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National Sexuality Standards Core Content and Skills, K–12 Special thanks to the following organizations for their The Future of (FoSE) Initiative is a partnership in developing and disseminating the National partnership between Advocates for , Answer and Sexuality Education Standards: Content and Skills, K–12: the Sexuality Information and Education Council of the The American Association of Education (www. U.S. (SIECUS) that seeks to create a national dialogue aahperd.org/aahe) serves educators and other professionals about the future of sex education and to promote the who promote the health of all people through education institutionalization of comprehensive sexuality education and health promotion strategies. in public . To learn more, please visit www.futureofsexed.org. The American Health Association www.ashaweb.( org) works to build the capacity of its members to plan, This publication was generously supported by a grant from develop, coordinate, implement, evaluate and advocate for an anonymous source and The George Gund Foundation. 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 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 and policies and practices that support success in school, work and life. Table of Contents

National Sexuality Education Standards: 4 Core Content and Skills, K–12 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 38 For Middle and High School Students 38 Glossary 39 References 41 National Sexuality Education Standards

National Sexuality Education Standards: Core Content and Skills, K–12 Advisory Committee

Laurie Bechhofer, MPH Robert McGarry, EdD HIV/STD Education Consultant Director of Training and Development Michigan Department of Education , 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 American School Health Association Mal Goldsmith, PhD, MCHES, FASHA, FAAHE Buzz Pruitt, EdD Professor Emeritus Professor Southern Illinois University 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 Association–Health 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 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, 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 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 Women’s 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 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, Action for Healthy Kids, MI Melanie Tom, Asian Communities for Veronica Bayetti Flores, National Latina Institute for Al Vernacchio, MSEd, Friends’ Central School, PA Elizabeth Gallun, MA, Prince George’s County Public Jenna Weiss, University , NJ Schools, MD 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 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 National Sexuality Education Standards

Introduction and Background

The goal of the National Sexuality Education Standards: • Provide a clear rationale for teaching sexuality educa- Core Content and Skills, K–12 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 K–12.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 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 student’s 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 Prevention’s 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, 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 CDC’s 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 K–12 given student Guidelines for Comprehensive Sexuality Education: needs, limited teacher preparation and typically avail- the able time and resources. – 12th Grade4; and the Common Core State • Assist schools in designing and delivering sexuality ed- Standards for English Language Arts and Mathematics5, ucation K–12 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 15–19 become pregnant,7 increase and contraceptive use.16 17 Researchers with more than 80 percent of these unin- recently examined the National Survey of Growth to tended.8 Furthermore, while young people in the US ages determine the impact of sexuality education on sexual risk- 15–25 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 -only education.18 transmitted disease each year.9 And young people ages The CDC has also repeatedly found that student health 13–29 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 student’s 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 (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 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 people’s 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 and math scores.15 ity education in public school at the national and state

7 National Sexuality Education Standards 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 Policy’s 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 sexuality education as part of the school curriculum. about HIV and emphasizes the important role schools can in providing access 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 and other methods access to a baseline of information that is grounded in the 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 make the decision to • Approximately 75 percent of parents believed that be sexually active have the information they need to take the topic of 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 Standards sat- 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- General’s 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 • Consider the developmental appropriateness of mate- unique attributes of a given classroom or school setting. 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 National Sexuality Education Standards

• 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, K–12 is: Addresses individual values and group norms that support health-enhancing To provide clear, consistent and straightforward guidance behaviors. on the essential minimum, core content for sexuality edu- cation that is age-appropriate for students in grades K–12. 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 information and engage students. 3. Instruction by qualified sexuality education teachers is 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 people’s 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 student learning.2 9. Improvements in public health, including sexual health, 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 National Sexuality Education Standards

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 student’s 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 ) 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 K–12 sexuality education: and (AP) provides a foundation for understanding basic human functioning. 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 people’s understanding of who they are. Pregnancy and (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 ing the indicators appears to the right. The tables on the Grade Level Abbreviation (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 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

Goal–Setting 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 Topics and Key Indicators SM risks. Advocacy Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. ADV

11 National Sexuality Education Standards ADV Advocacy Advocacy Self-Management SM

Goal Setting GS Decision-Making DM IC

Interpersonal Communication Demonstrate ways ways Demonstrate for respect show to types of different HR.2.IC.1 ways healthy Identify express friends to for each other to feelings HR.2.IC.2 AI Accessing Information

INF HIV and

ID.2.INF.1 Analyzing Influences Provide examples examples Provide friends, of how media, family, and society influence culture in which ways and boys should think they act D evelopment D iseases Core Concepts CC Use proper Use proper body names for parts, including male and anatomy female AP.2.CC.1 No items Describe and differences similarities in and boys how be girls may act to expected ID.2.CC.1 all Explain that living things reproduce PR.2.CC.1 No items different Identify kinds of family structures HR.2.CC.1 Describe the characteristics of a friend HR.2.CC.2 R eproduction K-2 A dolescent and

& P hysiology & T ransmitted and

R elationships grade, grade, grade, grade, grade, grade, G rade By the end of By the 2 nd should students be able to: By the end of By the 2 nd should students be able to: should students be able to: should students be able to: By the end of By the 2 nd the end of By the 2 nd

A natomy P uberty I dentity P regnancy S exually H ealthy Standards by Grade Level Grade by Standards

12 Standards by Grade Level ADV Advocacy Advocacy Self-Management SM Demonstrate how how Demonstrate no, clearly say to an leave to how uncomfortable and how situation, and identify to with a trusted talk adult if someone them is touching that in a way them feel makes uncomfortable PS.2.SM.1

Goal Setting GS Decision-Making DM IC Interpersonal Communication Demonstrate how to to how Demonstrate if someone respond them in a is touching them makes that way feel uncomfortable PS.2.IC.1 to how Demonstrate if someone respond is bullying or teasing them PS.2.IC.2 AI

Accessing Information Identify parents parents Identify and other trusted tell can adults they feeling are if they uncomfortable about being touched PS.2.AI.1 parents Identify and other trusted tell can adults they being are if they bullied or teased PS.2.AI.2 INF Analyzing Influences

Core Concepts CC Explain that all Explain that people, including have children, to the right not others tell their touch to body when they do not want be touched to PS.2.CC.1 Explain what bullying and are teasing PS.2.CC.2 Explain why bullying and are teasing wrong PS.2.CC.3 afety S grade, grade, By the end of By the 2 nd should students be able to:

P ersonal

13 National Sexuality Education Standards ADV

Advocacy Advocacy Demonstrate can students ways to together work dignity promote all for and respect people ID.5.ADV.1 Self-Management SM Explain ways to to Explain ways the physical manage and emotional associated changes with puberty PD.5.SM.1 ways Demonstrate with others treat to dignity and respect ID.5.SM.1

Goal Setting GS Decision-Making DM IC Interpersonal Communication AI

Accessing Information Identify medically- medically- Identify accurate about information and male female reproductive anatomy AP.5.AI.1 medically- Identify accurate and information about resources puberty and hygiene personal PD.5.AI.1 parents Identify or other trusted adults of whom ask can students about questions puberty and health adolescent issues PD.5.AI.2 parents Identify or other trusted adults of whom ask can students about questions orientation sexual ID.5.AI.1

INF Analyzing Influences Describe how Describe how friends, family, media, society can and culture ideas influence about PD.5.INF.1 D evelopment Core Concepts CC Describe male and female reproductive including systems body parts and their functions AP.5.CC.1 Explain the social physical, and emotional that changes occur during puberty and PD.5.CC.1 the Explain how timing of puberty and adolescent development varies considerably still and can be healthy PD.5.CC.2 Describe how puberty prepares human bodies the potential for reproduce to PAD.5.CC.3 sexual Define as orientation the romantic of an attraction individual to someone of the or a same gender gender different ID.5.CC.1 3-5 A dolescent & P hysiology & and

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

A natomy P uberty I dentity

14 Standards by Grade Level ADV Advocacy Advocacy to others Persuade action when take someone else is being teased, or bullied harassed PS.5.ADV.1 Self-Management SM Demonstrate ways ways Demonstrate with others treat to dignity and respect HR.5.SM.1 Discuss effective in which ways could students when they respond or someone are else is being teased, or bullied harassed PS.5.SM.1

Goal Setting GS Decision-Making DM IC Interpersonal Communication Demonstrate positive positive Demonstrate communicate to ways of opinion differences while maintaining relationships HR.5.IC.1 to ways Demonstrate about communicate one is being how treated PS.5.IC.1 refusal Demonstrate skills (e.g. clear “no” walk statement, refusal) repeat away, PS.5.IC.2 AI PS.5.AI.2 PS.5.AI.1 Accessing Information Identify parents parents Identify and other trusted can adults they about to talk relationships HR.5.AI.1 parents Identify and other trusted tell can adults they being are if they or harassed teased, bullied parents Identify or other trusted tell can adults they being are if they harassed sexually abused or INF HIV and

Analyzing Influences Compare positive positive Compare ways and negative friends and peers influence can relationships HR.5.INF.1 Explain why people tease, or bully harass others PS.5.INF.1

D iseases Core Concepts CC Describe the process of human reproduction PR.5.CC.1 HIV and Define some identify appropriate age of methods transmission, as ways as well prevent to transmission SH.5.CC.1 Describe the characteristics of healthy relationships HR.5.CC.1 teasing, Define and harassment bullying and why explain wrong are they PS.5.CC.1 sexual Define and harassment abuse sexual PS.5.CC.2 R eproduction and

afety S T ransmitted R elationships By the end of By the 5 th grade, should students be able to: By the end of By the 5 th grade, should students be able to: By the end of By the 5 th grade, should students be able to: By the end of By the 5 th grade, should students be able to:

P regnancy S exually H ealthy P ersonal

15 National Sexuality Education Standards

ADV Advocacy Advocacy a plan to Develop dignity promote for and respect all people in the school community ID.8.ADV.1 Self-Management SM

Goal Setting GS

Decision-Making DM Demonstrate the the Demonstrate of a decision- use making model and evaluate outcomes possible of decisions mightadolescents make PD.8.DM.1 IC

Interpersonal Communication Communicate Communicate with respectfully and about people of all gender gender identities, and sexual expressions orientations ID.8.IC.1 the Demonstrate use of effective skills communication support one’s to abstain decision to behaviors sexual from PR.8.IC.1 AI

Accessing Information Identify accurate accurate Identify and credible of sources about information health sexual AP.8.AI.1 medically- Identify sources accurate of information about puberty, adolescent and development sexuality PD.8.AI.1 Access accurate about information identity, gender expression gender and sexual orientation ID.8.AI.1

INF Analyzing Influences Analyze how how Analyze friends, family, media, society can and culture self- influence and body concept image PD.8.INF.1 how Examine and otheralcohol friends, substances, media, family, and culturesociety decisionsinfluence inabout engaging behaviors sexual PR.8.INF.1 Analyze external external Analyze thatinfluences an impact have attitudes one’s on sexual gender, about and orientation identity gender ID.8.INF.1

D evelopment

Core Concepts CC Describe male male Describe sexual and female reproductive and including systems body parts and their functions AP.8.CC.1 Describe the social, physical, and cognitive emotional of changes adolescence PD.8.CC.1 Differentiate gender between , expression and sexual orientation ID.8.CC.1 Explain the range roles of gender ID.8.CC.2 sexual Define and intercourse its relationship human to reproduction PR.8.CC.1 sexual Define abstinence as it relates pregnancy to prevention PR.8.CC.2 R eproduction 6-8 P hysiology A dolescent and

and

and

G rades By the end of By the 8 th grade, should students be able to: By the end of By the 8 th grade, should students be able to: the end of By the 8 th grade, should students be able to: By the end of By the 8 th grade, should students be able to:

A natomy P uberty I dentity P regnancy

16 Standards by Grade Level ADV Advocacy Advocacy Self-Management SM Describe the steps Describe the steps using a condom to correctly PR.8.SM.1 Describe the steps using a condom to correctly SH.8.SM.1

Goal Setting GS Develop a plan Develop or eliminate to risk for reduce including STDs, HIV SH.8.GS.1 Decision-Making DM Apply a decision- making model sexual various to health decisions PR.8.DM.1 IC

Interpersonal Communication Demonstrate the Demonstrate use of effective communication and negotiation skills about the use of contraception including abstinence and condoms PR.8.IC.2 the Demonstrate use of effective skills communication or eliminate reduce to including STDs, risk for HIV SH.8.IC.1

AI Accessing Information Identify medically- medically- Identify resources accurate about pregnancy and prevention reproductive health care PR.8.AI.1 medically- Identify accurate information about emergency contraception PR.8.AI.2 medically- Identify of sources accurate pregnancy-related and information including support options, pregnancy surrender safe and policies care prenatal PR.8.AI.3 medically- Identify accurate about information including HIV STDs, SH.8.AI.1 ) INF HIV continued and

( Analyzing Influences Analyze the Analyze impact of alcohol and other drugs on safer decision- sexual making and behaviors sexual SH.8.INF.1

D iseases Core Concepts CC Explain the health health the Explain and risks benefits, rates effectiveness methodsof various of contraception, including abstinence condoms and PR.8.CC.3 Define emergency contraception and its use PR.8.CC.4 Describe the signs and of symptoms a pregnancy PR.8.CC.5 prenatal Identify can that practices a to contribute pregnancy healthy PR.8.CC.6 STDs, Define including HIV, they and how not and are are transmitted SH.8.CC.1 and Compare behaviors, contrast including abstinence, determine to the potential risk of STD/HIV transmission each from SH.8.CC.2 R eproduction and

T ransmitted By the end of By the 8 th grade, should students be able to: By the end of By the 8 th grade, should students be able to:

P regnancy S exually

17 National Sexuality Education Standards ADV Advocacy Advocacy Self-Management SM Explain the criteria Explain the criteria evaluating for the health of a relationship HR.8.SM.1 Describe strategies use social media to legally safely, and respectfully HR.8.SM.2

Goal Setting GS Develop a plan Develop when safe stay to using social media HR.8.GS.1 Decision-Making DM IC Interpersonal Communication Demonstrate Demonstrate skills communication healthy foster that relationships HR.8.IC.1 effective Demonstrate communicate to ways boundaries personal for respect and show the boundaries of others HR.8.IC.2 effective Demonstrate negotiate skills to about the agreements in use of technology relationships HR.8.IC.3 AI ) Accessing Information Identify local STD local Identify and HIV testing and treatment resources SH.8.AI.2 ) continued INF HIV ( HIV and

Analyzing Influences Analyze the ways the ways Analyze in which friends, media, family, and culture society influence can relationships HR.8.INF.1 the impact Analyze of technology and social media on friendships and relationships HR.8.INF.2 continued D iseases Core Concepts CC Describe the signs, symptoms and potential impacts of STDs, including HIV SH.8.CC.3 and Compare the contrast characteristics of healthy and unhealthy relationships HR.8.CC.1 Describe the impacts potential of power such differences or status as age, position within relationships HR.8.CC.2 the Analyze similarities and differences between friendships and romantic relationships HR.8.CC.3 Describe a of ways range people express within affection types various of relationships HR.8.CC.4 Describe the and advantages of disadvantages communicating using technology and social media HR.8.CC.5 6-8 ( 6-8 T ransmitted R elationships G rades By the end of By the 8 th grade, should students be able to: By the end of By the 8 th grade, should students be able to:

S exually H ealthy

18 Standards by Grade Level ADV Advocacy Advocacy safe for Advocate environments encourage that dignified and respectful treatment of everyone PS.8.ADV.1 Self-Management SM Describe ways to to Describe ways with others treat dignity and respect PS.8.SM.1 ways Demonstrate respond can they when someone is being bullied or harassed PS.8.SM.2

Goal Setting GS Decision-Making DM IC Interpersonal Communication Demonstrate ways to to ways Demonstrate with communicate adults about trusted bullying, harassment, abuse or assault PS.8.IC.1 AI Accessing Information Identify sources sources Identify of support such or as parents other trusted they adults that if they to go can or someone are is know they being bullied, abused harassed, or assaulted PS.8.AI.1 INF Analyzing Influences

Core Concepts CC Describe and situations that behaviors constitute bullying, , abuse, , sexual and , violence PS.8.CC.1 Discuss the impacts of bullying, sexual harassment, abuse, sexual assault, sexual and rape incest, violence dating are they and why wrong PS.8.CC.2 no Explain that one has the right anyone touch to else in a sexual manner if they do not want be touched to PS.8.CC.3 Explain why who a person has been raped or sexually is not assaulted fault at PS.8.CC.4 afety S By the end of By the 8 th grade, should students be able to:

P ersonal

19 National Sexuality Education Standards

ADV Advocate for for Advocate school policies and programs promote that dignity and all for respect ID.12.ADV.1 Advocacy Advocacy

Explain how to to Explain how safety, promote awareness respect, and acceptance ID.12.SM.1 Describe the steps using a condom to correctly PR.12.SM.1 Self-Management SM

Goal Setting GS

Apply a decision- making model to situations various to sexual relating health PD.12.DM.1 Apply a decision- making model choices about to contraception, including and abstinence condoms PR.12.DM.1 Decision-Making DM IC Demonstrate ways to to ways Demonstrate decisions communicate or about whether in engage when to behaviors sexual PR.12.IC.1 Interpersonal Communication AI

Access medically- accurate about information contraceptive methods, including and abstinence condoms PR.12.AI.1 Accessing Information INF Analyze how how Analyze friends, family, media, society can and culture self- influence and body concept image PD.12.INF.1 the Analyze of influence friends, family, media, society on and culture the expression sexual of gender, and orientation identity ID.12.INF.1 Analyze influences have may that an impact on deciding whether or when to in sexual engage behaviors PR.12.INF.1 Analyzing Influences

D evelopment

Describe the human sexual cycle, response including the role hormones play AP.12.CC.1 Analyze brain how development on impact an has social cognitive, and emotional of changes adolescence and early adulthood PD.12.CC.1 Differentiate between biological sexual sex, and orientation, identity gender and expression ID.12.CC.1 Distinguish sexual between orientation, behavior sexual and ID.12.CC.2 and Compare the contrast and advantages disadvantages of abstinence and other contraceptive methods, including condoms PR.12.CC.1 Core Concepts CC R eproduction 9-12 P hysiology A dolescent and

and

and

grade, th grade, th grade, th grade, grade, th grade, rades By the end of By the 12 By the end of By the 12 should students be able to: should students be able to: should students be able to: By the end of By the 12 students should students be able to: By the end of By the 12 G

A natomy P uberty I dentity P regnancy

20 Standards by Grade Level ADV Advocacy Advocacy Self-Management SM

Goal Setting GS Decision-Making DM Assess the skills and resources become needed to a parent PR.12.DM.2 IC Interpersonal Communication AI Accessing Information Access medically- Access medically- accurate information and resources about emergency contraception PR.12.AI.2 Access medically- accurate about information and pregnancy options pregnancy PR.12.AI.3 Access medically- accurate about information care prenatal services PR.12.AI.4

) INF continued ( Analyzing Influences Analyze internal internal Analyze and external on influences decisions about options pregnancy PR.12.INF.2 factors Analyze influence that decisions about and whether a become when to parent PR.12.INF.3

Core Concepts CC Define Define emergency contraception and describe its mechanism of action PR.12.CC.2 the Identify to related laws reproductive and sexual health care services (i.e., contraception, pregnancy safe options, surrender policies, ) PR.12.CC.3 Describe the signs of pregnancy PR.12.CC.4 Describe prenatal that practices contribute can or threaten to a healthy pregnancy PR.12.CC.5 and Compare the contrast relating laws pregnancy, to , and parenting PR.12.CC.6 R eproduction and

grade, th grade, By the end of By the 12 students should students be able to:

P regnancy

21 National Sexuality Education Standards ADV Advocate for for Advocate active sexually get to youth testing STD/HIV and treatment SH.12.ADV.1 Advocacy Advocacy Self-Management SM Describe the steps Describe the steps using a condom to correctly SH.12.SM.2 respect Demonstrate the boundaries for as they of others intimacy to relate behavior and sexual HR.12.SM.1 Analyze individual Analyze about responsibility for and testing partners informing and HIV about STDs status SH.12.SM.1

Goal Setting GS Develop a plan Develop or eliminate to risk for reduce including STDs, HIV SH.12.GS.1

Decision-Making DM Apply a decision- making model choices to sex about safer including practices, and abstinence condoms SH.12.DM.1 IC

Interpersonal Communication Demonstrate skills to skills to Demonstrate with a communicate and partner about STD and HIV prevention testing SH.12.IC.1 effective Demonstrate avoid to strategies or end an unhealthy relationship HR.12.IC.1 effective Demonstrate communicate to ways boundaries as personal intimacy to relate they behavior and sexual HR.12.IC.2

AI ) Accessing Information Explain how to to Explain how STD access local and HIV testing and treatment services SH.12.AI.1 Access medically- accurate prevention about information including HIV STDs, SH.12.AI.2 Demonstrate access to how information valid to and resources help deal with relationships HR.12.AI.1

INF HIV

and

Analyzing Influences Analyze factors factors Analyze influence may that use and condom sex other safer decisions SH.12.INF.1 media how Explain influence can about beliefs one’s constitutes what sexual a healthy relationship HR.12.INF.1 Analyze factors, factors, Analyze including alcohol and other can that substances, to ability the affect the perceive or give of provision activity sexual to HR.12.INF.2

continued D iseases Core Concepts CC Describe common of and symptoms for treatments including STDs, HIV SH.12.CC.1 sexual Define and consent its explain for implications decision- sexual making HR.12.CC.3 Describe characteristics andof healthy unhealthy and/or romantic relationships sexual HR.12.CC.1 Describe a to ways of range affection express within healthy relationships HR.12.CC.2 Evaluate the Evaluate effectiveness abstinence, of other and condoms methods sex safer the preventing in STDs, of spread HIV including SH.12.CC.2 Describe the to related laws care health sexual services, including and HIV testing STD and treatment SH.12.CC.3 9-12 ( 9-12 T ransmitted R elationships grade, th grade, grade, th grade, S exually By the end of By the 12 should students be able to: By the end of By the 12 students should students be able to: G rades

H ealthy

22 Standards by Grade Level ADV Advocate Advocate safe for environments encourage that dignified and respectful of treatment everyone PS.12.ADV.1 Advocacy Advocacy

Describe strategies Describe strategies use social media to and legally safely, respectfully HR.12.SM.2 Self-Management SM GS Goal Setting Goal Setting Decision-Making DM IC

Identify ways in which ways Identify respond could they when someone else is being bullied or harassed PS.12.IC.2 Demonstrate effective effective Demonstrate communicate to ways adults with trusted about bullying, abuse or harassment, assault PS.12.IC.1 Interpersonal Communication AI Access valid Access valid for resources help if they or someone are know they being bullied or harassed, been or have abused or sexually assaulted PS.12.AI.1 Accessing Information ways Demonstrate accurate access to and information for resources of sexual survivors rape, incest, abuse, harassment, sexual and assault sexual violencedating PS.12.AI.2 INF Describe potential potential Describe impacts of power differences (e.g., status age, or position) within sexual relationships PS.12.INF.1 Analyzing Influences the Analyze influences external and societal that messages impact attitudes bullying, about harassment, sexual , sexual rape incest, assault, violenceand dating PS.12.INF.2

Evaluate the Evaluate potentially and positive roles negative of technology and social media in relationships HR.12.CC.4 the Analyze to related laws bullying, sexual harassment, abuse, sexual assault, sexual and rape incest, violence dating PS.12.CC.2 Explain why using tricks, or threats in coercion is relationships wrong PS.12.CC.3 Explain why who a person has been raped or sexually is not assaulted fault at PS.12.CC.4 Compare and and Compare situations contrast that behaviors and constitute may sexual bullying, harassment, abuse, sexual assault, sexual and rape incest, violence dating PS.12.CC.1 Core Concepts CC afety S R elationships grade, th grade, grade, th grade, By the end of By the 12 should students be able to: By the end of By the 12 should students be able to:

H ealthy P ersonal

23 National Sexuality Education Standards ADV Advocacy Advocacy Self-Management SM

Goal Setting GS DM Decision- Making IC Interpersonal Communication : : : : to AI

to to to

able

able able able

be

be be be

Accessing Information Identify medically- medically- Identify accurate about information and male female reproductive anatomy AP.5.AI.1 accurate Identify and credible about sources health sexual AP.8.AI.1 should

INF should should should

Analyzing Influences students students students students , , , , , , , P hysiology

grade grade grade grade th and nd th th

2 5 8 12 Core Concepts CC Use proper Use proper body names for parts, including male and anatomy female AP.2.CC.1 Describe male and female reproductive systems including body parts and their functions AP.5.CC.1 Describe male and female and sexual reproductive systems including body parts and their functions AP.8.CC.1 Describe the human sexual cycle, response including the hormones role play AP.12.CC.1 the the the the end of end of end of end of the the the the y y y y A natomy B B B B Standards by Topic Area Topic by Standards

24 Standards by Topic Area ADV Advocacy Advocacy

Self-Management SM Explain ways to to Explain ways the physical manage and emotional associated changes with puberty PD.5.SM.1 GS Goal Setting Goal Setting DM

Decision- Making Demonstrate Demonstrate the use of a decision- making evaluate model to possible outcomes of decisions might adolescents make PD.8.DM.1 Apply a decision- making model to situations various to sexual relating health PD.12.DM.1

IC Interpersonal Communication : : : : to AI

to to to

able

able able able

D evelopment

be

be be be

Accessing Information Identify medically- Identify accurate and information about resources puberty and hygiene personal PD.5.AI.1 parents Identify or other trusted adults of whom ask can they about questions puberty and health adolescent issues PD.5.AI.2 medically- Identify sources accurate of information about puberty, adolescent and development sexuality PD.8.AI.1 should

INF should should should

Analyzing Influences Describe how Describe how media, peers, and society family, influence culture ideas about body image PD.5.INF.1 how Analyze media, peers, and society family, influence culture and self-concept body image PD.8.INF.1 how Analyze media, peers, society, family, and religion influence culture and self-concept body image PD.12.INF.1 students students students students , ,

, , , , , A dolescent

grade

grade grade grade th nd th th and 2 5 8 12

Core Concepts CC No items No items Explain the social, physical, and emotional that changes occur during puberty and adolescence PD.5.CC.1 the how Explain puberty of timing and adolescent development varies considerably be still can and healthy PD.5.CC.2 Describe how prepares puberty for bodies human to potential the reproduce PD.5.CC.3 Describe the social, physical, and cognitive emotional of changes adolescence PD.8.CC.1 Analyze brain how development on impact an has social cognitive, and emotional of changes adolescence and early adulthood PD.12.CC.1 the the the the end of end of end of end of the the the the y y y y P uberty

B B B B

25 National Sexuality Education Standards

ADV

Advocacy Advocacy Demonstrate can students ways to together work dignity promote all for and respect people ID.5.ADV.1 a plan to Develop dignity promote for and respect all people in the school community ID.8.ADV.1 for Advocate school policies that and programs dignity promote all for and respect ID.12.ADV.1

Self-Management SM Demonstrate ways ways Demonstrate with others treat to dignity and respect ID.5.SM.1 to Explain how safety, promote awareness respect, and acceptance ID.12.SM.1

Goal Setting GS DM Decision- Making

IC Interpersonal Communication Communicate Communicate with and respectfully about people of all identities, gender and expressions gender orientations sexual ID.8.IC.1

: : : : to AI

to to to

able

able able able

be

be be be

Accessing Information Identify parents parents Identify or other trusted whom adults to ask can they about questions orientation sexual ID.5.AI.1 Access accurate about information identity, gender expression gender and sexual orientation ID.8.AI.1 should

INF should should should

Analyzing Influences Provide examples of of examples Provide family, friends, how and society media, influence culture in which boys ways they think girls and act should ID.2.INF.1 external Analyze that influences an impact have attitudes on one’s about gender, orientation sexual identity and gender ID.8.INF.1 the Analyze of peers, influence media, family, religion society, on and culture the expression sexual of gender, and orientation identity ID.12.INF.1 students

students students students , , , , , , ,

grade grade grade grade th nd th th 2 5 8 12

Core Concepts CC Describe and differences similarities in and boys how be girls may act to expected ID.2.CC.1 Differentiate gender between gender identity, expression and sexual orientation ID.8.CC.1 Explain the range roles gender of ID.8.CC.2 Differentiate between biological sexual sex, and orientation, identity gender and expression ID.12.CC.1 Distinguish sexual between orientation, behavior sexual and sexual identity ID.12.CC.2 Define sexual sexual Define orientation as romantic to an attraction individual of the or of same gender gender a different ID.5.CC.1 the the the the end of end of end of end of the the the the y y y y I dentity

B B B B

26 Standards by Topic Area ADV Advocacy Advocacy

Self-Management SM Describe the steps Describe the steps using a condom to correctly PR.8.SM.1

Goal Setting GS

DM Decision- Making Apply a decision- making model sexual various to health decisions PR.8.DM.1 IC

Interpersonal Communication Demonstrate the Demonstrate use of effective to skills communication decision support one’s sexual from abstain to behaviors PR.8.IC.1 the Demonstrate use of effective and communication skills negotiation about contraception including abstinence and condoms PR.8.IC.2 : : : AI

to to to

able able able

be be be

Accessing Information Identify medically- medically- Identify resources accurate about pregnancy and prevention reproductive health care PR.8.AI.1 medically- Identify accurate information about emergency contraception PR.8.AI.2 INF should should should

R eproduction Analyzing Influences Examine how how Examine and other alcohol peers, substances, media, family, and society influence culture decisions about in sexual engaging behaviors PR.8.INF.1 students students students , , , , ,

and

grade grade grade nd th th 2 5 8 Core Concepts CC Explain that all Explain that living things reproduce PR.2.CC.1 Describe the process of human reproduction PR.5.CC.1 sexual Define and intercourse its relationship human to reproduction PR.8.CC.1 sexual Define abstinence as it relates pregnancy to prevention PR.8.CC.2 Explain the health benefits, and risks effectiveness of various rates of methods contraception, including and abstinence condoms PR.8.CC.3 Define emergency contraception and its use PR.8.CC.4 the the the end of end of end of the the the y y y P regnancy

B B B

27 National Sexuality Education Standards ADV Advocacy Advocacy

Self-Management SM Describe the steps Describe the steps using a condom to correctly PR.12.SM.1

Goal Setting GS

DM ) Decision- Making Apply a decision- making model choices about to contraception, including and abstinence condoms PR.12.DM.1 IC continued Interpersonal Communication Demonstrate ways to to ways Demonstrate decisions communicate or about whether in engage when to behaviors sexual PR.12.IC.1 ( : : to AI

to

able

able

be

be

Accessing Information Identify medically- Identify of sources accurate pregnancy-related and information support including options, pregnancy surrender safe prenatal and policies care PR.8.AI.3 Access medically- accurate about information contraceptive including methods, emergency and contraception condoms PR.12.AI.1 Access medically- accurate information and resources about emergency contraception PR.12.AI.2 should

INF should

R eproduction Analyzing Influences Analyze influences influences Analyze have may that an impact on deciding whether or when to in sexual engage behaviors PR.12.INF.1 students

students , , , , and

grade grade

th

th 8 12 Core Concepts CC Define Define emergency contraception and describe its mechanism of action PR.12.CC.2 Describe the signs and of a symptoms pregnancy PR.8.CC.5 prenatal Identify that practices contribute can a healthy to pregnancy PR.8.CC.6 and Compare the contrast and advantages disadvantages of abstinence and other contraceptive methods, including,condoms PR.12.CC.1 the Identify to related laws and reproductive health sexual (i.e., services care contraception, options, pregnancy surrender safe prenatal policies, care) PR.12.CC.3 the the end of end of the the y y P regnancy

B B

28 Standards by Topic Area ADV Advocacy Advocacy Self-Management SM

Goal Setting GS DM Decision- Making Assess the skills and resources needed to a parent become PR.12.DM.2 IC Interpersonal Communication

: to AI

able

be

Accessing Information Access medically- accurate about information options pregnancy PR.12.AI.3 Access medically- accurate about information care prenatal services PR.12.AI.4

should

INF Analyzing Influences Analyze internal internal Analyze and external on influences decisions about options pregnancy PR.12.INF.2 factors Analyze influence that decisions about and whether a become when to parent PR.12.INF.3 students , , grade th 12 Core Concepts CC Describe the signs of pregnancy PR.12.CC.4 Describe prenatal that practices contribute can or threaten to a healthy pregnancy PR.12.CC.5 and Compare the contrast relating laws pregnancy, to adoption, abortion and parenting PR.12.CC.6 the end of the y

B

29 National Sexuality Education Standards ADV Advocacy Advocacy Self-Management SM Describe the steps Describe the steps using a condom to correctly SH.8.SM.1 individual Analyze about responsibility for and testing partners informing and HIV about STDs status SH.12.SM.1

Goal Setting GS Develop a plan Develop or eliminate to risk for reduce including STDs, HIV SH.8.GS.1

DM Decision- Making Apply a decision- making model choices to about safer practices, sex including and abstinence condoms SH.12.DM.1 IC HIV and

Interpersonal Communication Demonstrate the Demonstrate use of effective skills communication or eliminate reduce to including STDs, risk for HIV SH.8.IC.1 skills to Demonstrate with a communicate and partner about STD and HIV prevention testing SH.12.IC.1 : : : : to AI

to to to

able

able able able

be

be be be

Accessing Information Identify medically- Identify accurate about information including HIV STDs, SH.8.AI.1 STD local Identify and HIV testing and treatment resources SH.8.AI.2 to Explain how STD access local and testing HIV and services treatment SH.12.AI.1 D iseases should

INF should should should

Analyzing Influences Analyze the Analyze impact of alcohol and other drugs on safer decision- sexual making and behaviors sexual SH.8.INF.1 students students students students , , , , , , ,

grade grade grade grade th nd th th 2 5 8 12 T ransmitted Core Concepts CC No Items HIV and Define some identify age-appropriate of methods transmission, as ways as well prevent to transmission SH.5.CC.1 STDs, Define including HIV, they and how not and are are transmitted SH.8.CC.1 Compare and contrast behaviors, including abstinence, determine to the potential risk of STD/HIV transmission each from SH.8.CC.2 Describe the signs, symptoms and potential impacts of STDs, including HIV SH.8.CC.3 Describe common of symptoms and treatments STDs, for including HIV SH.12.CC.1 the the the the end of end of end of end of the the the the y y y y S exually

B B B B

30 Standards by Topic Area ADV Advocacy Advocacy for Advocate active sexually STD/ get to youth and HIV testing treatment SH.12.ADV.1

Self-Management SM Describe the steps Describe the steps using a condom to correctly SH.12.SM.2

Goal Setting GS Develop a plan Develop or eliminate to risk for reduce including STDs, HIV SH.12.GS.1 DM Decision- Making IC Interpersonal Communication

: to AI

able

be

Accessing Information Access medically- Access medically- accurate prevention about information including HIV STDs, SH.12.AI.2 should

INF

Analyzing Influences Analyze factors factors Analyze influence may that use and condom sex other safer decisions SH.12.INF.1 students , ,

grade th 12 Core Concepts CC Evaluate the Evaluate effectiveness of abstinence, and condoms sex other safer in methods the preventing of STDs, spread including HIV SH.12.CC.2 Describe the as they laws to relate health sexual services, care including STD and HIV testing and treatment SH.12.CC.3 the end of the y

B

31 National Sexuality Education Standards ADV Advocacy Advocacy

Self-Management SM Demonstrate ways ways Demonstrate with others treat to dignity and respect HR.5.SM.1 Explain the criteria evaluating for the health of a relationship HR.8.SM.1

Goal Setting GS DM Decision- Making IC Interpersonal Communication Identify healthy ways ways healthy Identify express friends to for each other to feelings HR.2.IC.2 positive Demonstrate communicate to ways of opinion differences while maintaining relationships HR.5.IC.1 Demonstrate skills communication healthy foster that relationships HR.8.IC.1 effective Demonstrate communicate to ways boundaries personal for respect and show the boundaries of others HR.8.IC.2 : : : AI to to to

able able able

be be be

Accessing Information Identify parents parents Identify and other trusted can adults they about to talk relationships HR.5.AI.1 INF should should should

Analyzing Influences Compare positive positive Compare ways and negative friends and peers influence can relationships HR.5.INF.1 the ways Analyze in which family, friends, peers, media, society and culture influence can relationships HR.8.INF.1 students students students , , , , ,

grade grade grade nd th th 2 5 8 Core Concepts CC Describe the of characteristics a friend HR.2. CC.2 Describe the characteristics of healthy relationships (e.g., family, friends, peers) HR.5.CC.1 and Compare the contrast characteristics of healthy and unhealthy relationships HR.8.CC.1 Describe the potential impacts of power such differences or status as age, position within relationships HR.8.CC.2 the Analyze similarities and differences between friendships and romantic relationships HR.8.CC.3 Describe a of ways range people express within affection types of various relationships HR.8.CC.4 R elationships the the the end of end of end of the the the y y y H ealthy

B B B

32 Standards by Topic Area ADV Advocacy Advocacy

Self-Management SM Describe strategies Describe strategies use social media to and legally safely, respectfully HR.8.SM.2 respect Demonstrate the boundaries of for relate as they others and intimacy to behavior sexual HR.12.SM.1 Describe strategies use social media to and legally safely, respectfully HR.12.SM.2

Goal Setting GS Develop a plan Develop when safe stay to using social media HR.8.GS.1 DM Decision- Making IC

Interpersonal Communication Demonstrate effective effective Demonstrate negotiate skills to about the agreements in use of technology relationships HR.8.IC.3 effective Demonstrate avoid to strategies or end an unhealthy relationship HR.12.IC.1 effective Demonstrate communicate to ways boundaries as personal intimacy to relate they behavior and sexual HR.12.IC.2 : : to AI

to

able

able

be

be

Accessing Information Demonstrate Demonstrate access to how information valid to and resources help deal with relationships HR.12.AI.1 should

INF should

Analyzing Influences Analyze the Analyze impact of and technology social media on and friendships relationships HR.8.INF.2 media how Explain influence can about beliefs one’s constitutes what sexual a healthy relationship HR.12.INF.1 factors, Analyze including alcohol and other that substances, the affect can give ability to the or perceive of provision sexual to consent activity HR.12.INF.2 students

students , , , , grade grade th th 8 12 Core Concepts CC Describe the and advantages of disadvantages communicating using technology and social media HR.8.CC.5 Describe characteristics of healthy and unhealthy and/ romantic or sexual relationships HR.12.CC.1 Describe a to of ways range affection express within healthy relationships HR.12.CC.2 sexual Define and consent its explain for implications decision- sexual making HR.12.CC.3 the Evaluate potentially and positive roles of negative and technology social media in relationships HR.12.CC.4 the the end of end of the the y y

B B

33 National Sexuality Education Standards ADV

Advocacy Advocacy others Persuade action take to when someone else is being harassed teased, or bullied PS.5.ADV.1

Self-Management SM Demonstrate how how Demonstrate no, clearly say to an leave to how uncomfortable and how situation, talk and identify to adult if with a trusted someone is touching that them in a way them feel makes uncomfortable PS.2.SM.1 Discuss effective in which ways could students when they respond or someone are else is being teased, or bullied harassed PS.5.SM.1

Goal Setting GS DM Decision- Making IC

Interpersonal Communication Demonstrate how to to how Demonstrate if someone is respond them in a way touching them feel makes that uncomfortable PS.2.IC.1 to how Demonstrate if someone respond is bullying or teasing them PS.2.IC.2 to ways Demonstrate about communicate one is being how treated PS.5.IC.1 refusal Demonstrate skills (clear “no” away, walk statement, refusal) repeat PS.5.IC.2

: : AI to to

able able

be be

Accessing Information Identify parents parents Identify and other trusted tell can adults they feeling are if they uncomfortable about being touched PS.2.AI.1 parents Identify and other trusted tell can adults they being are if they bullied or teased PS.2.AI.2 parents Identify and other trusted adults students if they tell can being teased, are or bullied harassed PS.5.AI.1 parents Identify or other trusted tell can adults they being are if they harassed sexually or abused PS.5.AI.2 INF should should

Analyzing Influences Explain why Explain why people tease, or bully harass others PS.5.INF.1 students students , , , ,

afety grade grade S nd th 2 5 Core Concepts CC Explain that Explain that all people, including have children, tell to the right not to others their body touch do when they be to not want touched PS.2.CC.1 Explain what bullying and are teasing PS.2.CC.2 Explain why bullying and are teasing wrong PS.2.CC.3 teasing, Define and harassment bullying and they why explain wrong are PS.5.CC.1 sexual Define and harassment abuse sexual PS.5.CC.2 the the end of end of the the y y P ersonal

B B

34 Standards by Topic Area ADV Advocacy Advocacy safe for Advocate environments encourage that dignified and respectful of treatment everyone PS.8.ADV.1 safe for Advocate environments encourage that dignified and respectful of treatment everyone PS.12.ADV.1

Self-Management SM Describe ways to to Describe ways with others treat dignity and respect PS.8.SM.1 ways Demonstrate respond can they when someone is being bullied or harassed PS.8.SM.2

Goal Setting GS DM Decision- Making IC

Interpersonal Communication Demonstrate ways to to ways Demonstrate with communicate adults about trusted bullying, harassment, abuse or assault PS.8.IC.1 effective Demonstrate communicate to ways adults with trusted about bullying, abuse or harassment, assault PS.12.IC.1

: : to AI

to

able

able

be

be

Accessing Information Access valid Access valid help for resources or someone if they are know they being bullied or harassed, been or have abused or sexually assaulted PS.12.AI.1 Identify sources sources Identify as such support of other or parents adults that trusted if to go can they someone or are they is being know they harassed, bullied, or assaulted abused PS.8.AI.1 should

INF should

Analyzing Influences students students , ,

, ,

grade grade

th th 8 12 Core Concepts CC Compare Compare and contrast and situations that behaviors constitute may bullying, sexual harassment, abuse, sexual assault, sexual and rape incest, violence dating PS.12.CC.1 Describe situations situations Describe behaviors and constitute that sexual bullying, harassment, abuse, sexual assault, sexual and rape incest, violence dating PS.8.CC.1 the Discuss bullying, of impacts harassment, sexual abuse, sexual assault, sexual and rape incest, violencedating are they why and wrong PS.8.CC.2 no oneExplain that to right the has else anyone touch manner in a sexual do not want if they touched be to PS.8.CC.3 a Explain why who has person or been raped assaulted sexually fault is not at PS.8.CC.4 the the end of end of the the y y

B B

35 National Sexuality Education Standards ADV Advocacy Advocacy Self-Management SM

Goal Setting GS DM Decision- Making IC Interpersonal Communication Identify ways in which ways Identify respond could they when someone else is being bullied or harassed PS.12.IC.2 :

) to AI

able

be

Accessing Information Demonstrate ways ways Demonstrate access accurate to and information that resources help for provide of sexual survivors rape, abuse, incest, harassment, sexual assault and dating PS.12.AI.2

should

INF continued ( Analyzing Influences Describe potential Describe potential impacts of power differences (e.g., status age, or position) within sexual relationships PS.12.INF.1 the Analyze external and influences messages societal impact that about attitudes bullying, sexual harassment, abuse, sexual assault, sexual and rape incest, violence dating PS.12.INF.2 students , ,

grade

afety th S 12 Core Concepts CC Analyze the Analyze to related laws bullying, sexual harassment, abuse, sexual assault, sexual and rape incest, violence dating PS.12.CC.2 Explain why using tricks, or threats in coercion is relationships wrong PS.12.CC.3 Explain why who a person has been raped or sexually is not assaulted fault at PS.12.CC.4 the end of the y P ersonal

B

36 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..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 National Sexuality Education Standards

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 PO Box 40186 comfortably and within the context of their values. 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 (800) 213-7191 For Middle and High School Students 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 Westerville, OH 43081 comfortable directing to their teachers. These organiza- (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 Answer’s 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 person’s 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- 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 Human Immunodeficiency 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 “.”

39 National Sexuality Education Standards

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 person’s 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, in girls, sperm production in boys, and much Gender Identity more. People’s 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 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 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. HIV When a penis is inserted into a , mouth or anus. The Human Immunodeficiency Virus (HIV), which causes AIDS (Acquired Immune Deficiency Syndrome). The virus Sexual Orientation weakens a person’s so that the person Romantic and to people of one’s 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 person’s blood, include gay, lesbian, bisexual, heterosexual and others. , vaginal fluids or 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 person’s 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, , etc.).

40 References

References

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