High School Health Vermont Standards

Analyze safety concerns that require collaborative decision making.

Analyze positive and negative consequences of decisions related to safety and violence.

Apply a decision-making process that results in reducing risks of injury or violence.

Decision Making - Students demonstrate the ability to make decisions that lead to better health.

Implement a goal setting plan related to avoiding situations that could lead to injuries or violence.

Analyze a personal health assessment to determine strategies for reducing risk behaviors and enhancing health and safety.

Goal Setting - Students will demonstrate the ability to set personal goals to enhance health.

Demonstrate the ability to advocate for a safe, respectful school and social environment, including how to influence others to report situations involving safety or violence.

Demonstrate strategies for dealing with hazing, harassment, and to avoid or escape a potentially violent dating situation.

Analyze personal conflict styles and demonstrating effective strategies for resolving conflicts.

Demonstrate effective verbal and nonverbal communication skills to enhance safety and to avoid or get out of situations that are unsafe, including how to report situations that could lead to violence or injury.

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Demonstrate the ability to access reliable school and community resources to assist with problems related to injury and violence prevention.

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Analyze internal and external influences on behaviors that could lead to injuries or violence.

Analyzing Influences - Students will show understanding of how culture, media, peers, family, and other factors influence healthy behaviors.

Analyze the extent to which individuals are responsible for enhancing safety in the school, community and workplace.

Describe the importance and use of protective equipment and safety strategies for sports and leisure activities, occupational settings/worksite settings, and in the home.

Analyze situations that could lead to different types of violence (e.g., bullying, verbal abuse, hazing, fighting, dating violence, acquaintance rape, sexual assault, family violence).

Explain ways to reduce risks associated with transportation safety (e.g., seat belts, road emergency safety practices, and using protective equipment for biking, ATV, snowmobiling, skateboarding).

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Demonstrate strategies to diffuse potentially violent situations (e.g., fighting, bullying, hazing, and harassment).

Recognize and avoiding situations and persons that can increase risk of assault, acquaintance or date rape.

Demonstrate strategies for dealing with situations that involve personal risk, danger or emergencies.

Demonstrate accepted procedures for emergency care and life-threatening situations, including Heimlich maneuver, rescue breathing, CPR, bleeding control, and universal precautions.

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Violence and Injury Prevention (VIP)

Analyze the immediate and long-term impact of health decisions on the individual, family, and community, including environmental issues, public health policies, and government regulations.

Demonstrate a logical progression through a decision-making process that results in health-enhancing behaviors.

Decision Making - Students demonstrate the ability to make decisions that lead to better health.

Identify strategies to overcome barriers and enhance supports.

Identify barriers and supports to achieve goals and strategies.

Implement a goal-setting plan and evaluate the progress in attaining personal health goals.

Goal Setting - Students will demonstrate the ability to set personal goals to enhance health.

Demonstrate the ability to advocate for health promoting opportunities for self and others (e.g., assisting in the development of public health policies and laws, becoming actively engaged in issues that affect health).

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Evaluate factors that influence a personal selection of health products and services.

Demonstrate the ability to evaluate resources from home, school, and/or community that provide valid health information.

Provide evidence to support the validity of health information, products, and services.

Demonstrate the ability to access appropriate sources of support and treatment available in the community for a variety of health issues.

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Evaluate how community and social norms influence health choices.

Analyze the impacts of internal (e.g., experiences, perceptions, self-respect) and external (e.g., technology, media, peer community) factors on personal health behavior.

Analyzing Influences - Students will show understanding of how culture, media, peers, family, and other factors influence healthy behaviors.

Analyze personal health needs in regards to reproduction, contraception and abortion.

Analyze how public health policies and laws influence health promotion and disease prevention.

Analyze how the environment affects personal health (e.g., UV light, lead, asbestos, pesticides, unclean air and water).

Analyze the impact of personal health behaviors on body systems (e.g., regular health examinations and screenings, importance of rest and sleep, sun safety, self-examinations, early treatment of diseases).

Analyze how behavior can impact health maintenance and disease prevention, including the short and long-term consequences of safe, risky, and harmful behaviors.

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Analyze a personal health history to determine strategies and practices for reducing risks and enhancing health.

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Personal Health and Wellness (PHW)

Evaluate the internal and social pressures that influence decisions.

Demonstrate a decision-making process that results in healthy food choices and daily physical activity.

Decision Making - Students demonstrate the ability to make decisions that lead to better health.

Develop a goal setting plan to achieve a state of well-being; reflecting on barriers and supports; identifying strategies to overcome barriers and enhance supports; and evaluating progress in attaining goals for healthy eating and physical activity.

Assess one's nutritional intake, physical activity levels, and health status.

Goal Setting - Students will demonstrate the ability to set personal goals to enhance health.

Demonstrate the ability to advocate for healthy eating and physical activity.

Demonstrate effective verbal and nonverbal communications skills to enhance healthy eating and physical activity.

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Provide evidence to support the validity of nutrition and physical activity information, products, and services.

Demonstrate the ability to access appropriate sources of support and treatment available in the community for a variety of nutrition and exercise issues.

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Analyze internal and external factors on eating and exercise behaviors.

Analyzing Influences - Students will show understanding of how culture, media, peers, family, and other factors influence healthy behaviors.

Analyze the impact of technology on health (e.g., use of pedometers and heart monitors for enhancing physical activity; television, video games, and computers hindering physical activity).

Distinguish between unhealthy and healthy ways to manage weight.

Analyze how public health policies and laws influence health promotion and disease prevention (e.g., food additives and preservatives affect food choices).

Evaluate the short and long-term effects of daily physical activity and healthy eating (e.g., athletic or academic performance, body weight, stress relief).

Analyze how eating and exercise behavior can impact health maintenance and disease prevention (e.g., nutritional practices and levels of physical activity can affect long-term risks for certain diseases).

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Analyze their personal eating patterns for nutritional adequacy according to the United States Recommended Dietary Allowances.

Demonstrate the ability to use information on food labels to choose nutrient-dense foods, avoid or limit low-nutrient foods, and avoid foods that result in adverse conditions.

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Nutrition and Physical Activity (NPA)

Analyze the immediate and long-term impact of decisions on the individual, family, and community.

Demonstrate a logical progression through a decision-making process that result in appropriate solutions regarding situations that could result in harm to self or others.

Decision Making - Students demonstrate the ability to make decisions that lead to better health.

Develop strategies to support others and ask for help around issues of depression and suicide.

Demonstrate skills for communicating effectively with family, peers, and others (e.g., clear refusal, assertiveness, active listening, and supportive body language).

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Evaluate factors that influence access to resources and support for mental and emotional health issues, including denial.

Demonstrate the ability to evaluate and access resources from a variety of sources, including school, community, and the Internet for information and services regarding mental and emotional health issues.

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Analyze internal and external factors that influence a positive self-image.

Analyzing Influences - Students will show understanding of how culture, media, peers, family, and other factors influence healthy behaviors.

Describe signs, symptoms of depression, suicide, and mental health issues (e.g., obsessive-compulsive disorder, autism).

Describe the interrelationship of physical, mental, emotional and social health (e.g., fight or flight response to stress).

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Design, implement and evaluate a plan of healthy stress management.

Demonstrate positive ways to cope with emotions, including strong feelings like anger, rejection, social isolation.

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Mental and Emotional Health (MEH)

Evaluate the internal and social pressures that influence decisions.

Analyze the immediate and long-term impact of health decisions on the individual, family and community.

Demonstrate a logical progression through a decision-making process that result in health-enhancing behaviors consistent with personal and family values.

Decision Making - Students demonstrate the ability to make decisions that lead to better health.

Identify barriers and supports to achieving goals and strategies to overcome barriers and enhance supports.

Implement a goal-setting plan and evaluating the progress in attaining personal health goals.

Goal Setting - Students will demonstrate the ability to set personal goals to enhance health.

Demonstrate the ability to advocate for health promoting opportunities for self and others.

Demonstrate effective verbal and nonverbal communication skills to enhance health and build and maintain healthy relationships (e.g., positive peer support, assertive, "I" messages).

Demonstrate skills for communicating effectively with family, peers and others (e.g., clear, organized, "I" messages, assertive, active listening, body language).

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Demonstrate the ability to evaluate resources from home, school, and/or community that provide valid health information.

Provide evidence to support the validity of health information, products, and services.

Demonstrate the ability to access appropriate sources of support and treatment available for a variety of health issues.

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Describe how community and social norms influence health choices.

Analyze the impacts of internal (e.g., experiences perceptions, self-respect) and external (e.g., media, peer, community) factors on family, social and sexual health and behaviors.

Analyzing Influences - Students will show understanding of how culture, media, peers, family, and other factors influence healthy behaviors.

Evaluate effective methods of HIV, STI, and pregnancy prevention, including abstinence and contraception.

Describe the process of human reproduction including conception, prenatal development and birth.

Analyze how behavior can impact health maintenance and disease prevention (e.g., sexually transmitted infections, pregnancy).

Discuss the effects of stereotyping and ways to counteract negative effects.

Differentiate between respectful and disrespectful relationships.

Describe the benefits of abstaining/postponing sexual activity and setting sexual limits.

Identify physical, emotional, intellectual, and social patterns of development and change that occur at various stages in the life cycle.

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Demonstrate strategies to promote acceptance and respect for all individuals (e.g., mental and physical illness, disabilities, culture, race/ethnicity, sexual orientation).

Demonstrate strategies for dealing with situations that involve personal risk, danger or emergencies (e.g., relationship violence, sexual pressures).

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Family, Social and Sexual Health (FSSH)

Evaluate the internal and social pressures that influence decisions to use, including the data relevant to youth alcohol and other drug use.

Apply the decision-making process to realistic situations to take action that protects self and others from alcohol, tobacco, and other drugs.

Decision Making - Students demonstrate the ability to make decisions that lead to better health.

Implement a goal setting plan and evaluating the process in sustaining a drug-free (e.g., alcohol, tobacco, and other illegal drugs) lifestyle.

Goal Setting - Students will demonstrate the ability to set personal goals to enhance health.

Demonstrate the ability to advocate for and support people who are abstaining, and/or trying to quit alcohol, tobacco or other drug use.

Demonstrate effective verbal and nonverbal communication skills to counter influences and pressures to use alcohol, tobacco, and other drugs.

Interpersonal Communication - Students will demonstrate use of skillful communication to contribute to better health for themselves, their families, and the community.

Demonstrate the ability to access appropriate sources of support and treatment available in the school, community, and state for health issues related to alcohol, tobacco, and other drugs.

Accessing Information - Students will demonstrate the ability to access valid information and/or resources about health issues, services and products.

Analyze the impact of internal (e.g., experiences, perceptions, self-respect) and external (e.g., technology, media, peers, social norms) factors that impact use, abuse, and non-use of tobacco, alcohol, and other drugs.

Analyzing Influences - Students will show understanding of how culture, media, peers, family, and other factors influence healthy behaviors.

Analyze how public health policies and laws influence health promotion, injury and disease prevention (e.g., DUI laws, alcohol and tobacco-free environments, media, funding, taxation).

Analyze the impact of personal health behaviors on body systems (e.g., alcohol and drug affects on brain function; alcohol, tobacco and other drug use during pregnancy).

Evaluate the short and long-term effects of alcohol, tobacco, and other drugs on health.

Describe the signs and symptoms of alcohol and other drug use, including the progression from non-use through addiction.

Core Concepts - Students will show an understanding of health promotion and disease prevention concepts.

Demonstrate strategies for dealing with situations that involve personal risk, danger or emergencies (e.g., alcohol and other drug use).

Self Management - Students will understand how to reduce their health risks through the practice of healthy behaviors.

Alcohol, Tobacco, and Other Drugs (ATOD)