Office of Curriculum, Technology, & Assessment

Grades 9-12 Health Education Standards

Performance Criteria:  Application of Knowledge

STANDARD ONE: Students will understand health promotion and disease prevention concepts and practices.

• The student consistently identifies how his/her personal behavior affects the well-being of others and avoids those behaviors which are disrespectful or have a negative impact; s/he continuously reflects on and evaluates personal health practices and positively embraces or adapts to change to achieve an optimum level of wellness; the student willingly and consistently accepts responsibility for being a positive, contributing family member and role model.
• The student consistently exhibits a high degree of knowledge about the structure, function, and interdependence of the body’s systems; s/he thoroughly describes the interrelationships among physical, mental, emotional, and social health and continually demonstrates a positive balance; the student clearly articulates the characteristics of a healthy body and constantly strives for personal wellness.
• The student regularly researches various health promotion and disease prevention issues and practices; s/he effectively analyzes medical research, governmental regulations, and public health policies to verify validity, reliability, and accuracy of information; the student consistently uses valid information to make positive, personal health decisions and engage in lifestyle practices which support disease prevention.

• The student frequently identifies how his/her personal behavior affects the well-being of others and recognizes behaviors which are disrespectful or have a negative impact; s/he usually reflects on personal health practices and positively adapts to change to achieve an acceptable level of wellness; the student usually accepts responsibility for being a contributing family member and role model.
• The student generally exhibits an adequate level of knowledge about the structure, function, and interdependence of the body’s systems; s/he describes the fundamental interrelationship among physical, mental, emotional, and social health and generally demonstrates a positive balance; the student articulates the characteristics of a healthy body and usually strives for personal wellness.
• The student generally researches various health promotion and disease prevention models; s/he adequately analyzes medical research, governmental regulations, and public health policies to verify validity and accuracy of information; the student frequently uses valid information to make personal health decisions and engage in practices, which support disease prevention.

• The student occasionally identifies how his/her personal behavior affects the well-being of others and recognizes behaviors which are disrespectful; s/he seldom reflects on personal health practices which affect wellness; the student inconsistently accepts responsibility for being a contributing family member.
• The student exhibits a limited degree of knowledge about the structure, function, and interdependence of the body’s systems; s/he provides limited descriptions of the interrelationships among physical, mental, emotional, and social health; the student occasionally articulates some of the characteristics of a healthy body.
• The student occasionally researches health promotion and disease prevention models; s/he periodically reviews medical research, governmental regulations, and public health policies; the student sometimes uses valid information to make personal health decisions.

STANDARD TWO: Students will access and evaluate health information, products and services.

• The student extensively analyzes the influence of different cultural perspectives on personal health; s/he continuously researches the moral and ethical implications of health-related technological advances; the student independently recognizes and evaluates the influence of media regarding personal health issues and decisions.
• The student continuously identifies and evaluates health-related products, services, and information available locally, regionally, nationally, or globally; s/he accurately describes how/where to access health-related services, products, and information; the student consistently uses pre-determined criteria to evaluate the benefits and limitations of available resources.
• The student objectively and responsibly analyzes personal health to determine if/when professional services are needed; s/he thoroughly evaluates and appropriately chooses the most effective options in health care treatment; the student clearly articulates a thorough rationale for completing chosen or prescribed treatments.

• The student routinely analyzes the influence of different cultural perspectives on personal health; s/he periodically researches the moral and ethical implications of health-related technological advances; the student generally recognizes and evaluates the influence of media regarding personal health issues and decisions.
• The student routinely identifies and evaluates health-related products, services, and information available locally, regionally, or nationally; s/he generally describes how/where to access health-related services, products, and information; the student frequently uses pre-determined criteria to evaluate the benefits and limitations of available resources.
• The student objectively analyzes personal health to determine when professional services are needed; s/he frequently evaluates and appropriately chooses effective options in health care treatment; the student describes a general rationale for completing chosen or prescribed treatments.

• The student occasionally considers the influence of cultural perspectives on personal health; s/he occasionally researches the implications of health-related technological advances; the student occasionally recognizes the influence of media regarding personal health issues.
• The student occasionally identifies health-related products, services, and information available locally and regionally; s/he usually identifies where to access health-related services, products, and information; the student occasionally uses selected criteria to evaluate the benefits of available resources.
• The student occasionally reviews personal health to determine when professional services are needed; s/he occasionally chooses effective options in health care treatment; the student provides a limited rationale for completing chosen or prescribed treatments.

STANDARD THREE: Students will understand the benefits of practicing health-enhancing behaviors, which reduce health risks.

• The student consistently recognizes the interrelationships of mental, emotional, social, and physical components of health; s/he effectively communicates that wellness is maintaining a balance of health components; the student accurately describes health-enhancing behaviors and makes decisions which promote wellness and decrease health risks.
• The student consistently and thoroughly researches programs which promote lifelong wellness; s/he objectively compares health-enhancing strategies to determine those which provide the greatest personal benefit; the student consistently selects and adjusts strategies to achieve and maintain life-long health.
• The student clearly articulates how personal decisions affect present and future health and wellness; s/he consistently accepts responsibility for personal health; the student consistently exemplifies positive health behaviors and advocates healthy lifestyle choices.

• The student generally recognizes the interrelationships of mental, emotional, social, and physical components of health; s/he routinely communicates that wellness is maintaining a balance of health components; the student clearly describes health-enhancing behaviors and makes decisions which decrease health risks.
• The student routinely researches programs which promote lifelong wellness; s/he usually compares health-enhancing strategies to determine those which provide the greatest personal benefit; the student usually selects and adjusts strategies to achieve and maintain life-long health.
• The student generally describes how personal decisions affect present and future health and wellness; s/he frequently accepts responsibility for personal health; the student routinely exemplifies positive health behaviors and advocates healthy lifestyle choices.

• The student occasionally recognizes the interrelationships of mental, emotional, social, and physical components of health; s/he occasionally communicates that wellness is maintaining a balance of health components; the student identifies some health-enhancing behaviors which decrease health risks.
• The student occasionally researches programs which promote lifelong wellness; s/he compares some health-enhancing strategies to determine those which provide personal benefit; the student identifies and uses some strategies to achieve and maintain life-long health.
• The student occasionally describes how personal decisions affect present and future health and wellness; s/he accepts some responsibility for personal health; the student occasionally models positive health behaviors.

STANDARD FOUR: Students will use interpersonal communication skills to enhance personal health.

• The student clearly articulates the importance of effective communication in interpersonal relationships; s/he consistently models appropriate communication techniques when interacting with peers, family, and others; the student routinely assesses the effectiveness of interpersonal communication and responds appropriately to maintain positive relationships.
• The student consistently analyzes mental, emotional, and social bridges/barriers to effective, positive communication; s/he consistently demonstrates effective techniques to express needs, wants, and feelings; s/he consistently uses appropriate vocabulary/terminology when discussing health issues.
• The student routinely analyzes the positive and negative aspects of conflict; s/he systematically examines conflict situations and determines effective communication strategies; the student insightfully selects and consistently uses appropriate refusal, negotiation, and collaboration skills.

• The student generally explains the importance of effective communication in interpersonal relationships; s/he usually models appropriate communication techniques when interacting with peers, family, and others; the student occasionally assesses the effectiveness of interpersonal communication and responds appropriately to maintain positive relationships.
• The student generally analyzes mental, emotional, and social bridges/barriers to effective, positive communication; s/he usually demonstrates effective techniques to express needs, wants, and feelings; s/he routinely uses appropriate vocabulary/terminology when discussing health issues.
• The student occasionally analyzes the positive and negative aspects of conflict; s/he frequently examines conflict situations and determines effective communication strategies; the student carefully selects and periodically uses appropriate refusal, negotiation, and collaboration skills.

• The student occasionally describes the importance of effective communication in interpersonal relationships; s/he sometimes models appropriate communication when interacting with peers, family, and others; the student occasionally assesses the effectiveness of interpersonal communication.
• The student occasionally describes mental, emotional, and social bridges/barriers to effective, positive communication; s/he occasionally demonstrates effective techniques to express needs, wants, and feelings; s/he sometimes uses appropriate vocabulary/terminology when discussing health issues.
• The student occasionally recognizes the positive and negative aspects of conflict; s/he usually identifies conflict situations and sometimes determines effective communication strategies; the student sometimes uses appropriate refusal, negotiation, and collaboration skills.

STANDARD FIVE: Students will contribute to the health of their families, peers, schools, communities and the environment.

• The student consistently and independently recognizes multiple health issues, which affect the community and environment; the student routinely reviews medical and health-related breakthroughs; s/he effectively analyzes and uses valid and reliable data to determine the cause/effect, significance, and magnitude of pertinent health issues.
• The student continually evaluates global strategies which effectively address community and environmental health issues; s/he effectively collaborates with others to analyze ways to expand or modify various strategies which address community and environmental health issues; the student consistently and objectively analyzes the impact various strategies may have on future populations and environments.
• The student consistently and independently donates time, energy, and resources to improve the health of the community and environment; s/he consistently evaluates health advocacy strategies which impact families, communities, and the environment; the student effectively uses leadership and cooperation skills to motivate others to actively support healthy communities and environments.

• The student generally recognizes various health issues, which affect the community and environment; the student usually reviews medical and health-related breakthroughs; s/he generally analyzes and uses valid and reliable data to determine the cause/effect, significance, and magnitude of pertinent health issues.
• The student generally evaluates global strategies, which address community and environmental health issues; s/he usually collaborates with others to analyze ways to modify strategies, which address community and environmental health issues; the student usually analyzes the impact various strategies may have on future populations and environments.
• The student routinely donates time, energy, and resources to improve the health of the community and environment; s/he usually evaluates health advocacy strategies which impact families, communities, and the environment; the student frequently uses leadership and cooperation skills to motivate others to actively support healthy communities and environments.

• The student sometimes recognizes selected health issues, which affect the community and environment; the student occasionally reviews medical and health-related breakthroughs; s/he sometimes uses valid and reliable data to determine the cause/effect and significance of pertinent health issues.
• The student occasionally describes strategies, which address community and environmental health issues; s/he sometimes collaborates with others to identify or modify strategies, which address community and environmental health issues; the student occasionally recognizes the impact various strategies may have on future populations and environments.
• The student occasionally donates time and energy to improve the health of the community and environment; s/he sometimes analyzes health advocacy strategies which impact communities and the environment; the student occasionally uses cooperation skills to work with others to support healthy communities and environments.