teens are physically harmed by their boyfriend graduate from high school as compared to 89 percent of
or girlfriend in a given year.12 their non-pregnant and parenting peers.21
Studies have repeatedly found that health programs in Given the evidence that connects lower risk behaviors
school can help young people succeed academically. to academic success, schools clearly have as vested an
The most effective strategy is a strategic and coordinated interest in keeping students healthy as do parents and
approach to health that includes family and community other community members. In providing comprehensive
involvement, school health services, a healthy school sexuality education programs, schools support student
environment and health education, which includes sexual- health and as such further foster young peoples academic
ity education.13 14 15 In fact, an extensive review of school achievement.
health initiatives found that programs that included health
education had a positive effect on overall academic out- Parents overwhelmingly favor comprehensive sexual-
comes, including reading and math scores.15 ity education in public school at the national and state
7
levels.22 23 24 25 In 2004, National Public Radio (NPR), the fulfill a key recommendation of the White House Office of
Kaiser Family Foundation and the Kennedy School of Gov- National AIDS Policys National HIV and AIDS Strategy for
ernment released a poll that indicated: the United States, which calls for educating all Americans
Ninety-three percent of parents of junior high school about the threat of HIV and how to prevent it. This recom-
students and 91 percent of parents of high school stu- mendation includes the goal of educating young people
dents believe it is very or somewhat important to have about HIV and emphasizes the important role schools can
sexuality education as part of the school curriculum.
play in providingaccess to current and accurate informa-
Ninety-five percent of parents of junior high school
students and 93 percent of parents of high school tion. The strategy notes that it is important to provide
students believe that birth control and other methods access to a baseline of information that is grounded inthe
of preventing pregnancy are appropriate topics for benefits of abstinence and delaying or limiting sexual activ-
sexuality education programs in schools. ity, while ensuring that youth who makethe decision to
Approximately 75 percent of parents believed that be sexually active have the information they need to take
the topic of sexual orientation should be included in
sexuality education programs and discussed in a way steps to protect themselves.27
that provides a fair and balanced presentation of the
facts and different views in society. In addition, the National Sexuality Education Standardssat-
isfy a key recommendation of the Office of the Surgeon
Eighty-eight percent of parents of junior high school
students and 85 percent of parents of high school stu- Generals National Prevention and Health Promotion
dents believe information on how to use and where to Strategy, which calls for the provision of effective sexual
get contraceptives is an appropriate topic for sexuality health education, especially for adolescents. This strategy
education programs in schools.26
notes that medically accurate, developmentally appropri-
The National Sexuality Education Standards set forth mini- ate, and evidence-based sexual health education provides
mum, essential sexuality education core content and skills students with the skills and resources that help them make
responsive to the needs of students and in service to their informed and responsible decisions.28
overall academic achievement and sexual health. They
National Sexuality
Education Standards
The Role of Education Standards develop at different rates and some content may need to
be adapted based on the needs of the students.
Educational standards are commonplace in public educa-
tion and are a key component in developing a rich learning Sexuality education standards specifically should accom-
experience for students. The purpose of standards in gen- plish the following:
eral is to provide clear expectations about what students Provide a framework for curriculum development,
should know and be able to do by the conclusion of certain instruction and student assessment.
grade levels. Other equally important components of the Reflect the research-based characteristics of effective
student learning experience include pre-service teacher sexuality education.
training, professional development and ongoing support Be informed by relevant health behavior theories and
and mentoring for teachers, clear school policies that sup- models.
port sexuality education implementation and the teachers Focus on health within the context of the world in
who deliver sexuality education, a sequential, age-appro- which students live.
priate curriculum that allows students to practice key skills Focus on the emotional, intellectual, physical and
social dimensions of sexual health.
and assessment tools for all of these elements.
Teach functional knowledge and essential personal
Standards are an important part of the educational pro- and social skills that contribute directly to healthy
cess, but they do not provide specific guidance on how a sexuality.
topic area should be taught. They also generally do not Focus on health promotion, including both abstinence
address special needs students, students for whom English from and risk reduction pertaining to unsafe sexual
behaviors.
is their second language, or students with any of the other
unique attributes of a given classroom or school setting. Consider the developmental appropriateness of mate-
rial for students in specific grade spans.
In addition, although recommendations made here are Include a progression from more concrete to higher-
based on grade level, children of the same age often order thinking skills.
8
Allow for the integration of more general health con-

tent as appropriate.2
CHARACTERISTICS OF EFFECTIVE
SEXUALITY EDUCATION
Goal of the National Sexuality Education Standards
Focuses on specific behavioral outcomes.
The goal of the National Sexuality Education Standards:
Core Content and Skills, K12 is: Addresses individual values and group
To provide clear, consistent and straightforward guidance
norms that support health-enhancing
on the essential minimum, core content for sexuality edu-
behaviors.
cation that is age-appropriate for students in grades K12. Focuses on increasing personal
perceptions of risk and harmfulness of
Guiding Values and Principles engaging in specific health risk behaviors,
as well as reinforcing protective factors.
The National Sexuality Education Standards are informed
by the following guiding values and principles based on Addresses social pressures and
current theory, research in the field and the National influences.
Health Education Standards Review and Revision Panel:
Builds personal and social competence.
1. Academic achievement and the health status of stu-
dents are interrelated, and should be recognized as Provides functional knowledge that is
such. basic, accurate and directly contributes
to health- promoting decisions and
2. All students, regardless of physical or intellectual behaviors.
ability, deserve the opportunity to achieve personal
health and wellness, including sexual health. Uses strategies designed to personalize
3. Instruction by qualified sexuality education teachers is
information and engage students.
essential for student achievement. Provides age-and developmentally-
4. Sexuality education should teach both information and appropriate information, learning
essential skills that are necessary to adopt, practice, strategies, teaching methods and
and maintain healthy relationships and behaviors. materials.
5. Students need opportunities to engage in cooperative Incorporates learning strategies, teaching
and active learning strategies, and sufficient time must methods and materials that are culturally
be allocated for students to practice skills relating to inclusive.
sexuality education. Provides adequate time for instruction
6. Sexuality education should encourage the use of tech- and learning.
nology to access multiple valid sources of information,
recognizing the significant role that technology plays
Provides opportunities to reinforce skills
in young peoples lives.
and positive health behaviors.
7. Local curriculum planners should implement existing Provides opportunities to make
or develop new curricula based on local health needs. connections with other influential
persons.
8. Students need multiple opportunities and a variety of
assessment strategies to determine their achievement Includes teacher information and plan for
of the sexuality education standards and performance professional development and training to
indicators. enhance effectiveness of instruction and
9. Improvements in public health, including sexual health,
student learning.2
can contribute to a reduction in health care costs.
10. Effective health education can contribute to the estab- learning occurs not merely within the learner but also in a
lishment of a healthy and productive citizenry.2 particular social context,29 there are several key concepts
addressed within the National Sexuality Education Stan-
Theoretical Framework dards, including:
The National Sexuality Education Standards seek to ad- Personalization. The ability of students to perceive
dress both the functional knowledge related to sexuality the core content and skills as relevant to their lives
and the specific skills necessary to adopt healthy behaviors increases the likelihood that they will both learn and
and reflect the tenets of social learning theory, social cog- retain them. Ensuring that students see themselves
nitive theory and the social ecological model of preven- represented in the materials and learning activities
tion. From social learning theory, which recognizes that used can assist in furthering personalization.
9
Susceptibility. It is widely understood that many Skills. Mastery of functional knowledge is necessary
young people do not perceive that they are suscep- but not sufficient to influence behaviors. Skill devel-
tible to the risks of certain behaviors, including sexual opment is critical to a students ability to apply core
activity. Learning activities should encourage students content to their lives.29
to assess the relative risks of various behaviors, with- In addition to social learning theory, social cognitive theory
out exaggeration, to highlight their susceptibility to (SCT) is reflected throughout the National Sexuality Educa-
the potential negative outcomes of those behaviors. tion Standards. Like social learning theory, SCT emphasizes
Self-Efficacy. Even if students believe they are suscep- self-efficacy, but adds in the motivation of the learners and
tible, they may not believe they can do anything to an emphasis on the affective or emotional learning do-
reduce their level of risk. Helping students overcome main, an invaluable component of learning about human
misinformation and develop confidence by practicing sexuality.30
skills necessary to manage risk are key to a successful Finally, the social ecological model of prevention also
sexuality education curriculum. informed the development of these standards. This model
Social Norms. Given that middle and high school focuses on individual, interpersonal, community and soci-
students are highly influenced by their peers, the per- ety influences and the role of these influences on people
ception of what other students are, or are not, doing over time. Developmentally, the core content and skills for
influences their behavior. Debunking perceptions and kindergarten and early elementary focus on the individual
highlighting positive behaviors among teens (i.e., the student and their immediate surroundings (e.g., their
majority of teens are abstinent in middle school and family). At the middle and high school levels, core content
early high school and when they first engage in sexual and skills focus on the expanding world of students that
intercourse many use condoms) can further the adop- includes their friends and other peers, the media, society
tion of health-positive behaviors. and cultural influences.31
Topics and Key Indicators

There are seven topics chosen as the minimum, essential content and skills for K12 sexuality education:
Anatomy and Physiology (AP) provides a foundation for understanding basic human
functioning.
Puberty and Adolescent Development (PD) addresses a pivotal milestone for every
person that has an impact on physical, social and emotional development.
Identity (ID) addresses several fundamental aspects of peoples understanding of
who they are.
Pregnancy and Reproduction (PR) addresses information about how pregnancy hap-
pens and decision-making to avoid a pregnancy.
Sexually Transmitted Diseases and HIV (SH) provides both content and skills for
understanding and avoiding STDs and HIV, including how they are transmitted, their
signs and symptoms and testing and treatment.
Healthy Relationships (HR) offers guidance to students on how to successfully navi-
gate changing relationships among family, peers and partners. Special emphasis is
given in the National Sexuality Education Standards to the increasing use and impact
of technology within relationships.
Personal Safety (PS) emphasizes the need for a growing awareness, creation and
maintenance of safe school environments for all students.
These seven topics are organized following the eight National Health Education Standards.
10
Topics and Key Indicators
The National Sexuality Education Standards present per- Key To Indicators

formance indicators what students should know and be
AP.2.CC.2
able to do by the end of grades 2, 5, 8, and 12 based on
the eight National Health Education Standards listed in the
following table. In addition, the standards are divided into
seven specific sexuality education topics. The key to read- Topic Abbreviation NHES Standard Item Number
Abbreviation
ing the indicators appears to the right. The tables on the Grade Level
(i.e., by end of
following pages present the standards and performance grade 2, 5, 8, 12)
indicators first by grade level and then by topic areas.
National Health Education Standards

Core Concepts Standard 1 Students will comprehend concepts related to health promotion and disease prevention to enhance
CC health.
Analyzing Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on
Influences health behaviors.
INF
Accessing Standard 3 Students will demonstrate the ability to access valid information and products and services to enhance
Information health.
AI
Interpersonal Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and
Communication avoid or reduce health risks.
IC
Decision-Making Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health.
DM
GoalSetting Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health.
GS
Self Management Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health
SM risks.
Advocacy Standard 8 Students will demonstrate the ability to advocate for personal, family and community health.
ADV
11
12
Standards by Grade Level
Grade K-2
Core Concepts Analyzing Accessing Interpersonal Decision-Making Goal Setting Self-Management Advocacy ADV
CC Influences INF Information AI Communication IC DM GS SM
Anatomy & Physiology
By the end of Use proper
the 2nd grade, names for body
students should parts, including

be able to: male and
female anatomy
AP.2.CC.1
Puberty and Adolescent Development
No items
Identity
By the end of Describe Provide examples
the 2nd grade, differences and of how friends,
students should similarities in family, media,
be able to: how boys and society and
girls may be culture influence
expected to act ways in which
ID.2.CC.1 boys and girls
think they should
act
ID.2.INF.1
Pregnancy and Reproduction
By the end of Explain that all
the 2nd grade, living things
students should reproduce
be able to: PR.2.CC.1
Sexually Transmitted Diseases and HIV
No items
Healthy Relationships
By the end of Identify different Demonstrate ways
the 2nd grade, kinds of family to show respect for
students should structures different types of
be able to: HR.2.CC.1 families
HR.2.IC.1
Describe the Identify healthy ways

characteristics for friends to express
of a friend feelings to each other
HR.2.CC.2 HR.2.IC.2
Personal Safety
By the end of Explain that all Identify parents Demonstrate how to Demonstrate how
the 2nd grade, people, including and other trusted respond if someone to clearly say no,
students should children, have adults they can tell is touching them in a how to leave an
be able to: the right to if they are feeling way that makes them uncomfortable
tell others not uncomfortable feel uncomfortable situation, and how
to touch their about being PS.2.IC.1 to identify and
body when they touched talk with a trusted
do not want PS.2.AI.1 adult if someone
to be touched is touching them
PS.2.CC.1 in a way that
makes them feel
uncomfortable
PS.2.SM.1
Explain what
bullying and
teasing are
PS.2.CC.2
Explain why Identify parents Demonstrate how to

bullying and and other trusted respond if someone
teasing are adults they can tell is bullying or teasing
wrong if they are being them
PS.2.CC.3 bullied or teased PS.2.IC.2
PS.2.AI.2
13
14
Grade 3-5
Anatomy & Physiology
By the end of Describe male Identify medically-
the 5th grade, and female accurate
students should reproductive information about
be able to: systems including female and male
body parts and reproductive
their functions anatomy
AP.5.CC.1 AP.5.AI.1

By the end of Explain the Describe how Identify medically- Explain ways to
the 5th grade, physical, social friends, family, accurate manage the physical
students should and emotional media, society information and and emotional
be able to: changes that and culture can resources about changes associated
occur during influence ideas puberty and with puberty
puberty and about body image personal hygiene PD.5.SM.1
adolescence PD.5.INF.1 PD.5.AI.1
PD.5.CC.1
Explain how the Identify parents

timing of puberty or other trusted
and adolescent adults of whom
development students can ask
varies questions about
considerably puberty and
and can still adolescent health
be healthy issues
PD.5.CC.2 PD.5.AI.2
Describe how
puberty prepares
human bodies
for the potential
to reproduce
PAD.5.CC.3
Identity
By the end of Define sexual Identify parents Demonstrate ways Demonstrate
the 5th grade, orientation as or other trusted to treat others with ways students can
students should the romantic adults of whom dignity and respect work together to
be able to: attraction of an students can ask ID.5.SM.1 promote dignity
individual to questions about and respect for all
someone of the sexual orientation people
same gender or a ID.5.AI.1 ID.5.ADV.1
different gender
ID.5.CC.1
By the end of Describe
the 5th grade, the process
students should of human
be able to: reproduction
PR.5.CC.1
By the end of Define HIV and
the 5th grade, identify some
students should age appropriate
be able to: methods of
transmission,
as well as ways
to prevent
transmission
SH.5.CC.1
By the end of Describe the Compare positive Identify parents Demonstrate positive Demonstrate ways
the 5th grade, characteristics and negative ways and other trusted ways to communicate to treat others with
students should of healthy friends and peers adults they can differences of opinion dignity and respect
be able to: relationships can influence talk to about while maintaining HR.5.SM.1
HR.5.CC.1 relationships relationships relationships
HR.5.INF.1 HR.5.AI.1 HR.5.IC.1
Personal Safety
By the end of Define teasing, Explain why Identify parents Demonstrate ways to Discuss effective Persuade others to
the 5th grade, harassment and people tease, and other trusted communicate about ways in which take action when
students should bullying and harass or bully adults they can tell how one is being students could someone else
be able to: explain why others if they are being treated respond when they is being teased,
they are wrong PS.5.INF.1 teased, harassed or PS.5.IC.1 are or someone harassed or bullied
PS.5.CC.1 bullied PS.5.AI.1 else is being teased, PS.5.ADV.1
harassed or bullied
PS.5.SM.1
Define sexual Identify parents Demonstrate refusal

harassment and or other trusted skills (e.g. clear no
sexual abuse adults they can tell statement, walk
PS.5.CC.2 if they are being away, repeat refusal)
sexually harassed PS.5.IC.2
or abused PS.5.AI.2
15
16
Grades 6-8
Anatomy and Physiology
By the end of Describe male Identify accurate
the 8th grade, and female sexual and credible
students should and reproductive sources of
be able to: systems including information about
body parts and sexual health
their functions AP.8.AI.1
AP.8.CC.1

By the end of Describe the Analyze how Identify medically- Demonstrate the
the 8th grade, physical, social, friends, family, accurate sources use of a decision-
students should cognitive and media, society of information making model
be able to: emotional and culture can about puberty, and evaluate
changes of influence self- adolescent possible outcomes
adolescence concept and body development and of decisions
PD.8.CC.1 image sexuality adolescents might
PD.8.INF.1 PD.8.AI.1 make
PD.8.DM.1
Identity
By the end of Differentiate Analyze external Access accurate Communicate Develop a plan to
the 8th grade, between gender influences that information about respectfully with promote dignity
students should identity, gender have an impact gender identity, and about people and respect for
be able to: expression on ones attitudes gender expression of all gender all people in the
and sexual about gender, sexual and sexual identities, gender school community
orientation orientation and orientation expressions and sexual ID.8.ADV.1
ID.8.CC.1 gender identity ID.8.AI.1 orientations
ID.8.INF.1 ID.8.IC.1
Explain the range

of gender roles
ID.8.CC.2
By the end of Define sexual
the 8th grade, intercourse and
students should its relationship
be able to: to human
reproduction
PR.8.CC.1
Define sexual Examine how Demonstrate the

abstinence alcohol and other use of effective
as it relates substances, friends, communication skills
to pregnancy family, media, to support ones
prevention society and culture decision to abstain
PR.8.CC.2 influence decisions from sexual behaviors
about engaging in PR.8.IC.1
sexual behaviors
PR.8.INF.1
Pregnancy and Reproduction (continued)
By the end of Explain the health Identify medically- Demonstrate the Apply a decision- Describe the steps
the 8th grade, benefits, risks and accurate resources use of effective making model to using a condom
students should effectiveness rates about pregnancy communication to various sexual correctly
be able to: of various methods prevention and and negotiation health decisions PR.8.SM.1
of contraception, reproductive skills about the use PR.8.DM.1
including health care of contraception
abstinence PR.8.AI.1 including abstinence
and condoms and condoms
PR.8.CC.3 PR.8.IC.2
Define Identify medically-

emergency accurate
contraception information
and its use about emergency
PR.8.CC.4 contraception
PR.8.AI.2
Describe the Identify medically-

signs and accurate sources of
symptoms of pregnancy-related
a pregnancy information and
PR.8.CC.5 support including
pregnancy options,
safe surrender
policies and
prenatal care
PR.8.AI.3
Identify prenatal
practices that can
contribute to a
healthy pregnancy
PR.8.CC.6
By the end of Define STDs, Identify medically-
the 8th grade, including HIV, accurate
students should and how they information about
be able to: are and are not STDs, including HIV
transmitted SH.8.AI.1
SH.8.CC.1
Compare and Analyze the Demonstrate the Develop a plan Describe the steps
contrast behaviors, impact of alcohol use of effective to eliminate or to using a condom
including and other communication skills reduce risk for correctly
abstinence, drugs on safer to reduce or eliminate STDs, including SH.8.SM.1
to determine sexual decision- risk for STDs, including HIV
the potential making and HIV SH.8.GS.1
risk of STD/HIV sexual behaviors SH.8.IC.1
transmission SH.8.INF.1
from each
17
SH.8.CC.2
18
Grades 6-8 (continued)
Sexually Transmitted Diseases and HIV (continued)
By the end of Describe the Identify local STD
the 8th grade, signs, symptoms and HIV testing
students should and potential and treatment
be able to: impacts of STDs, resources
including HIV SH.8.AI.2
SH.8.CC.3
By the end of Compare and Analyze the ways Explain the criteria
the 8th grade, contrast the in which friends, for evaluating
students should characteristics family, media, the health of
be able to: of healthy society and culture a relationship
and unhealthy can influence HR.8.SM.1
relationships relationships
HR.8.CC.1 HR.8.INF.1
Describe the
potential impacts
of power
differences such
as age, status or
position within
relationships
HR.8.CC.2
Analyze the Demonstrate

similarities and communication skills
differences that foster healthy
between relationships
friendships HR.8.IC.1
and romantic
relationships
HR.8.CC.3
Describe a Demonstrate effective

range of ways ways to communicate
people express personal boundaries
affection within and show respect for
various types the boundaries of
of relationships others
HR.8.CC.4 HR.8.IC.2
Describe the Analyze the impact Demonstrate effective Develop a plan Describe strategies
advantages and of technology skills to negotiate to stay safe when to use social media
disadvantages of and social media agreements about the using social safely, legally
communicating on friendships use of technology in media and respectfully
using technology and relationships relationships HR.8.GS.1 HR.8.SM.2
and social media HR.8.INF.2 HR.8.IC.3
HR.8.CC.5
Personal Safety
By the end of Describe Identify sources Demonstrate ways to Describe ways to Advocate for safe
the 8th grade, situations and of support such communicate with treat others with environments
students should behaviors that as parents or trusted adults about dignity and respect that encourage
be able to: constitute other trusted bullying, harassment, PS.8.SM.1 dignified and
bullying, sexual adults that they abuse or assault respectful
harassment, can go to if they PS.8.IC.1 treatment
sexual abuse, are or someone of everyone
sexual assault, they know is PS.8.ADV.1
incest, rape and being bullied,
dating violence harassed, abused
PS.8.CC.1 or assaulted
PS.8.AI.1
Discuss the Demonstrate ways

impacts of they can respond
bullying, sexual when someone is
harassment, being bullied or
sexual abuse, harassed
sexual assault, PS.8.SM.2
incest, rape and
dating violence
and why they are
wrong
PS.8.CC.2
Explain that no
one has the right
to touch anyone
else in a sexual
manner if they
do not want
to be touched
PS.8.CC.3
Explain why
a person who
has been raped
or sexually
assaulted is not
at fault
PS.8.CC.4
19
20
Grades 9-12
By the end of Describe the
the 12th grade, human sexual
students should response cycle,
be able to: including the role
hormones play
AP.12.CC.1
By the end of Analyze Analyze how Apply a decision-

the 12th grade, how brain friends, family, making model to
students should development media, society various situations
be able to: has an impact on and culture can relating to sexual
cognitive, social influence self- health
and emotional concept and body PD.12.DM.1
changes of image
adolescence and PD.12.INF.1
early adulthood
PD.12.CC.1
Identity
By the end of Differentiate Analyze the Explain how to Advocate for
the 12th grade, between influence of promote safety, school policies
students should biological friends, family, respect, awareness and programs
be able to: sex, sexual media, society and acceptance that promote
orientation, and and culture on ID.12.SM.1 dignity and
gender identity the expression respect for all
and expression of gender, sexual ID.12.ADV.1
ID.12.CC.1 orientation and
identity
ID.12.INF.1
Distinguish
between sexual
orientation,
sexual behavior
and sexual
identity
ID.12.CC.2
By the end of Compare and Analyze Access medically- Demonstrate ways to Apply a decision- Describe the steps
the 12th grade, contrast the influences accurate communicate decisions making model to using a condom
students should advantages and that may have information about about whether or to choices about correctly
be able to: disadvantages an impact on contraceptive when to engage in contraception, PR.12.SM.1
of abstinence deciding whether methods, sexual behaviors including
and other or when to including PR.12.IC.1 abstinence and
contraceptive engage in sexual abstinence and condoms
methods, behaviors condoms PR.12.DM.1
including PR.12.INF.1 PR.12.AI.1
condoms
PR.12.CC.1
By the end of Define Access medically-
the 12th grade, emergency accurate
students should contraception information
be able to: and describe its and resources
mechanism of about emergency
action contraception
PR.12.CC.2 PR.12.AI.2
Identify the
laws related to
reproductive
and sexual
health care
services (i.e.,
contraception,
pregnancy
options, safe
surrender
policies, prenatal
care)
PR.12.CC.3
Describe Analyze internal Access medically-

the signs of and external accurate
pregnancy influences on information about
PR.12.CC.4 decisions about pregnancy and
pregnancy options pregnancy options
PR.12.INF.2 PR.12.AI.3
Describe prenatal Analyze factors Access medically- Assess the skills

practices that that influence accurate and resources
can contribute decisions about information about needed to become
to or threaten whether and prenatal care a parent
a healthy when to become a services PR.12.DM.2
pregnancy parent PR.12.AI.4
PR.12.CC.5 PR.12.INF.3
Compare and
contrast the
laws relating
to pregnancy,
adoption,
abortion and
parenting
PR.12.CC.6
21
22
Grades 9-12 (continued)
By the end of Describe Explain how to Demonstrate skills to Apply a decision- Analyze individual
the 12th grade, common access local STD communicate with a making model responsibility about
students should symptoms of and and HIV testing partner about STD and to choices testing for and
be able to: treatments for and treatment HIV prevention and about safer sex informing partners
STDs, including services testing practices, including about STDs and HIV
HIV SH.12.AI.1 SH.12.IC.1 abstinence and status
SH.12.CC.1 condoms SH.12.SM.1
SH.12.DM.1
Evaluate the Analyze factors Access medically- Develop a plan Describe the steps Advocate for
effectiveness that may influence accurate to eliminate or to using a condom sexually active
of abstinence, condom use and prevention reduce risk for correctly youth to get
condoms and other other safer sex information about STDs, including SH.12.SM.2 STD/HIV testing
safer sex methods decisions STDs, including HIV HIV and treatment
in preventing the SH.12.INF.1 SH.12.AI.2 SH.12.GS.1 SH.12.ADV.1
spread of STDs,
including HIV
SH.12.CC.2
Describe the
laws related to
sexual health care
services, including
STD and HIV testing
and treatment
SH.12.CC.3
By the end of Describe Explain how media Demonstrate Demonstrate effective
the 12th grade, characteristics can influence how to access strategies to avoid
students should of healthy and ones beliefs about valid information or end an unhealthy
be able to: unhealthy what constitutes and resources to relationship
romantic and/or a healthy sexual help deal with HR.12.IC.1
sexual relationships relationship relationships
HR.12.CC.1 HR.12.INF.1 HR.12.AI.1
Describe a
range of ways to
express affection
within healthy
relationships
HR.12.CC.2
Define sexual Analyze factors, Demonstrate effective Demonstrate respect

consent and including alcohol ways to communicate for the boundaries
explain its and other personal boundaries as of others as they
implications for substances, that can they relate to intimacy relate to intimacy
sexual decision- affect the ability to and sexual behavior and sexual behavior
making give or perceive the HR.12.IC.2 HR.12.SM.1
HR.12.CC.3 provision of consent
to sexual activity
HR.12.INF.2
Core Concepts Analyzing Accessing Interpersonal Decision-Making Goal Setting GS Self-Management Advocacy ADV
CC Influences INF Information AI Communication IC DM SM
By the end of Evaluate the Describe strategies
the 12th grade, potentially to use social media
students should positive and safely, legally and
be able to: negative roles respectfully
of technology HR.12.SM.2
and social media
in relationships
HR.12.CC.4
Personal Safety
By the end of Compare and Access valid Demonstrate effective Advocate
the 12th grade, contrast situations resources for ways to communicate for safe
students should and behaviors that help if they with trusted adults environments
be able to: may constitute or someone about bullying, that encourage
bullying, sexual they know are harassment, abuse or dignified and
harassment, being bullied assault respectful
sexual abuse, or harassed, PS.12.IC.1 treatment of
sexual assault, or have been everyone
incest, rape and sexually abused or PS.12.ADV.1
dating violence assaulted
PS.12.CC.1 PS.12.AI.1
Analyze the Describe potential Demonstrate ways Identify ways in which

laws related to impacts of power to access accurate they could respond
bullying, sexual differences information and when someone else
harassment, (e.g., age, status resources for is being bullied or
sexual abuse, or position) survivors of sexual harassed
sexual assault, within sexual abuse, incest, rape, PS.12.IC.2
incest, rape and relationships sexual harassment,
dating violence PS.12.INF.1 sexual assault and
PS.12.CC.2 dating violence
PS.12.AI.2
Explain why Analyze the

using tricks, external influences
threats or and societal
coercion in messages that
relationships is impact attitudes
wrong about bullying,
PS.12.CC.3 sexual harassment,
sexual abuse, sexual
assault, incest, rape
and dating violence
PS.12.INF.2
Explain why
a person who
has been raped
or sexually
assaulted is not
at fault
PS.12.CC.4
23
24
Standards by Topic Area
Core Concepts Analyzing Accessing Interpersonal Decision- Goal Setting Self-Management Advocacy ADV
CC Influences INF Information AI Communication IC Making DM GS SM
By the end of the 2nd grade, students should be able to:
Use proper
names for body

parts, including
male and
female anatomy
AP.2.CC.1
By the end of the 5th grade, students should be able to:
Describe male Identify medically-
and female accurate
reproductive information about
systems female and male
including body reproductive
parts and their anatomy
functions AP.5.AI.1
AP.5.CC.1
Describe male Identify accurate
and female and credible
sexual and sources about
reproductive sexual health
systems AP.8.AI.1
including body
parts and their
functions
AP.8.CC.1
Describe the
human sexual
response cycle,
including the
role hormones
play
AP.12.CC.1
Core Concepts Analyzing Accessing Interpersonal Decision- Goal Setting GS Self-Management Advocacy ADV
CC Influences INF Information AI Communication IC Making DM SM
No items
Explain the Describe how Identify medically- Explain ways to
physical, social, peers, media, accurate manage the physical
and emotional family, society and information and and emotional
changes that culture influence resources about changes associated
occur during ideas about body puberty and with puberty
puberty and image personal hygiene PD.5.SM.1
adolescence PD.5.INF.1 PD.5.AI.1
PD.5.CC.1
Explain how the Identify parents

timing of puberty or other trusted
and adolescent adults of whom
development they can ask
varies questions about
considerably puberty and
and can still be adolescent health
healthy issues
PD.5.CC.2 PD.5.AI.2
Describe how
puberty prepares
human bodies for
the potential to
reproduce
PD.5.CC.3
Describe the Analyze how Identify medically- Demonstrate
physical, social, peers, media, accurate sources the use of a
cognitive and family, society and of information decision- making
emotional culture influence about puberty, model to evaluate
changes of self-concept and adolescent possible outcomes
adolescence body image development and of decisions
PD.8.CC.1 PD.8.INF.1 sexuality adolescents might
PD.8.AI.1 make
PD.8.DM.1
Analyze Analyze how Apply a decision-
how brain peers, media, making model to
development family, society, various situations
has an impact on religion and relating to sexual
cognitive, social culture influence health
and emotional self-concept and PD.12.DM.1
changes of body image
adolescence and PD.12.INF.1
early adulthood
25
PD.12.CC.1
26
Identity
Describe Provide examples of
differences and how friends, family,
similarities in media, society and
how boys and culture influence
girls may be ways in which boys
expected to act and girls think they
ID.2.CC.1 should act
ID.2.INF.1

Define sexual Identify parents Demonstrate ways Demonstrate
orientation or other trusted to treat others with ways students can
as romantic adults to whom dignity and respect work together to
attraction to an they can ask ID.5.SM.1 promote dignity
individual of the questions about and respect for all
same gender or of sexual orientation people
a different gender ID.5.AI.1 ID.5.ADV.1
ID.5.CC.1
Differentiate Analyze external Access accurate Communicate Develop a plan to
between gender influences that information about respectfully with and promote dignity
identity, gender have an impact gender identity, about people of all and respect for
expression on ones attitudes gender expression gender identities, all people in the
and sexual about gender, and sexual gender expressions and school community
orientation sexual orientation orientation sexual orientations ID.8.ADV.1
ID.8.CC.1 and gender identity ID.8.AI.1 ID.8.IC.1
ID.8.INF.1
Explain the range

of gender roles
ID.8.CC.2
Differentiate Analyze the Explain how to Advocate for
between influence of peers, promote safety, school policies
biological media, family, respect, awareness and programs that
sex, sexual society, religion and acceptance promote dignity
orientation, and and culture on ID.12.SM.1 and respect for all
gender identity the expression ID.12.ADV.1
and expression of gender, sexual
ID.12.CC.1 orientation and
identity
ID.12.INF.1
Distinguish
between sexual
orientation,
sexual behavior
and sexual
identity
ID.12.CC.2
Explain that all
living things
reproduce
PR.2.CC.1
Describe
the process
of human
reproduction
PR.5.CC.1
Define sexual
intercourse and
its relationship
to human
reproduction
PR.8.CC.1
Define sexual Examine how Demonstrate the

abstinence alcohol and other use of effective
as it relates substances, peers, communication skills to
to pregnancy media, family, support ones decision
prevention society and to abstain from sexual
PR.8.CC.2 culture influence behaviors
decisions about PR.8.IC.1
engaging in sexual
behaviors
PR.8.INF.1
Explain the Identify medically- Demonstrate the Apply a decision- Describe the steps
health benefits, accurate resources use of effective making model to using a condom
risks and about pregnancy communication and to various sexual correctly
effectiveness prevention and negotiation skills health decisions PR.8.SM.1
rates of various reproductive about contraception PR.8.DM.1
methods of health care including abstinence
contraception, PR.8.AI.1 and condoms
including PR.8.IC.2
abstinence and
condoms
PR.8.CC.3
Define Identify medically-

emergency accurate
and its use about emergency
PR.8.CC.4 contraception
27
PR.8.AI.2
28
Describe the Identify medically-
signs and accurate sources of
symptoms of a pregnancy-related
pregnancy information and
PR.8.CC.5 support including
pregnancy options,
safe surrender
policies and prenatal
care
PR.8.AI.3
Identify prenatal
practices that
can contribute
to a healthy
pregnancy
PR.8.CC.6
Compare and Analyze influences Access medically- Demonstrate ways to Apply a decision- Describe the steps
contrast the that may have accurate communicate decisions making model to using a condom
advantages and an impact on information about about whether or to choices about correctly
disadvantages deciding whether contraceptive when to engage in contraception, PR.12.SM.1
of abstinence or when to methods, including sexual behaviors including
and other engage in sexual emergency PR.12.IC.1 abstinence and
contraceptive behaviors contraception and condoms
methods, PR.12.INF.1 condoms PR.12.DM.1
including, condoms PR.12.AI.1
PR.12.CC.1
Define Access medically-

emergency accurate
and describe its and resources
mechanism of about emergency
action contraception
PR.12.CC.2 PR.12.AI.2
Identify the
laws related to
reproductive and
sexual health
care services (i.e.,
contraception,
pregnancy options,
safe surrender
policies, prenatal
care)
PR.12.CC.3
Describe Analyze internal Access medically-
the signs of and external accurate
pregnancy influences on information about
PR.12.CC.4 decisions about pregnancy options
pregnancy options PR.12.AI.3
PR.12.INF.2
Describe Analyze factors Access medically- Assess the skills

prenatal that influence accurate and resources
practices that decisions about information about needed to
can contribute whether and prenatal care become a parent
to or threaten when to become a services PR.12.DM.2
a healthy parent PR.12.AI.4
pregnancy PR.12.INF.3
PR.12.CC.5
Compare and
contrast the
laws relating
to pregnancy,
adoption,
abortion and
parenting
PR.12.CC.6
29
30
No Items
Define HIV and
identify some
age-appropriate
methods of
transmission,
as well asways
to prevent
transmission
SH.5.CC.1
Define STDs, Identify medically-
including HIV, accurate
and how they information about
are and are not STDs, including HIV
transmitted SH.8.AI.1
SH.8.CC.1
Compare Analyze the Demonstrate the Develop a plan Describe the steps
and contrast impact of alcohol use of effective to eliminate or to using a condom
behaviors, and other communication skills reduce risk for correctly
including drugs on safer to reduce or eliminate STDs, including SH.8.SM.1
abstinence, sexual decision- risk for STDs, including HIV
to determine making and HIV SH.8.GS.1
the potential sexual behaviors SH.8.IC.1
risk of STD/HIV SH.8.INF.1
transmission
from each
SH.8.CC.2
Describe the Identify local STD

signs, symptoms and HIV testing
and potential and treatment
impacts of STDs, resources
including HIV SH.8.AI.2
SH.8.CC.3
Describe Explain how to Demonstrate skills to Apply a decision- Analyze individual
common access local STD communicate with a making model responsibility about
symptoms of and HIV testing and partner about STD and to choices testing for and
and treatments treatment services HIV prevention and about safer informing partners
for STDs, SH.12.AI.1 testing sex practices, about STDs and HIV
including HIV SH.12.IC.1 including status
SH.12.CC.1 abstinence and SH.12.SM.1
condoms
SH.12.DM.1
Evaluate the Analyze factors Access medically- Develop a plan Describe the steps Advocate for
effectiveness that may influence accurate to eliminate or to using a condom sexually active
of abstinence, condom use and prevention reduce risk for correctly youth to get STD/
condoms and other safer sex information about STDs, including SH.12.SM.2 HIV testing and
other safer sex decisions STDs, including HIV HIV treatment
methods in SH.12.INF.1 SH.12.AI.2 SH.12.GS.1 SH.12.ADV.1
preventing the
spread of STDs,
including HIV
SH.12.CC.2
Describe the
laws as they
relate to
sexual health
care services,
including STD
and HIV testing
and treatment
SH.12.CC.3
31
32
Describe the Identify healthy ways
characteristics of for friends to express
a friend feelings to each other
HR.2. CC.2 HR.2.IC.2
Describe the Compare positive Identify parents Demonstrate positive Demonstrate ways
characteristics and negative ways and other trusted ways to communicate to treat others with
of healthy friends and peers adults they can differences of opinion dignity and respect
relationships can influence talk to about while maintaining HR.5.SM.1
(e.g., family, relationships relationships relationships
friends, peers) HR.5.INF.1 HR.5.AI.1 HR.5.IC.1
HR.5.CC.1
Compare and Analyze the ways Explain the criteria
contrast the in which family, for evaluating
characteristics friends, peers, the health of a
of healthy media, society relationship
and unhealthy and culture HR.8.SM.1
relationships can influence
HR.8.CC.1 relationships
HR.8.INF.1
Describe the
potential
impacts
of power
differences such
as age, status or
position within
relationships
HR.8.CC.2
Analyze the Demonstrate

similarities and communication skills
differences that foster healthy
between relationships
friendships HR.8.IC.1
and romantic
relationships
HR.8.CC.3
Describe a Demonstrate effective

range of ways ways to communicate
people express personal boundaries
affection within and show respect for
various types of the boundaries of
relationships others
HR.8.CC.4 HR.8.IC.2
Describe the Analyze the Demonstrate effective Develop a plan Describe strategies
advantages and impact of skills to negotiate to stay safe when to use social media
disadvantages of technology and agreements about the using social media safely, legally and
communicating social media on use of technology in HR.8.GS.1 respectfully
using technology friendships and relationships HR.8.SM.2
and social media relationships HR.8.IC.3
HR.8.CC.5 HR.8.INF.2
Describe Explain how media Demonstrate Demonstrate effective
characteristics can influence how to access strategies to avoid
of healthy ones beliefs about valid information or end an unhealthy
and unhealthy what constitutes and resources to relationship
romantic and/ a healthy sexual help deal with HR.12.IC.1
or sexual relationship relationships
relationships HR.12.INF.1 HR.12.AI.1
HR.12.CC.1
Describe a
range of ways to
express affection
within healthy
relationships
HR.12.CC.2
Define sexual Analyze factors, Demonstrate effective Demonstrate respect

consent and including alcohol ways to communicate for the boundaries of
explain its and other personal boundaries as others as they relate
implications for substances, that they relate to intimacy to intimacy and
sexual decision- can affect the and sexual behavior sexual behavior
making ability to give HR.12.IC.2 HR.12.SM.1
HR.12.CC.3 or perceive the
provision of
consent to sexual
activity
HR.12.INF.2
Evaluate the Describe strategies

potentially to use social media
positive and safely, legally and
negative roles of respectfully
technology and HR.12.SM.2
social media in
relationships
HR.12.CC.4
33
34
Personal Safety
Explain that Identify parents Demonstrate how to Demonstrate how
all people, and other trusted respond if someone is to clearly say no,
including adults they can tell touching them in a way how to leave an
children, have if they are feeling that makes them feel uncomfortable
the right to tell uncomfortable uncomfortable situation, and how
others not to about being PS.2.IC.1 to identify and talk
touch their body touched with a trusted adult if
when they do PS.2.AI.1 someone is touching
not want to be them in a way that

touched makes them feel
PS.2.CC.1 uncomfortable
PS.2.SM.1
Explain what
bullying and
teasing are
PS.2.CC.2
Explain why Identify parents Demonstrate how to

bullying and and other trusted respond if someone
teasing are adults they can tell is bullying or teasing
wrong if they are being them
PS.2.CC.3 bullied or teased PS.2.IC.2
PS.2.AI.2
Define teasing, Explain why Identify parents Demonstrate ways to Discuss effective Persuade others
harassment and people tease, and other trusted communicate about ways in which to take action
bullying and harass or bully adults students how one is being students could when someone
explain why they others can tell if they treated respond when they else is being
are wrong PS.5.INF.1 are being teased, PS.5.IC.1 are or someone teased, harassed
PS.5.CC.1 harassed or bullied else is being teased, or bullied
PS.5.AI.1 harassed or bullied PS.5.ADV.1
PS.5.SM.1
Define sexual Identify parents Demonstrate refusal

harassment and or other trusted skills (clear no
sexual abuse adults they can tell statement, walk away,
PS.5.CC.2 if they are being repeat refusal)
sexually harassed PS.5.IC.2
or abused
PS.5.AI.2
Describe situations Identify sources Demonstrate ways to Describe ways to Advocate for safe
and behaviors of support such as communicate with treat others with environments
that constitute parents or other trusted adults about dignity and respect that encourage
bullying, sexual trusted adults that bullying, harassment, PS.8.SM.1 dignified and
harassment, they can go to if abuse or assault respectful
sexual abuse, they are or someone PS.8.IC.1 treatment of
sexual assault, they know is being everyone
incest, rape and bullied, harassed, PS.8.ADV.1
dating violence abused or assaulted
PS.8.CC.1 PS.8.AI.1
Discuss the Demonstrate ways

impacts of bullying, they can respond
sexual harassment, when someone is
sexual abuse, being bullied or
sexual assault, harassed
incest, rape and PS.8.SM.2
dating violence
and why they are
wrong
PS.8.CC.2
Explain that no one

has the right to
touch anyone else
in a sexual manner
if they do not want
to be touched
PS.8.CC.3
Explain why a
person who has
been raped or
sexually assaulted
is not at fault
PS.8.CC.4
Compare Access valid Demonstrate effective Advocate for safe
and contrast resources for help ways to communicate environments
situations and if they or someone with trusted adults that encourage
behaviors that they know are about bullying, dignified and
may constitute being bullied harassment, abuse or respectful
bullying, sexual or harassed, assault treatment of
harassment, or have been PS.12.IC.1 everyone
sexual abuse, sexually abused or PS.12.ADV.1
sexual assault, assaulted
incest, rape and PS.12.AI.1
dating violence
PS.12.CC.1
35
36
Personal Safety (continued)
Analyze the Describe potential Demonstrate ways Identify ways in which
laws related to impacts of power to access accurate they could respond
bullying, sexual differences information and when someone else
harassment, (e.g., age, status resources that is being bullied or
sexual abuse, or position) provide help for harassed
sexual assault, within sexual survivors of sexual PS.12.IC.2
incest, rape and relationships abuse, incest, rape,
dating violence PS.12.INF.1 sexual harassment,
PS.12.CC.2 sexual assault and

dating violence
PS.12.AI.2
Explain why Analyze the

using tricks, external
threats or influences and
coercion in societal messages
relationships is that impact
wrong attitudes about
PS.12.CC.3 bullying, sexual
harassment,
sexual abuse,
sexual assault,
incest, rape and
dating violence
PS.12.INF.2
Explain why
a person who
has been raped
or sexually
assaulted is not
at fault
PS.12.CC.4
National Resources
National Resources
For Teachers Healthy Teen Network
1501 Saint Paul Street, Suite 124
Teachers can find print resources, learn about professional Baltimore, MD 21202
development opportunities and obtain technical assistance (410) 685-0419
www.healthyteennetwork.org
through the following national organizations:
Advocates for Youth National Association of School Nurses
2000 M Street NW, Suite 750 8484 Georgia Avenue, #420
Washington, D.C. 20036 Silver Spring, MD 20910
(202) 419-3420 (240) 821-1130
www.advocatesforyouth.org www.nasn.org
American Association for Health Education NEA Health Information Network
1900 Association Drive 1201 16th Street, NW #216
Reston, VA 20191 Washington, DC 20036
(800) 213-7191 (202) 822.7570
www.aahperd.org/aahe www.neahin.org
American School Health Association Henry J. Kaiser Family Foundation
4340 East West Highway Suite 403 2400 Sand Hill Road
Bethesda, MD 20814 Menlo Park, CA 94025
(800) 455-2742 (650) 854-9400
www.ashaweb.org www.kff.org
American Social Health Association Rape, Abuse & Incest National Network (RAINN)
P.O. Box 13827 2000 L Street NW, Suite 406
Research Triangle Park, NC 27709 Washington, DC 20036
(919) 361-8400 (202) 544-1034
www.iwannaknow.org www.rainn.org
Answer Resource Center for Adolescent Pregnancy Prevention
41 Gordon Road, Suite C (ReCAPP)
Piscataway, NJ 08854 ETR Associates
(732) 445-7929 P.O. Box 1830
http://answer.rutgers.edu Santa Cruz, CA 95061
(800) 321-4407
Association for Middle Level Education www.etr.org/recapp
(formerly National Middle School Association)
4151 Executive Parkway, Suite 300 Sexuality Information and Education Council of the United
Westerville, OH 43081 States (SIECUS)
(614) 895-4730 90 John Street, Suite 402
www.amle.org New York, NY 10038
(212) 819-9770
Gay, Lesbian & Straight Education Network www.siecus.org
90 Broad Street, 2nd Floor www.sexedlibrary.org
New York, NY 10004
(212) 727-0135 The National Campaign to Prevent Teen and
www.glsen.org Unplanned Pregnancy
1776 Massachusetts Avenue NW, Suite 200
Guttmacher Institute Washington, D.C. 20036
125 Maiden Lane, 7th Floor (202) 478-8500
New York, NY 10038 www.teenpregnancy.org
(212) 248-1111
www.guttmacher.org
37
Planned Parenthood Federation of America For Parents

434 West 33rd Street
New York, NY 10001 Parents and other adult caregivers play invaluable roles in
(212) 541-7800 educating their children about sexuality and relationships.
www.plannedparenthood.org
Each organization maintains resources that can support
The Society of State Leaders in Health and Physical parents in providing accurate information to their children
Education comfortably and within the context of their values.
PO Box 40186
Arlington, VA 22204 Advocates for Youth
(202) 286-9138 2000 M Street NW, Suite 750
www.thesociety.org Washington, DC 20036
(202) 419-3420
www.advocatesforyouth.org/parents-sex-ed-center-home
For School Administrators
Answer
There is a great deal of support available for school admin- 41 Gordon Road, Suite C
istrators in supporting the implementation of comprehen- Piscataway, NJ 08854
(732) 445-7929
sive sexuality education in public schools. These organiza- http://answer.rutgers.edu/page/parentresources
tions can help:
Sexuality Information and Education Council of the United
American School Health Association States (SIECUS)
4340 East West Highway, Suite 403 90 John Street, Suite 402
Bethesda, MD 20814 New York, NY 10038
(800) 455-2742 (212) 819-9770
www.ashaweb.org www.siecus.org/index.cfm?fuseaction=page.
viewPage&pageID=632&nodeID=1
American Association for Health Education
1900 Association Drive
Reston, VA 20191 For Middle and High School Students
(800) 213-7191
www.aahperd.org/aahe Schools provide an important venue through which to
Association for Middle Level Education teach young people about sexuality, but young people
(formerly National Middle School Association) often have additional questions that they may not feel
4151 Executive Parkway, Suite 300 comfortable directing to their teachers. These organiza-
Westerville, OH 43081
(614) 895-4730 tions all have resources for teens that are age-appropriate
www.amle.org and medically accurate:
National Association of School Nurses Advocates for Youth
8484 Georgia Avenue, #420 2000 M Street NW, Suite 750
Silver Spring, MD 20910 Washington, D.C. 20036
(240) 821-1130 (202) 419-3420
www.nasn.org www.advocatesforyouth.org
www.amplifyyourvoice.org/youthresource
National School Boards Association
1680 Duke Street American Social Health Association
Alexandria, VA 22314 PO Box 13827
(703) 838-6722 Research Triangle, NC 27709
www.nsba.org (919) 361-8400
www.iwannaknow.org
National Association of State Boards of Education
2121 Crystal Drive Suite #350 Answers Teen-to-Teen Sexuality Education Initiative,
Arlington, VA 22202 Sex, Etc.
(703) 684-4000 41 Gordon Road, Suite C
Piscataway, NJ 08854
The Society of State Leaders in Health and Physical (732) 445-7929
Education www.sexetc.org
PO Box 40186
Arlington, VA 22204 Rape, Abuse & Incest National Network (RAINN)
(202) 286-9138 2000 L Street NW, Suite 406
www.thesociety.org Washington, DC 20036
(800) 656-HOPE (24 hour telephone hotline)
www.rainn.org
38
Glossary
Glossary
Abortion Bisexual
A medical intervention that ends a pregnancy. A term used to describe a person whose attraction to other
people is not necessarily determined by gender. This is dif-
Abstinence ferent from being attracted to all men or all women.
Choosing to refrain from certain sexual behaviors for a pe-
riod of time. Some people define abstinence as not having Body Image
vaginal intercourse, while others define it as not engaging How people feel about their body. This may or may not
in any sexual activity. match a persons actual appearance.
Age of Consent Bullying

The age a person is legally able to consent to sexual activ- Physically, mentally, and/or emotionally intimidating and/
ity. It varies from state to state, but ranges from 14 to 18 or harming an individual or members of a group.
years of age in the United States.
Comprehensive Sexuality Education
Abstinence-Only Programs Sexuality education programs that build a foundation of
Programs exclusively focused on refraining from all sexual knowledge and skills relating to human development, rela-
behaviors. They do not necessarily put a condition on tionships, decision-making, abstinence, contraception, and
when a person might choose to no longer be abstinent. disease prevention. Ideally, comprehensive sexuality edu-
cation should start in kindergarten and continue through
Abstinence-Only-Until-Marriage Programs 12th grade. At each developmental stage, these programs
Programs focused exclusively on refraining from all sexual teach age-appropriate, medically accurate information that
behaviors outside of the context of a heterosexual mar- builds on the knowledge and skills that were taught in the
riage. previous stage.
Age-Appropriate Consensual
Designed to teach concepts, information, and skills based When a person agrees to engage in sexual behaviors with
on the social, cognitive, emotional, and experience level of another person. Consensual sex means that no one was
most students at a particular age level. forced or manipulated in any way to participate in a sexual
behavior.
AIDS
Acquired Immune Deficiency Syndrome. AIDS is caused Contraception
by the HumanImmunodeficiency Virus (HIV). People do Any means to prevent pregnancy, including abstinence,
not die from AIDS, they die from one of the infections barrier methods such as condoms and hormonal methods
their body acquires as a result of their weakened immune such as the pill, patch, injection and others.
system. (also see HIV).
Dating Violence
Biological Sex Controlling, abusive and/or aggressive behavior within the
Our sex as determined by our chromosomes (such as XX or context of a romantic relationship. It can include verbal,
XY), our hormones and our internal and external anatomy. emotional, physical and/or sexual abuse, be perpetrated
Typically, we are assigned the sex of male or female at against someone of any gender and happen in any rela-
birth. Those whose chromosomes are different from XX or tionship regardless of sexual orientation.
XY at birth are referred to as intersex.
39
Gay Lesbian
A term used to describe people who are romantically and A term used to describe women who are romantically and
sexually attracted to people of their same gender. Gay sexually attracted to other women.
women will often use the word lesbian.
Medically-Accurate
Gender Grounded in evidence-based, peer-reviewed science and
The emotional, behavioral and cultural characteristics at- research.
tached to a persons assigned biological sex. Gender can be
understood to have several components, including gender Puberty
identity, gender expression and gender role (see below). A time when the pituitary gland triggers production of tes-
tosterone in boys and estrogen and progesterone in girls.
Gender Expression Puberty typically begins between ages 9 and 12 for girls,
The manner in which people outwardly expresses their and between the ages of 11 and 14 for boys, and includes
gender. such body changes as hair growth around the genitals,
menstruation in girls, sperm production in boys, and much
Gender Identity more.
Peoples inner sense of their gender. Most people develop
a gender identity that corresponds to their biological sex, Rape
but some do not. A type of sexual assault that involves forced vaginal, anal,
or oral sex using a body part or object.
Gender Roles
The social expectations of how people should act, think Sexual Abuse
and/or feel based on their assigned biological sex. Sexual abuse is any sort of unwanted sexual contact often
over a period of time. A single act of sexual abuse is usually
Harassment referred to as a sexual assault (see below).
Unwelcome or offensive behavior by one person to an-
other. Examples are making unwanted sexual comments to Sexual Assault
another person, sending unwanted sexual texts, bullying or Any unwanted sex act committed by a person or people
intimidation. against another person.
Heterosexual Sexual Harassment

A term used to describe people who are romantically and Unwelcome sexual advances, requests for sexual favors,
sexually attracted to people of a different gender from and other verbal or physical conduct of a sexual nature.
their own.
Sexual Intercourse
HIV When apenis is inserted into a vagina, mouth or anus.
The Human Immunodeficiency Virus(HIV), which causes
AIDS (Acquired Immune Deficiency Syndrome). The virus Sexual Orientation
weakens a persons immune system so that the person Romantic and sexual attraction to people of ones same
cannot fight off many everyday infections. HIV is trans- and/or other genders. Current terms for sexual orientation
mitted through exposure to an infected persons blood, include gay, lesbian, bisexual, heterosexual and others.
semen, vaginal fluids or breast milk.
Sexually Transmitted Diseases (STDs)
Homosexual Diseases caused by bacteria, viruses or parasites that are
A term used to describe people who are romantically and transmitted from one person to another during sexual con-
sexually attracted to people of their own gender. Most tact. Also called sexually transmitted infections or STIs.
often referred to as gay or lesbian.
Transgender
Incest A gender identity in which a persons inner sense of their
Sexual contact between persons who are so closely related gender does not correspond to their assigned biological sex.
that marriage between those two people would be con-
sidered illegal (e.g., a parent or step parent and a child,
siblings, etc.).
40
References
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1. Centers for Disease Control and Prevention, National by age. http://www.cdc.gov/hiv/topics/surveillance/basic.
Center for Chronic Disease and Prevention, Division of htm#hivaidsage. Accessed August 16, 2011.
Adolescent School Health, SHPPS Topic and Component 11. Kosciw, J.G. et al. The 2009 National School Climate
Specific Fact Sheets. http://www.cdc.gov/HealthyYouth/ Survey: The experiences of lesbian, gay, bisexual and trans-
shpps/2006/factsheets/topic_component.htm Accessed gender youth in our nations schools. New York: GLSEN,
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5. National Guidelines Task Force. Guidelines for Compre- tion and Recreation. Making the connection: Health and
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Third Edition. Sexuality Information and Education Council makingtheconnection.ppt Accessed May 23, 2011.
of the United States, 2004. 15. Dilley, J. Research Review: School-Based Health Inter-
6. McKay A, Barrett, M . Trends in teen pregnancy rates ventions and Academic Achievement. Washington State
from 19962006: A comparison of Canada, Sweden, USA Board of Health, 2009. http://here.doh.wa.gov/materials/
and England/Wales. Canadian Journal of Human Sexuality research-review-school-based-health-interventions-and-
2010; 19(12):4352. academic-achievement/12_HealthAcademic_E09L.pdf.
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cies, Births and Abortions: National and State Trends and 16. Alford, S, Bridges, E, Gonzalez T, et al. Science and
Trends by Race and Ethnicity. NY: Guttmacher Institute, Success: Sex Education and Other Programs that Work to
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Programs to Reduce Teen Pregnancy and Sexually Trans-
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mitted Diseases. Washington, DC: National Campaign to
American youth: incidence and prevalence estimates,
Prevent Teen & Unplanned Pregnancy, 2007; http://www.
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18. Kohler, et al. Abstinence-only and Comprehensive Sex
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Behaviors and Academic Achievement. Atlanta, GA: 2010. vey. Washington, DC: National Public Radio, Kaiser Family
http://www.cdc.gov/HealthyYouth/ health_and_academ- Foundation, Kennedy School of Government, 2004.
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20. Townsend, L., Flisher, A.J. and King, G. A systematic al HIV and AIDS Strategy for the United States. Washing-
review of the relationship between high school dropout ton, DC: 2010. http://www.whitehouse.gov/sites/default/
and substance abuse. Clinical Child and Family Psychology files/uploads/NHAS.pdf Accessed September 28, 2011.
2007; 10(4): 295317. 28. National Prevention Council. National Prevention Strat-
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42
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National Sexuality

National Sexuality Education Standards:

Introduction and Background

Rationale for Sexuality

Allow for the integration of more general health con-

Topics and Key Indicators

The National Sexuality Education Standards present per- Key To Indicators

National Health Education Standards

students should parts, including

Describe the Identify healthy ways

Explain why Identify parents Demonstrate how to

Puberty and Adolescent Development

Explain how the Identify parents

Define sexual Identify parents Demonstrate refusal

Puberty and Adolescent Development

Explain the range

Define sexual Examine how Demonstrate the

Define Identify medically-

Describe the Identify medically-

Analyze the Demonstrate

Describe a Demonstrate effective

Discuss the Demonstrate ways

By the end of Analyze Analyze how Apply a decision-

Describe Analyze internal Access medically-

Describe prenatal Analyze factors Access medically- Assess the skills

Define sexual Analyze factors, Demonstrate effective Demonstrate respect

Analyze the Describe potential Demonstrate ways Identify ways in which

Explain why Analyze the

names for body

Explain how the Identify parents

By the end of the 5th grade, students should be able to:

Explain the range

Define sexual Examine how Demonstrate the

Define Identify medically-

Define Access medically-

Describe Analyze factors Access medically- Assess the skills

Describe the Identify local STD

Analyze the Demonstrate

Describe a Demonstrate effective

Define sexual Analyze factors, Demonstrate effective Demonstrate respect

Evaluate the Describe strategies

not want to be them in a way that

Explain why Identify parents Demonstrate how to

Define sexual Identify parents Demonstrate refusal

Discuss the Demonstrate ways

Explain that no one

PS.12.CC.2 sexual assault and

Explain why Analyze the

Planned Parenthood Federation of America For Parents

Age of Consent Bullying

Heterosexual Sexual Harassment

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