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2-01 - Institutional support, ample time for health/safety education
 

Adopt policies and provide resources that institutionalize health and safety education so that the education is high-quality and provides sufficient time and materials for students to master essential knowledge and skills.

2-02 - Process for selecting health/safety curricula
 

Establish a review and adoption process to select, adapt, or develop health and safety education curricula. Include multi-disciplinary and community input, a needs assessment, a review of curricula, and an agreed upon process for approval.

2-03 - Certified health teachers
 

Hire health education teachers for secondary schools who have appropriate qualifications for teaching health and safety classes. At the elementary level and for anyone who is assigned to teach health and safety but is not certified, require at least 6 hours of academic course work or 30 hours of in-service training on health and safety content and pedagogy. Training must include content of the health and safety topics the person is being assigned to teach and methods of teaching relevant social skills.

2-04 - Health/safety education as a core subject
 

Provide health/safety education as a core academic subject in grades kindergarten through 12.

2-05 - Health/safety education: planned, sequential, meets standards
 

Provide planned, sequential, comprehensive health and safety education (K-12) that is culturally, linguistically, developmentally, and age appropriate and is consistent with state and national health education standards. Content should include community, personal, environmental, mental and emotional health; prevention of substance abuse, diseases, injury, and violence; family life; human sexuality; media literacy; nutrition; and first-aid and basic emergency lifesaving skills.

2-06 - Functional knowledge of health and safety issues
 

Include in health and safety curricula functional knowledge that is critical to the topic, is scientifically accurate, and is associated with the acquisition of related skills.

2-07 - Learning social skills
 

Provide opportunities in a variety of context-specific ways for students to model and practice social skills that are important for implementing healthy and safe decisions. These include interpersonal communication, goal setting, anger management, and advocacy skills.

2-08 - Analyzing media and other societal influences
 

Provide opportunities for students to analyze how family, peers, culture, media, technology, and other factors influence the development of their own attitudes, beliefs, values and behaviors.

2-09 - Grade assignment for health/safety education
 

Use a variety of strategies to assess students' achievement in health and safety education. Report students' progress in the same manner used to report progress in other core subjects.

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