What grade levels do these standards cover?

Grade 9, Grade 10, Grade 11, and Grade 12

Where can I read the official document?

Health 9-12 Content Standards with Benchmarks and Performance Standards

K–12 Standards

Grades 9, 10, 11, 12
Other New Mexico Health sets
Grade K
Grades 1, 2
Grade 3
Grade 4
Grades 5, 6
Grades 7, 8

Students will comprehend concepts related to health promotion and disease prevention. Students will:

1:
Analyze how behavior can impact health maintenance and disease prevention:
1. 1.
  Differentiate between risks and benefits regarding choices in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being;
2. 2.
  Identify alternatives to health risk behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., abstinence, condom use, other pregnancy prevention methods, selection of healthy food choices, "natural highs," etc.);
3. 3.
  Identify ways to avoid health risk behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; discuss and analyze the difference(s) between healthy and unhealthy relationships; and
4. 4.
  Explain how attitude(s) and behavior(s) affect health of self and others.
2:
Describe the interrelationships of mental, emotional, social and physical health throughout life:
1. 1.
  Identify and analyze how social systems, peer pressure and family history relate to mental, emotional, social and physical health throughout life
2. 2.
  Describe the relationship between actions and consequences in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being and the impact on mental, emotional, social and physical health throughout life (i.e., unintended pregnancy, STI/HIV, chronic diseases, addiction, intentional and unintentional injuries, depression, suicide, etc.);
3. 3.
  Explain relationship between risk behaviors and health behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., drinking and sexual behavior, lack of physical activity/nutrition choices and chronic diseases, etc.);
4. 4.
  Describe how emotions affect health behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., attraction, love, lust, infatuation, jealousy, anger, etc.); and
5. 5.
  Describe ways to manage stress (i.e., physical activity, relaxation, etc.);
3:
Explain the impact of personal health behaviors on the functioning of body systems:
1. 1.
  Identify and analyze health behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being on the functioning of body systems (i.e., physical activity and the respiratory system, contracting a sexually-transmitted disease and the reproductive system, etc.);
2. 2.
  Identify emotional and physical changes that occur during puberty; identify the impact of health screenings on personal health and wellness; identify ways in which diseases are transmitted (i.e., HIV, bacterial diseases, viral diseases, etc.); and
3. 3.
  Describe how untreated health conditions can affect the functioning of body systems (i.e., an untreated sexually-transmitted infection on the reproductive system, untreated asthma on the respiratory system, etc.); explain the benefits of healthy food choices and physical activity on body systems (i.e., weight gain/loss, heart disease, diabetes, etc.).
4:
Analyze how the family, peers and community influence the health of individuals:
1. 1.
  Identify and analyze how family, peers and community can be helpful or a hindrance to healthy behaviors (i.e., family choices for meals, community norms for sexual behavior, etc.);
2. 2.
  Describe how family, peers and community influence the ability to apply refusal skills in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being;
3. 3.
  Analyze how inappropriate behavior such as bullying, harassment and intentional injury influence the health of individuals; and
4. 4.
  Identify how family, peer and community factors influence personal health choices in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., religion, culture, family values, budget, etc.).
5:
Analyze how the environment influences the health of the community:
1. 1.
  Describe and analyze how behaviors practiced early in life can potentially affect health problems during adulthood in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., smoking as a teenager and lung disease, poor nutritional choice and lack of physical activity and chronic diseases, sexual activity/unprotected sex and teen pregnancy/STI/HIV, etc.);
2. 2.
  Demonstrate knowledge of pregnancy prevention and prevention of sexually transmitted infections; understand human reproduction and how pregnancy can be prevented through the use of various methods of contraception, including barrier and hormonal methods; and
3. 3.
  Understand the concept of sexually transmitted infections and recognize prevention strategies including abstinence, the proper use of condoms and immunizations.
6:
Describe how to delay onset and reduce risks of potential health problems during adulthood:
1. 1.
  Describe and analyze how behaviors practiced early in life can potentially affect health problems during adulthood in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., smoking as a teenager and lung disease, poor nutritional choice and lack of physical activity and chronic diseases, sexual activity/unprotected sex and teen pregnancy/STI/HIV, etc.);
2. 2.
  Demonstrate knowledge of pregnancy prevention and prevention of sexually transmitted infections; understand human reproduction and how pregnancy can be prevented through the use of various methods of contraception, including barrier and hormonal methods; and
3. 3.
  Understand the concept of sexually transmitted infections and recognize prevention strategies including abstinence, the proper use of condoms and immunizations.
7:
Analyze how public health policies and government regulations influence health promotion and disease prevention:
1. 1.
  Research local, state and national regulations and policies that influence health promotion and disease prevention in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and
2. 2.
  Identify how policies are developed that influence health promotion and disease prevention in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well being.
8:
Analyze how the prevention and control of health problems are influenced by research and medical advances:
1. 1.
  Identify scientific journals, agencies and organizations that contribute to research and medical advances in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and
2. 2.
  Analyze how research and medical advances can influence health promotion and disease prevention in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., new treatment in diabetes control, etc.)

Students will demonstrate the ability to access valid health information and health promoting products and services. Students will:

1:
Evaluate the availability and validity of health information, products and services:
1. 1.
  Explain and evaluate the functions and effectiveness of school and community health information, products and services (i.e., school nurse, school-based health center, public health office, private health care provider, etc.); and
2. 2.
  Evaluate health information products and services advertised by media; demonstrate the ability to evaluate health information in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.
2:
Demonstrate the ability to evaluate and utilize resources from home, school and community that provide valid health information:
1. 1.
  Evaluate how community resources can be accessed and utilized in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., school-based health centers, primary care clinics, school nurse, etc.);
2. 2.
  Compare and contrast valid resources in the community in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being;
3. 3.
  Identify and devise solutions to barriers for health care (i.e., costs, transportation, culture, accessibility, etc.);
4. 4.
  Explain how community resources can be accessed and utilized in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and
5. 5.
  Compare and contrast valid resources in the community in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.
3:
Evaluate factors that influence personal selection of health products and services:
1. 1.
  Evaluate the characteristics that media uses to influence the selection of health products and services;
2. 2.
  Describe influences of cultural beliefs and how they influence personal selection of health products and services;
3. 3.
  Explain factors in the community that influence health choices in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., religion, values, habits, budget, etc.); and
4. 4.
  Demonstrate and discuss ways to avoid risky behavior in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being
4:
Demonstrate the ability to access school and community health services for self and others:
1. 1.
  Demonstrate the ability to access local health resources in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., school based health centers, primary care clinics, local health facilities, walking trails, etc.); and
2. 2.
  Demonstrate how to determine the appropriate school and community health services in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., where to go for immunizations, wellness check-up, pregnancy/STI/HIV testing, help for depression, treatment for diabetes, etc.)
5:
Analyze the cost and accessibility of health care services:
1. 1.
  Demonstrate the ability to compare cost and accessibility of health care services in the community and benefits of those that are more affordable (i.e., walking vs. joining a club for exercise, public health clinic vs. private doctor, sexual activity/unprotected sex vs. teen pregnancy/STI/HIV, etc.); and
2. 2.
  Analyze the availability and costs of health care services utilized in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., the availability and cost of smoking cessation class, nutrition education programs, prenatal care; etc.).
6:
Analyze situations requiring professional health services
1. 1.
  Prepare a plan of action for risk behaviors in situations that may lead to negative physical, social or emotional health consequences (i.e., abuse, bullying, sexual assault, mental health, depression, suicide, domestic violence, teen pregnancy, STI/HIV, etc.);
2. 2.
  Analyze situations related to health crises and formulate solutions to intervene or prevent the crisis (i.e., a friend tells you he is thinking about suicide; a friend tells you he is smoking, a friend tells you she is pregnant, etc.); and
3. 3.
  Demonstrate how to access professional health services in your community.

Students will demonstrate the ability to practice health enhancing behaviors and reduce health risks. Students will:

1:
Analyze the role of individual responsibility for enhancing health:
1. a)
  Analyze the significance of personal responsibility and consequences for healthy behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; (b) demonstrate decision-making skills to determine personal health goals in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being
2:
Evaluate a personal health assessment to determine strategies for health enhancement and risk reduction
1. 1.
  Differentiate among health behaviors and health outcomes in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., the relationship between physical activity, nutrition and chronic disease; the relationship between sexual activity and teen pregnancy, etc.); and
2. 2.
  Chart and analyze individual health assessment data that can help determine health goals in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., physical fitness data, nutrition logs, youth reported data for risk and resiliency factors, etc.).
3:
Analyze the short-term and long-term consequences of safe, risky and harmful behaviors:
1. 1.
  Demonstrate skills to avoid risky or harmful behaviors in relationships (i.e., abstinence or birth control methods to avoid teen pregnancy, mediation skills to avoid conflict, practice refusal skills to avoid smoking or drugs, etc.);
2. 2.
  Recognize and analyze negative or harmful behaviors in relationships and identify strategies to resolve the situation; and
3. 3.
  Identify consequences of risky and harmful behaviors on self and others in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well being.
4:
Develop management strategies to improve or maintain personal, family, peer and community health:
1. 1.
  Describe personal, family, peer, community and cultural strengths in maintaining or improving healthy behaviors (i.e., eating patterns and physical activity related to healthy behaviors; tobacco, alcohol or other drug use; how families deal with conflict; etc.); and
2. 2.
  Develop personal, family, community and cultural health goals and management strategies for achieving the goals in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being
5:
Develop injury prevention strategies for personal, family, peer and community health:
1. 1.
  Analyze personal, family, peer and community factors that contribute to intentional and unintentional injuries (i.e., use of alcohol or other drugs, steroid use, food safety, etc.);
2. 2.
  Describe prevention strategies to avoid intentional and unintentional injuries;
3. 3.
  Demonstrate refusal skills related to personal safety in the areas of physical, emotional or sexual abuse; and
4. 4.
  Demonstrate effective negotiation and risk avoidance strategies for avoiding unwanted sexual activity.
6:
Demonstrate ways to avoid and reduce threatening situations:
1. 1.
  Recognize threatening situations and formulate strategies to reduce them in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well being;
2. 2.
  Demonstrate refusal skills in the context of dangerous situations (i.e., tobacco, alcohol, other drugs, date rape, etc.);
3. 3.
  Reflect on the possible outcomes of being in dangerous situations and explain different options that could have been chosen (i.e., riding a motorcycle without a helmet, driving a car while intoxicated, having unprotected sex, etc.); and
4. 4.
  Demonstrate effective negotiation and risk avoidance strategies for avoiding unwanted sexual activity.
7:
Evaluate strategies to manage stress:
1. 1.
  Evaluate stressors and strategies to reduce their harmful effects;
2. 2.
  Explain the immediate and long-term effects of stress on the body;
3. 3.
  Demonstrate ways to manage stress.

Students will analyze the influence of culture, media, technology and other factors on health. Students will:

1:
Analyze how cultural practices can enrich or challenge health behaviors:
1. 1.
  Explain how cultural practices (both positive and negative) in the school and community contribute to health, safety and personal choices in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being;
2. 2.
  Analyze how the media and culture portray gender roles (i.e., aggressive behavior for boys vs. submissive behavior for girls, media portrayal of sexual behavior for each gender, etc.); and
3. 3.
  Analyze cultural values and beliefs compared with personal values and beliefs in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.
2:
Evaluate the effect of media and other factors on personal, family, peer and community health:
1. 1.
  Analyze health-related advertisements and their influences on health behaviors (i.e., messages around sexual behavior, STI/HIV, condom use, exercise, nutrition, violence, alcohol, etc.);
2. 2.
  Explain positive and negative health messages from media and other sources in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., condom use vs. unprotected sex, smoking vs. nonsmoking, using a seat belt or not, healthy vs. unhealthy eating habits, etc.); and
3. 3.
  Analyze sources that can help to determine if media messages are true or false; demonstrate refusal skills in choices related to media messages
3:
Evaluate the impact of technology on personal, family, peer and community health:
1. 1.
  Analyze the purposes for technology and its impact on personal, family, peer and community health in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., internet, medical, conveniences, communication, etc.); and
2. 2.
  Compare and contrast how advances in technology positively or negatively impact personal, family, peer and community health (i.e., use of computers and television vs. physical activity time, effects on communication skills, access to medical care, etc.).

Students will demonstrate the ability to use interpersonal communication skills to enhance health. Students will:

1:
Demonstrate skills for communicating effectively with family, peers and others
1. 1.
  Role play and analyze effective verbal and non-verbal communication skills with family, peers and others in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and
2. 2.
  Compare and contrast effective and ineffective verbal and non-verbal communication skills with family, peers and others in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being
2:
Analyze how interpersonal communication affects relationships:
1. 1.
  Analyze how cultural diversity influences verbal and non-verbal communication; and
2. 2.
  Role play and analyze interpersonal communications skills that affect relationships in the areas related to sexuality; nutrition; alcohol tobacco, and other drug use; physical activity; personal safety; mental, social and emotional well-being.
3:
Demonstrate positive ways to express needs, wants and feelings:
1. 1.
  Analyze feelings associated with different situations (i.e., conflict - frustration/satisfaction; birthday - happy/excited, etc.);
2. 2.
  Role play and analyze how to express feelings in a positive way; and
3. 3.
  Role play and analyze how to respond appropriately to other people's needs, wants and feelings
4:
Demonstrate ways to communicate care, consideration and respect of self and others:
1. 1.
  Role play and analyze both verbal and non-verbal ways to show care, consideration and respect for self and others in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.
5:
Demonstrate strategies for solving interpersonal conflicts without harming self or others:
1. 1.
  Demonstrate skills used in conflict resolution in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being;
2. 2.
  Describe and analyze aggressive, passive and assertive ways to respond to conflict; and
3. 3.
  Explain and demonstrate means to use a variety of conflict resolution skills in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotiona well-being
6:
Demonstrate refusal, negotiation and collaboration skills to avoid potentially harmful situations:
1. 1.
  Describe and analyze risky situations in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being and identify appropriate responses;
2. 2.
  Role play and analyze refusal and negotiation skills in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and
3. 3.
  Demonstrate effective negations and risk avoidance strategies ( i.e., avoiding unwanted pregnancy, alcohol tobacco and other drug use, bullying behavior, poor nutritional choices, physical inactivity, etc.)
7:
Analyze the possible causes of conflict in schools, families and communities:
1. 1.
  Discuss and analyze possible causes of conflict among youth in schools and communities in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and
2. 2.
  Design possible solutions to resolving conflict among youth in schools and communities in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.
8:
Demonstrate strategies to prevent conflict:
1. 1.
  Demonstrate and analyze conflict resolution skills in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. Students will:

1:
Demonstrate the ability to utilize various strategies when making decisions related to health needs and risks of young adults:
1. 1.
  Analyze and demonstrate strategies used to make healthy decisions in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.
2:
Analyze health concerns that require collaborative decision making:
1. 1.
  Describe health issues that require decision-making in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and
2. 2.
  Role play and analyze the difference between making an individual decision or collaborating with others in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.
3:
Predict the immediate and long-term impact of health decisions on the individual, family, peers and community:
1. 1.
  Predict how specific decisions result in various consequences in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., the decision to use a condom if sexually active will help prevent an unwanted pregnancy or sexually transmitted infection, the decision not to drink at the party will help prevent making other risk-taking decisions while intoxicated, etc.);
2. 2.
  Predict and analyze how impulsive actions relate to consequences in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (i.e., having sex without protection can lead to unwanted pregnancy or sexually transmitted infections; taking drugs can lead to addictive behavior, etc.);
3. 3.
  Predict and analyze how personal decisions in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being contribute to the well being of self, family, peers and communities.
4:
Implement a plan for attaining a personal health goal; grades 9-12 performance standards:
1. 1.
  Analyze the relationship between health behaviors and personal outcomes in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well being; and
2. 2.
  Create strategies and implement a plan to attain a realistic personal health goal in at least one of the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being
5:
Evaluate progress toward achieving personal health goals:
1. 1.
  Create strategies and implement an evaluation plan in attaining a realistic personal health goal in at least one of the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.
6:
Formulate an effective plan for lifelong health
1. 1.
  Develop and implement a personal wellness plan that includes both short and long term goals and describe how that plan can be effective for lifelong health and wellness.

Students will demonstrate the ability to advocate for personal, family, peer and community health. Students will:

1:
Evaluate the effectiveness of communication methods for accurately expressing health information and ideas
1. 1.
  Role play and evaluate different ways to communicate health issues in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.
2:
Express information and opinions about health issues:
1. 1.
  Define and analyze information and opinions about health issues in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being;
3:
Utilize strategies to overcome barriers when communicating information, ideas, feelings and opinions about health issues:
1. 1.
  Analyze barriers to effective communication about health issues in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being and illustrate ways to overcome those barriers.
4:
Demonstrate the ability to influence and support others in making health-enhancing choices:
1. 1.
  Role play and analyze how to help others make healthy choices in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.
5:
Demonstrate the ability to work cooperatively when advocating for healthy communities
1. 1.
  Role play and analyze how to work cooperatively when advocating for healthy individuals, families and schools in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being;
6:
Demonstrate the ability to adapt health messages and communication techniques to the characteristics of a particular audience:
1. 1.
  Identify how healthy messages and communication techniques can target different audiences;
2. 2.
  Create positive health messages in the areas related to sexuality; nutrition; alcohol; tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Frequently asked questions

What grade levels do these standards cover?: Grade 9, Grade 10, Grade 11, and Grade 12
When were these standards adopted?: 2009
Where can I read the official document?: Health 9-12 Content Standards with Benchmarks and Performance Standards

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