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["Colorado Comprehensive Health Standards: Complete Listing of Approved Revisions (2020 Standards)"]
[]
["This document contains all revisions to the comprehensive health standards. The comprehensive health review and revision committee documented its rationale for each revision including the data source(s), the need for change, and the anticipated impact of the revision."]
["Comprehensive Health Committee Page:",null,"https://www.cde.state.co.us/standardsandinstruction/cas-committees-comprehensivehealth"]
["Definitions of Terms for Review Criteria for High Quality Academic Standards: ",null,"http://www.cde.state.co.us/standardsandinstruction/hqstandards_reviewcriteria"]
[]
["2009 Standards",null,"Approved Revisions                         ","Justification for Decision                        \n What rationale did the committee use for their decision? (e.g., Clarity, Coherence, Rigor, Impact, Demand)"]
["Standard Revisions","Standard: Emotional and Social Wellbeing \n ","Revised: Social and Emotional Wellness\n","Justification: Added the GLE to align with other grade levels standards.                                                              Data Source: Data Source:  Multiple Data Sources - Committee Consensus \nImplementation Impact: Low\n"]
["PGC Revisions","Prepared Graduate Competancy: Apply knowledge and skills to make health-enhancing decisions regarding the use of alcohol, tobacco, and other drugs\n \n","Prepared Graduate Statements : Apply knowledge and skills to make health-enhancing decisions regarding the use marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Justification: Added the GLE to align with other grade levels standards.                                                              Data Source: Data Source:  Multiple Data Sources - Committee Consensus \nImplementation Impact: Low\n"]
["PGC Revisions","Prepared Graduate Competancy: Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury\n \n","Prepared Graduate Statements : Apply personal safety knowledge and skills to prevent and treat injury","Justification: Added the GLE to align with other grade levels standards.                                                              Data Source: Data Source:  Multiple Data Sources - Committee Consensus \nImplementation Impact: Low\n"]

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["Colorado Comprehensive Health Standards: Complete Listing of Approved Revisions (2020 Standards)"]
[]
["This document contains all revisions to the comprehensive health standards. The comprehensive health review and revision committee documented its rationale for each revision including the data source(s), the need for change, and the anticipated impact of the revision."]
["Comprehensive Health Committee Page:",null,"https://www.cde.state.co.us/standardsandinstruction/cas-committees-comprehensivehealth"]
["Definitions of Terms for Review Criteria for High Quality Academic Standards: ",null,"http://www.cde.state.co.us/standardsandinstruction/hqstandards_reviewcriteria"]
[]
["Standard     ","PGC/GLE/EO","2009 Standards","2020 Standards","Rationale for Revision                        \n What rationale did the committee use for their revision? (e.g., clarity, coherence, rigor, impact, demand)?                       "]
["Healthy Eating"]
[2,"GLE 1","None","Addition: Grade Level Expectation: Distinguish between healthy and unhealthy foods \n ","Rationale:  Added the GLE to align with other grade levels standards.                                                              Data Source: Other Data Submitted Comments: Colorado Early Learning & Development Guidelines\nImplementation Impact:  Moderate"]
[2,"GLE 1, EO, a and b","None","Addition: Evidence Outcomes: \na. Demonstrate the ability to identify and choose a healthy food choice\nb. Recognize the benefits of choosing a healthy food\n\n","Rationale:  Added the GLE to align with other grade levels standards.\nData Source: Other Data Sources: Colorado Early Learning & Development Guidelines\nImplementation Impact:  low"]
[2,"GLE 1 RA","None","Addition: Relevance and Application\n1. Eating healthy foods can impact how you feel.\n2. Food choices can vary based on your family, culture, community.\n3. How can technology help you choose healthy foods?","Rationale: Justification: Added the RA s to align with other grade levels standards.                                                              \nData Source: Other Data Sources: Colorado Early Learning & Development Guidelines   \nImplementation Impact:  low"]
[2,"GLE 1, IQ 1,2,3","None","Addition: Inquiry Questions \n1. How do healthy foods help your body?\n2. What would happen to your body if you only ate cookies and candy?\n3. What would be a healthy snack choice?\n ","Rationale:  Added the IQ's to align with other grade levels standards.                                                              \nData Source: Other Data Sources: Colorado Early Learning & Development Guidelines   \nImplementation Impact:  low"]
[2,"GLE 1, RA 1","None","Addition: Inquiry Questions                                                                     \n1. Are interactions with adults and peers the same?\n2. Does everyone express feelings and concerns the same way?\n","Rationale:  Added the IQ's to align with other grade levels standards.                                                              \nData Source: Other Data Sources: Colorado Early Learning & Development Guidelines   \nImplementation Impact:  low"]
[2,"New GLE 1, NH 1","None","Added: Health Skills\nDecision-making","Rationale:  Added the IQ's to align with other grade levels standards.                                                              \nData Source: Other Data Sources: Colorado Early Learning & Development Guidelines  \nImplementation Impact:  low"]
["Healthy Relationships/Sexual Health"]
["None"]
["Healthy Eating"]
[2,"GLE 1","None","Added: EO b. Prevent or reduce the spreading of germs such as covering the mouth for coughing and sneezing, not putting toys in the mouth, not sharing drinks and food.","Rationale:  Added the EO to align with other grade levels standards.                                                              \nData Source: Other Data Sources: Colorado Early Learning & Development Guidelines   \nImplementation Impact:  Moderate"]
[2,"GLE 1","None","Added: IQ 3 Why is it important to prevent the spreading of germs to others?","Rationale:  Added the IQ's to align with other grade levels standards. \nData Source: Other Data Sources: Colorado Early Learning & Development Guidelines\nImplementation Impact: Moderate\n"]
[2,"GLE 1 ","The mothers of many baby animals such as cats and rabbits, clean their babies by licking them.","Deleted: The mothers of many baby animals such as cats and rabbits, clean their babies by licking them.\n","Rationale:  Removed to clarify standards and lack of relevance to grade levels standards. \nData Source: Other Data Sources: Colorado Early Learning & Development Guidelines\nImplementation Impact: Moderate\n"]
[2,"GLE 1","Automatic water faucets, soap dispensers  and toilets  allow users to be \"hands-free\" in public places.\n","Modified: Some public places provide technology that allow for “hands-free” water faucets, soap dispensers and toilets.","Rationale:  Modified: to be universally appropriate and to clarify standards. \nData Source: Online Feedback\nImplementation Impact: Low"]
[2,"GLE1, RA 3","None","Moved from Nature of Health: Personal hygiene is an important step in the prevention of disease and illness.","Rationale:  Modified: to be universally appropriate and to clarify standards.                                  Data Source: Multiple Data Sources - Committee Consensus                                                                                                                                Implementation Impact: Low"]
[2,"GLE 1, NH","None","Added: Self-Management/Personal Responsibility","Rationale:  Modified: to align with health skills                                                                                                 Data Source: Multiple Data Sources - Committee Consensus                                                Implementation Impact: Low"]
["Social Emotional Wellness"]
[3,"GLE 1","None","Added: Children develop healthy relationships and interactions with adults and peers.","Rationale:  Added: for alignment and clarity                                                    \nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[3,"GLE 1, EO.a,b","None","Added: \n1. Exhibit positive interactions with adults and peers.\n2.Demonstrate how to communicate concern for the feelings of others.","Rationale:  Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: Low"]
[3,"GLE EO c-k",null,"Added: Indicators of Progress\nc. Communicate with familiar adults and accept or request guidance.\nd. Cooperate with others.\ne. Develop friendships with peers.\nf. Establish secure relationships with adults.\ng. Use socially appropriate behavior with peers and adults, such as helping, sharing and taking turns.\nh. Resolve conflict with peers alone and/or with adult intervention as appropriate.\ni. Recognize and label others’ emotions. \nj. Express empathy and sympathy to peers.\nk. Recognize how actions affect others and accept consequences of one’s action.","Rationale:  Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus Pre School Committee recommendations\nImplementation Impact: Low"]
[3,"GLE 1, RA","None","Added: \n1. How we interact with adults and peers can change how other view us.\n2. Communicating feelings can be a challenge when you are not face to face.","Rationale: Justification: Added for alignment and clarity\nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: Low"]
[3,"GLE 1, NH","None","Added\n1. Interpersonal Communication","Rationale:  Added for alignment and clarity with health skills\nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: Low"]
[3,"GLE 1, RA",null,"Added:\nSupportive Teaching Practices/Adults May:\n• Model positive ways to interact with others.\n• Provide opportunities for children to understand and discuss their feelings and those of others (i.e. show empathy)\n• Help children see the effect of their behavior on others and help them resolve conflicts.\n• Model asking for and understanding viewpoints and opinions of others. For example, a teacher may kneel between two children in conflict over classroom materials and comment, “I’m looking at Jason’s face and I notice his tight lips and wonder if he is angry?”\n• Accept silence and quiet observation as a proper way for some children to participate, especially when they first join your class.\n• Embed learning of friendships skills such as taking turns, exchanging toys, entering a playgroup and resolving conflict, daily in the classroom.\n• Comments on a specific behavior using positive descriptive praise. (“You stayed with the puzzle until you finished! That is great persistence-sticking with a difficult activity.”)\n","Rationale:  Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus Pre School Committee recommendations\nImplementation Impact: Low"]
[3,"GLE 1 ","None","Added: Examples of Learning/Children May:\n\n• During large group time, the adult asks Lamar and Antonia to share how they solved their problem of both children wanting to use the tree blocks to build. Lamar responds ”We used our solutions and took turns!” \n• During a small group activity the adult asks children to provide examples of when a friend helped you. Jamie responds “Edgar helped me zip up my coat.  He is good at zipping.”\n• The adult role plays, with puppets, a scenario of a child taking a toy from another child.  The adult asks “How might that make Gwen feel, when Gabby took away her toy?” Nicholas responds with “Gwen would feel sad.”\n","Rationale: Justification: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus Pre School Committee recommendations\nImplementation Impact: Low"]
[3,"GLE 2","None","Added: Children develop self-concept and independence in making decisions and accomplishing tasks.","Rationale: Justification: Added for alignment and clarity                                                    \nData Source: Online Feedback\nImplementation Impact: Low"]
[3,"GLE 2, EO.a","None","Added: Demonstrate age appropriate independence in decision making regarding activities.","Rationale:  Added for alignment and clarity                                                    \nData Source: Online Feedback \nImplementation Impact: Low"]
[3,"GLE 2, EO.b","None","Added: Demonstrate a range of abilities to accomplish tasks and take on new tasks.","Rationale:  Added for alignment and clarity                                                    \nData Source: Online Feedback  \nImplementation Impact: Low"]
[3,"GLE 2, EO.c","None","Added: Identify personal characteristics, preferences, thoughts and feelings","Rationale:  Added for alignment and clarity                                                    \nData Source: Online Feedback   \nImplementation Impact: Low"]
[3,"GLE 2, EO.d","None","Added: Effectively communicate preferences, thoughts and feelings.","Rationale:  Added for alignment and clarity                                                    \nData Source: Online Feedback  \nImplementation Impact: Low"]
[3,"GLE 2, IQ 1","None","Added: How do you choose what activities or tasks to complete in school or at home?","Rationale:  Added for alignment and clarity                                                    \nData Source: Online Feedback   \nImplementation Impact: Low"]
[3,"GLE 2, IQ 2","None","Added: In what ways are we all similar and different?","Rationale:  Added for alignment and clarity                                                    \nData Source: Online Feedback\nImplementation Impact: Low"]
[3,"GLE 2, IQ 3","None","Added: What if we were all good at doing the same things?","Rationale:  Added for alignment and clarity                                                    \nData Source: Online Feedback   \nImplementation Impact: Low"]
[3,"GLE 2, RA 1","None","Added:                                                       \n Development of a positive self concept can lead to children being able to become independent when making decisions and accomplishing tasks.  2. Effective communication skills can lead to a positive self concept.","Rationale:  Added for alignment and clarity                                                                               Data Source:  Online Feedback                                                                                                                                                                    Implementation Impact: Low"]
[null,"GLE 2, NH","None","Added:\n1. Decision Making\n2. Interpersonal Communication Skills\n3. Self-Management/Personal Responsibility","Rationale:  Added for alignment and clarity                                                    \nData Source: Online Feedback   \nImplementation Impact: Low"]
[3,"GLE 3","None","Added: Children develop the ability to recognize and express emotions, impulses and behavior in a positive manner.","Rationale:  Added for alignment and clarity                                                    \nData Source: Online Feedback   \nImplementation Impact: Low"]
[null,null,null,"Added Examples of High Quality Teaching and Learning.\n• Encourage children to try new things by sharing and learning together.\n• Provide materials and activities to further learning at the child’s developmental level and to foster feelings of competence \n• Observe for children’s interests and plan learning activities to support them.\n• Support children’s awareness of pride in their cultural heritage. (ie. Adult learns and utilizes child’s home language. Adult reads multi-cultural books)\n• Listen to what children are saying and show you value their opinions by acknowledging them and building on their ideas.\n• Provide choices in materials and activities to further learning at the child’s developmental level (open-ended art materials, knobbed puzzles, child-sized manipulatives)\n• Provide opportunities for children to understand similarities and differences with each other.\n• Accept silence or quiet observation as a proper way for some children to participate, especially when they first join your class.\n• Use open-ended questions such as “What would happen if…?” “How would you feel if…?” “What would you do if…?”\n","Rationale:  Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus Pre School Committee recommendations\nImplementation Impact: Low"]
[3,"GLE 3, EO.a","None","Added: Recognize and label emotions.","Rationale: Justification: Added for alignment and clarity                                                    \nData Source: Online Feedback    \nImplementation Impact:  low"]
[3,"GLE 2","None","Examples of learning/children may:\n\n• During the preschool day, children put on their coat, hat and gloves, wash their hands and serve themselves snack.  When needed, an adult scaffolds children’s abilities to be independent.\n• As part of planning time, Marek discusses his plan for work time.\n• During large group time, the adult provides opportunities for community building. Abby talks about her favorite pet kitty. Marco shares his favorite ice cream and Leo talks about his nana in Arizona.\n","Rationale: Justification: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus Pre School Committee recommendations\nImplementation Impact: Low"]
[3,"GLE 3","None","Added: \nChildren develop the ability to recognize and express emotions, impulses, and behavior in a positive manner."]
[3,"GLE 3, EO.b","None","Added: Express a range of emotions appropriately, such as, excitement, happiness, sadness or fear","Rationale:  Added for alignment and clarity                                                    \nData Source: Online Feedback   \nImplementation Impact: Low"]
[3,"GLE 3, EO.c","None","Added: Demonstrate self management strategies to control impulses and behavior with minimal direction.","Rationale:  Added for alignment and clarity                                                    \nData Source: Online Feedback   \nImplementation Impact: Low"]
[3,"GLE 3 ","None","Added: Supportive Teaching Practices/Adults May:\nEmbed standards throughout daily routines, within and across the environment and activities to ensure developmentally appropriate learning opportunities.\n• Make a cozy, safe area where children can be alone if they wish.\n• Establish, explain and model flexible routines (e.g. a naptime routine, snack and meal routines, transitions, and small group time expectations) in terms children can understand including songs, rhymes, and pictures.\n• Be aware that children from different cultures may interpret a single action by an adult to have different meanings.  For example, an adult may point to signal where she wants the child to go, but some children may think she is reprimanding them, singling them out for some reason, or saying she wants “one” of something (since she has one finger out.)\n• Provide physical environments, schedules, social stories, solution tools, routines that promote self-regulation and self-control.\n• Provide physical environments, daily schedules, and a variety of open-ended materials that support children in spending the majority of their day in purposeful, unstructured play to ensure children have ample opportunity to make choices and direct their own play.\n• Modify the environment for children who have sensory issues and may be affected by noise, lights or movement.\n","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus Pre School Committee recommendations\nImplementation Impact: Low"]
[3,"GLE 3, IQ","None","Added: \n1. Why is it important to be able to control impulses in different situations?\n2. Are there times when you don't have to control your impulses\n3. Why is it important to be able to express a range of emotions?","Rationale: Justification: Added for alignment and clarity                                                    \nData Source: Online Feedback   \nImplementation Impact:  low"]
[3,"GLE 3, RA","None","Added: Students need to be able to recognize emotions so they can begin to understand and control their own behaviors.","Rationale: Justification: Added for alignment and clarity                                                                               Data Source:  Online Feedback                                                                                      Implementation Impact: Low"]
[3,"GLE 3",null,"Added: Examples of learning. Children may:\n\n• Listen to/discuss books about emotions and respond to situations in stories that evoke emotions.\n• Identify emotions in photographs of other children and adults.\n• Create drawings, paintings, collages or a class book about emotions.\n• Engage in decision making throughout the day including choice of materials, centers and play partners\n• Practice waiting for short periods of time such as waiting for a turn to pour milk at a meal or waiting for a peer to finish using the scissors while rolling and cutting play-dough.\n"]
[3,"GLE 4","None","Added: Children develop a healthy range of emotional expression and learn positive alternatives to aggressive or isolating behaviors.","Rationale: Justification: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus Pre School Committee recommendations\nImplementation Impact: Low"]
[3,"GLE 4, NH","None","Added:\n1. Self-Management/Personal Responsibility\n2.  Communication\n","Rationale: Justification: Added for alignment and clarity to skills\nData Source: Online Feedback   \nImplementation Impact: Low"]
[3,"GLE 4, eo a-b","None","Added:\na) Refrain from disruptive behavior, aggressive, angry or defiant behaviors.\nb) Adapt to new environments with appropriate emotions and behaviors.\n\n","Rationale: Justification: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus Pre School Committee recommendations\nImplementation Impact: Low"]
[3,"GLE 4","None","Added: Supportive Teaching Practices/Adults May:\nEmbed standards throughout daily routines, within and across the environment and activities to ensure developmentally appropriate learning opportunities.\n• Talk about and model ways children can express emotions without harming themselves, others, or property (e.g., using calm down techniques such as cozy corner, breathing exercises, using pounding toys, manipulating playdough or talking to an adult.)\n• Provide tasks in which the goal is trying different strategies or solutions rather than right or wrong answers.\n• Be aware that ways of expressing feelings, such as excitement, anger, happiness, frustration and sadness, differ in various cultures.\n• Observe for and verbally describe strategies children are already using to express and manage emotions. Provide constructive and connected learning experiences that build upon those strategies.\n","Rationale: Justification: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus Pre School Committee recommendations\nImplementation Impact: Low"]
[3,"GLE 4",null,"Examples of learning/children may:\n\n• Reflect on personal experiences that evoked strong emotions\n• Experiment with new materials and activities without fear of making mistakes.\n• Act out powerful emotions (e.g., fear, anger) through dramatic play.\n• Engage with peers and teachers appropriately, demonstrating socially acceptable behaviors.\n","Rationale: Justification: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus Pre School Committee recommendations\nImplementation Impact: Low"]
[3,"GLE 4, NH","None","Added:\n1. Self-Management/Personal Responsibility\n2.  Communication\n","Rationale: Justification: Added for alignment and clarity to skills\nData Source: Online Feedback   \nImplementation Impact: Low"]
["Injury Prevention"]
[4,"GLE 1, EO.c","None","Added: Follow basic health and safety rules. ","Rationale: Justification: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 1, NH 1","All fun settings have material and objects which can inadvertently be the source of injury.","Deleted: All fun settings have material and objects which can inadvertently be the source of injury.","Rationale: Justification: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 1, NH 1","Added","Added: \n1. Accessing Information\n2. Self-Management/Personal Responsibility","Rationale: Justification: Added for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]

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["Colorado Comprehensive Health Standards: Complete Listing of Approved Revisions (2020 Standards)"]
[]
["This document contains all revisions to the comprehensive health standards. The comprehensive health review and revision committee documented its rationale for each revision including the data source(s), the need for change, and the anticipated impact of the revision."]
["Comprehensive Health Committee Page:",null,"https://www.cde.state.co.us/standardsandinstruction/cas-committees-comprehensivehealth"]
["Definitions of Terms for Review Criteria for High Quality Academic Standards: ",null,"http://www.cde.state.co.us/standardsandinstruction/hqstandards_reviewcriteria"]
[]
["Standard     ","PGC/GLE/EO","2009 Standards","Approved Revisions","Rationale for Revision                        \n What rationale did the committee use for their revision? (e.g., clarity, coherence, rigor, impact, demand)?                       "]
["Healthy Eatiing"]
[2,"GLE 1, EO b.","Identify foods and beverages that are healthy choices for teeth and bones ","Revised: Identify foods and beverages that are healthy choices","Rationale: Revised the eo for clarity                                                             \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 1, IQ 3 ","What can you do besides brushing and flossing your teeth to help make your teeth and bones strong and healthy?","Deleted: What can you do besides brushing and flossing your teeth to help make your teeth and bones strong and healthy?","Rationale: Revised the IQ for clarity                                                             \nData Source: Multiple Data Sources - Committee Consensus  \nImplementation Impact:  low"]
["Healthy Relationships/Sexual Health"]
["None","None"]
["Healthy Promotion"]
[2,"GLE 2, EO a","Describe what it means to be healthy.","Revised: Describe how proper hand washing is important to being healthy."]
[2,"GLE 2, EO b","Explain why hygiene is important for good health.","Revised: Explain why bathing and hygiene are important for good health ","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact:  low"]
[2,"GLE 2, EO.c","Demonstrate the steps for proper hand washing.","Deleted: Demonstrate the steps for proper hand washing","Rationale: Deleted for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 2, EO e","Demonstrate steps for proper brushing and flossing teeth.","Revised: Demonstrate steps for proper hand washing, brushing, and flossing of teeth ","Rationale: Added for alignment and clarity                                                    \nData Source:Online Feedback System\nImplementation Impact:  low"]
["Social Emotional Wellness"]
[3,"GLE 1","Exhibit understanding that one's actions impact others","Revised: Recognize the relationship between emotions and actions.","Rationale: Added for alignment and clarity                                                    \nData Source: Online Feedback System\nImplementation Impact:  low"]
[3,"GLE 1, EO.a","Demonstrate ways to show respect, consideration, and care for others.","Revised: Demonstrate ways to show respect, consideration, and care for others, such as, saying please, thank you, and I'm sorry.","Rationale: Added for alignment and clarity                                                    \nData Source: Online Feedback System \nImplementation Impact:  low"]
[3,"GLE 1, EO.b","Explain the importance of respecting the personal space and boundaries of others.","Revised: Identify a variety of emotions.","Rationale: Added for alignment and clarity                                                    \nData Source: Online Feedback System\nImplementation Impact:  low"]
[3,"GLE 1, EO.c","Explain that feelings influence behavior.","Revised: Recognize that feelings influence actions.","Rationale: Added for alignment and clarity                                                    \nData Source: Online Feedback System\nImplementation Impact:  low"]
[3,"GLE 1, EO.d","None","Added: Identify and demonstrate appropriate ways to express emotions and cope with strong feelings.","Rationale: Added for alignment and clarity                                                    \nData Source: Online Feedback System  \nImplementation Impact:  low"]
[3,"GLE 2","None","Added: Demonstrate how to effectively communicate and cooperate with others.","Rationale: Added for alignment and clarity                                                    \nData Source: Online Feedback System\nImplementation Impact:  low"]
[3,"GLE 2, EO.a","None","Added: Demonstrate effective listening skills.","Rationale: Added for alignment and clarity                                                    \nData Source: Online Feedback System\nImplementation Impact:  low"]
[3,"GLE 2, EO.b","None","Added: Demonstrate effective verbal and nonverbal communication skills.","Rationale: Added for alignment and clarity                                                    \nData Source: Online Feedback System  \nImplementation Impact:  low"]
[3,"GLE 2, EO.c","None","Added: Demonstrate sharing with peers.","Rationale: Added for alignment and clarity                                                    \nData Source: Online Feedback System\nInstructional Impact: low\nImplementation Impact:  low"]
[3,"GLE 2, EO.d","None","Added: Demonstrate strategies to cooperate with others.","Rationale: Added for alignment and clarity                                                    \nData Source: Online Feedback System\nImplementation Impact:  low"]
[3,"GLE 2, NH","None","Added: \n1. Interpersonal Communication\n2. Self-Management/Personal Responsibility","Rationale: Added for alignment and clarity with health skills \nData Source: Online Feedback System \nImplementation Impact:  low"]
["Drug Prevention"]
["None"]
["Violence Prevention"]
[4,"GLE 1, EO.d","Explain that each person has the right to tell others not to touch his or her body","Deleted: Explain that each person has the right to tell others not to touch his or her body","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact:  low"]
[4,"GLE 1, EO.e","None","Added: Explain the importance of personal space in the classroom and around others"]
["Injury Prevention"]
[4,"GLE 3, EO b","Demonstrate the ability to call 911 or other emergency numbers for help","Describe how to call 911 or other emergency numbers for help","Rationale: Added for alignment and clarity with health skills \nData Source:  Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO d","None","Added: Identify unsafe or risky situations around the home, school and community","Rationale: Added for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: low"]
[4,"GLE 3, NH","None","Added:\n1. Self Management/Personal responsibility\n2. Accessing Information","Rationale: Added for alignment and clarity with health skills\nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact: low"]

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["Colorado Comprehensive Health Standards: Complete Listing of Approved Revisions (2020 Standards)"]
[]
["This document contains all revisions to the comprehensive health standards. The comprehensive health review and revision committee documented its rationale for each revision including the data source(s), the need for change, and the anticipated impact of the revision."]
["Comprehensive Health Committee Page:",null,"https://www.cde.state.co.us/standardsandinstruction/cas-committees-comprehensivehealth"]
["Definitions of Terms for Review Criteria for High Quality Academic Standards: ",null,"http://www.cde.state.co.us/standardsandinstruction/hqstandards_reviewcriteria"]
[]
["Standard     ","PGC/GLE/EO","2009 Standards","Approved Revisions","Rationale for Revision                        \n What rationale did the committee use for their revision? (e.g., clarity, coherence, rigor, impact, demand)?                       "]
["Healthy Eatiing"]
[2,"GLE 1","Eating a variety of foods from the different food groups that is vital to promote good health","Revised: Identify a variety of foods from the different food groups that are vital to promote good health","Rationale: Revised for alignment, clarity and rigor                                                        \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 1, NH","None","Added: Decision Making","Rationale: Added for alignment and clarity with health skills \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact: low"]
["Healthy Relationships/Sexual Health"]
["None"]
["Healthy Promotion"]
[2,"GLE 2, EO a","Demonstrate ways to prevent harmful effects of the sun as well as hearing and vision loss \n","Revised: Describe ways to prevent harmful effects of overexposure to the sun and loud noise.","Rationale: Revised for alignment and clarity addressed in eo d\nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 2, EO b","Explain that germs cause disease ","Deleted: Explain that germs cause disease ","Rationale: Deleted for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GEL 2, EO c","Describe the symptoms that occur when a person is sick \n","Revised: Describe the symptoms that occur with a cold and/or flu.","Rationale: Revised for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus  \nImplementation Impact:  low"]
[2,"GLE 2, EO e","Demonstrate proper steps for treating a wound to reduce chances of infection.","Revised: Demonstrate proper steps for treating a wound, insect bite or sting in order to reduce the chances of infection.","Rationale: Revised for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 2 IQ 1","What makes some people more susceptible to sun damage?","Revised: What are some activities that increase your risk of sun damage? ","Revised for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 2 IQ ","None","Added: Why do we clean our wounds before putting Band-Aids on?","Added for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 2, NH 1","1. Strategies exist to prevent damage to the skin from the sun, hearing loss, and vision loss.\n","Deleted: 1. Strategies exist to prevent damage to the skin from the sun, hearing loss, and vision loss.\n","Rationale: Deleted for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 2, NH 2","2. A person can make positive decisions to protect themselves from getting sick.","Deleted: 2. A person can make positive decisions to protect themselves from getting sick."]
[2,"GLE 2, ES","None","Added: 1. Explore how you can protect the eyes from injury and damage. (Creativity/Innovation)\n\n"]
[2,"GLE 2, RA","None","Added: 2. Predict why soaps and tissues help prevent the spread of germs. (Creativity/Innovation)"]
[2,"GLE 2, RA","None","Added: 3. Determine what products scientists have developed to limit sun exposure. (Creativity/Innovation)"]
[2,"GEL 2 NH","None","Added: Self-Management/Personal Responsibility","Rationale: Added for alignment and clarity with health skills \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact: low"]
["Social Emotional Wellness"]
[3,"GLE 1,EO.a","Identify a variety of emotions.","Revised: Explain possible causes for a variety of emotions. ","Rationale: Revised for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO.b","Identify appropriate ways to express and deal with feelings and emotions.","Revised: Identify appropriate ways to express emotions and cope with strong feelings.","Rationale: Revised for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact:  low"]
[3,"GLE 1, EO.c","Demonstrate effective listening skills.","Revised: Demonstrate effective listening skills and verbal/non-verbal communication skills.","Rationale: Revised for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact:  low"]
[3,"GLE 1, EO.e","Cooperate and share with others.","Deleted: Cooperate and share with others.","Rationale: Deleted for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact:  low"]
[3,"GLE 1, EO.f","Identify problem solving strategies and demonstrate the ability to make choices using those strategies.","Revised: Demonstrate strategies to resolve conflicts, such as, sharing, collaboration, and appropriately advocating for personal needs.","Revised for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact:  low"]
[3,"GLE 2, EO. c","Identify the importance of talking about feelings with parents and other trusted adults.","Revised: Demonstrate the ability to talk about feelings with parents and other trusted adults.","Rationale: Revised for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact:  low"]
[3,"GLE 2, EO. D","Demonstrate the ability to ask for help from a trusted adults \n","Revised: Demonstrate the ability to ask for help from a parent and/or trusted adults."]
[3,"GLE 2, NH","None","Added:\n1.  Accessing Information\n2. Interpersonal Communication"]
["Drug Prevention"]
["None"]
["Violence Prevention"]
[4,"GLE 3","None","Added: Explain why bullying is harmful and how to respond appropriately.","Rationale: Added for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact:  low"]
[4,"GLE 3, EO.a","None","Added: Understand why it is wrong to tease others.","Rationale: Added for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO.b","None","Added: Identify why making fun of others is harmful to self and others.","Added for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact:  low"]
[4,"GLE 3, EO.c","None","Added: Explain what to do if you or someone else is being bullied.","Rationale: Added for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact:  low"]
[4,"GLE 3, EO.d","None","Added: Describe the difference between bullying and having a strong disagreement between people.","Rationale: Added for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact:  low"]
[4,"GLE 3, EO.e","None","Added: Describe the difference between telling and tattling.","Rationale: Added for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact:  low"]
[4,"GLE 3, NH","None","Added: Interpersonal Communication\nAdded: Advocacy for Self & Others","Rationale: Added for alignment and clarity to the health skills\nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Injury Prevention"]
[4,"GEL 1, EO b","Explain why household products are harmful if ingested or inhaled","Revised: Identify household products or drugs that may be are harmful if ingested or inhaled (including marijuana edibles). \n","Rationale: Revised for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO c","None","Added: Explain why using medicines without adult permission can be harmful","Rationale: Added for alignment and clarity \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact:  low"]
[4,"GLE 1, NH","None","Added:\n1.  Self-Management/Personal Responsibility\n2. Interpersonal Communication","Rationale: Added for alignment and clarity with health skills \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact: low"]

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["Colorado Comprehensive Health Standards: Complete Listing of Approved Revisions (2020 Standards)"]
[]
["This document contains all revisions to the comprehensive health standards. The comprehensive health review and revision committee documented its rationale for each revision including the data source(s), the need for change, and the anticipated impact of the revision."]
["Comprehensive Health Committee Page:",null,"https://www.cde.state.co.us/standardsandinstruction/cas-committees-comprehensivehealth"]
["Definitions of Terms for Review Criteria for High Quality Academic Standards: ",null,"http://www.cde.state.co.us/standardsandinstruction/hqstandards_reviewcriteria"]
[]
["Standard     ","PGC/GLE/EO","2009 Standards","Approved Revisions","Rationale for Revision                        \n What rationale did the committee use for their revision? (e.g., clarity, coherence, rigor, impact, demand)?                       "]
["Healthy Eating"]
[2,"GLE 1, EO f","None","Added: Identify the recommended serving size and sugar content found on a nutritional label. ","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 1, NH","None","Added: \n1. Decision-making\n2. Accessing Information","Rationale: Added for alignment and clarity with health skills                                                   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Healthy Relationships/Sexual Health"]
["None"]
["Healthy Promotion"]
[2,"GLE 2, EO. b","Communicate concern to an appropriate adult when a person is having an allergic reaction or difficulty breathing","Revised: Communicate concern to a trusted adult when a person is having an allergic reaction or difficulty breathing.","Rationale: Revised for alignment and clarity with health skills                                                   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 2, NH","None","Added: \n1. Interpersonal Communication\n2. Advocacy","Rationale: Added for alignment and clarity with health skills                                                   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Social Emotional Wellness"]
[3,"GLE 1","None","Added: Utilize knowledge and skills to develop a positive self-concept.","Rationale: Added for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO.a","None","Added: Identify the characteristics of someone who has personal qualities that are important to you.","Rationale: Added for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO.b","None","Added: Identify the personal traits that best represent who you are and why they are important.","Rationale: Added for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: low\nImplementation Impact:  low"]
[3,"GLE 1, EO.c","None","Added: Describe the importance of being aware of one's own feelings and of being sensitive to the feelings of others.","Rationale: Added for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO.d","None","Added: Express intentions to treat self with care and respect.","Rationale: Added for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, NH","None","Added: \n1. Self-Management/Personal Responsibility\n","Rationale: Added for alignment and clarity with health skills                                                   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 2","None","Added: Utilize knowledge and skills to develop an awareness of others and maintain healthy relationships.","Rationale: Added for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 2, EO.a","None","Added: Summarize the importance of respecting the personal space and boundaries of others.","Rationale: Added for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: low\nImplementation Impact:  low"]
[3,"GLE 2, EO.b","None","Added: Discuss the importance of thinking about the effects of one's actions on other people.","Rationale: Added for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 2, EO.c","None","Added: Describe how you will use prosocial behaviors such as being sensitive to the feelings of others, helping others, being respectful of others, and cooperation.","Rationale: Added for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 2, EO.d","None","Added: Describe the benefits of a friendship.","Rationale: Added for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 2, EO.e","None","Added: Describe how to make and maintain friendships.","Rationale: Added for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: low\nImplementation Impact:  low"]
[3,"GLE 2, NH","None","Added: \n1. Interpersonal Communication\n2. Self-Management/Personal Responsibility","Rationale: Added for alignment and clarity with health skills                                                   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Drug Prevention"]
[4,"GLE 1","Identify the dangers of using tobacco products and being exposed to secondhand smoke.","Revised:Identify the dangers of using tobacco and marijuana products and exposure to secondhand smoke.","Rationale: Revised for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO.a","Describe the benefits of not using tobacco","Revised: Describe the dangers of using tobacco or non-prescribed marijuana.","Rationale: Revised for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO.b","None","Added: Identify the dangers of edible marijuana and tobacco products.","Rationale: Added for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO.b","Identify the short and long term physical effects of using tobacco and being exposed to tobacco smoke","Deleted: Identify the short and long term physical effects of using tobacco and being exposed to tobacco smoke (moved to 3rd grade)","Rationale: Deleted for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO. c","State reasons why one should avoid second-hand smoke","Revised: State reasons why and identify strategies to avoid second-hand smoke from tobacco and marijuana","Rationale: Revised for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: low\nImplementation Impact:  low"]
[4,"GLE 2, EO.a","Identify and distinguish between substances that are safe and unsafe to be taken orally","Revised: Access information to distinguish between substances that are safe and unsafe to be taken orally (e.g. using trusted adults, warning symbols on labels, etc.)","Rationale: Revised for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 2 EO.c","Articulate the proper and safe use of household products.","Revised:  Articulate the proper and safe use of products and substances found in the home that can be harmful if used inappropriately.","Rationale: Revised for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: low\nImplementation Impact:  low"]
[4,"GLE 2 EO.d","None","Added: Identify the dangers fo edible marijuana or tobacco products."]
["Violence Prevention"]
[4,"GLE 3","Explain why bullying is harmful and how to respond appropriately.","Revised: Demonstrate how to respond appropriately to various types of bullying.","Rationale: Revised for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO.a","Understand why it is wrong to tease others.","Revised: Identify examples of social bullying (e.g. rumors, gossiping, excluding others, etc.)","Rationale: Revised for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO.d","Identify why making fun of others is harmful to self and others.","Deleted: Identify why making fun of others is harmful to self and others.","Rationale: Deleted for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO.e","Describe the difference between bullying and teasing.","Revised: Describe the difference between verbal and nonverbal bullying (e.g. dirty looks, sticking out the tongue,etc.)","Rationale: Revised for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: low\nImplementation Impact:  low"]
[4,"GLE 3, EO.g","Explain what to do if you or someone else is being bullied.","Revised: Explain how to advocate for yourself or someone else who is being bullied","Rationale: Revised for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, IQ 1","How does the old saying, \" walk a mile in the other person's shoes\" apply to teasing and bullying?","Deleted: How does the old saying, \" walk a mile in the other person's shoes\" apply to teasing and bullying?","Rationale: Deleted for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Injury Prevention"]
[4,"GLE 5, EO.b","Demonstrate verbal and nonverbal ways to ask an adult for help about an emergency","Deleted: Demonstrate verbal and nonverbal ways to ask an adult for help about an emergency","Rationale: Deleted for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: lowImplementation Impact:  low"]
[4,"GLE 5, EO e","None","Added: Develop an awareness of how modern technology can create a distraction that leads to unsafe situations (e.g., looking down in a crowd, unaware of traffic, awareness of others).","Rationale: Added for alignment and clarity                                                  \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: low\nImplementation Impact:  low"]

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["Colorado Comprehensive Health Standards: Complete Listing of Approved Revisions (2020 Standards)"]
[]
["This document contains all revisions to the comprehensive health standards. The comprehensive health review and revision committee documented its rationale for each revision including the data source(s), the need for change, and the anticipated impact of the revision."]
["Comprehensive Health Committee Page:",null,"https://www.cde.state.co.us/standardsandinstruction/cas-committees-comprehensivehealth"]
["Definitions of Terms for Review Criteria for High Quality Academic Standards: ",null,"http://www.cde.state.co.us/standardsandinstruction/hqstandards_reviewcriteria"]
[]
["Standard     ","PGC/GLE/EO","2009 Standards","Approved Revisions","Rationale for Revision                        \n What rationale did the committee use for their revision? (e.g., clarity, coherence, rigor, impact, demand)?                       "]
["Healthy Eatiing"]
["None",null,null,null,"Rationale: Moved for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Healthy Relationships/Sexual Health"]
["None"]
["Healthy Promotion"]
["None"]
["Social Emotional Wellness"]
[3,"GLE 1, EO.d","Discuss the importance of thinking about the effects of one's actions on other people","Revised: Discuss the importance of treating others the way you would like to be treated.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO.e","Give examples of prosocial behaviors such as helping others, being respectful of others, cooperation, consideration, and self-control.","Revised: Give examples of skills that develop and maintain relationships as well as strong friendships.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO.f","Describe the importance of being aware of one's own feelings and of being sensitive to the feelings of others.","Deleted: Describe the importance of being aware of one's own feelings and of being sensitive to the feelings of others.","Rationale: Deleted for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO. g","Express intentions to treat self and others with care and respect.","Deleted: Express intentions to treat self and others with care and respect.","Rationale: Deleted for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Drug Prevention"]
[4,"GLE 1","Examine the dangers of using tobacco products or being exposed to secondhand smoke","Revised: Examine the dangers of using tobacco, marijuana products, and exposure to secondhand smoke ","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO.a","Summarize the dangers of experimenting with tobacco","Revised: Identify the short- and long-term physical effects of using tobacco, marijuana, and exposure to secondhand smoke","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO.b","Describe how tobacco and prolonged exposure to cigarette smoke affects the body","Revised: Describe the dangers of prolonged exposure to secondhand smoke and demonstrate strategies to avoid exposure.","Rationale: Revised for alignment, clarity and increased rigor                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO.c","Understand that tobacco and other drugs can be addicting, but can be treated","Revised: Understand that marijuana, illegal drugs, prescription drugs, alcohol, and tobacco can be addicting, but can be treated.","Rationale: Revised for alignment, clarity and increased rigor                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO.e","Describe the benefits of abstaining from or discontinuing tobacco use","Revised: Describe the benefits of abstaining from or discontinuing tobacco and non-prescribed marijuana use.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO.f","None","Added: Demonstrate the ability to assertively refuse and unwanted item","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Violence Prevention"]
[4,"GLE 2","Describe pro-social behaviors that enhance healthy interactions with others","Revised: Describe prosocial behaviors and skills that enhance healthy interactions with others","Rationale: Revised for alignment, clarity, and rigor. \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 2, EO.a","Give examples of prosocial behaviors such as helping others, being respectful of others, cooperation, consideration, and not teasing others.","Revised: Give examples of prosocial behaviors such as helping others, being respectful of others, cooperation, consideration, and being kind.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 2, EO.b","Describe some of the ways that young children can be helpful intentionally","Revised: Set a goal and a plan to be helpful and supportive to another person at school or at home.","Rationale: Revised for alignment and clarity                                                    \nData Source: Online Feedback System\nImplementation Impact:  low"]
[4,"GLE 2, EO. c","Describe the importance of self-control and ways to manage anger","Revised: Describe how responding to anger can be positive and/or negative.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 2, EO.d","None","Added: Demonstrate strategies for self control that can manage anger and other strong feelings in positive ways.","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Injury Prevention"]
[4,"GLE 3, EO.a","Define how injuries can occur at home, in school, and in the community.","Deleted: Define how injuries can occur at home, in school, and in the community.","Rationale: Deleted for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO.b","Identify rules and practices for fire safety.","Deleted: Identify rules and practices for fire safety.","Rationale: Deleted for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO.c","Demonstrate the ability to understand a safety plan.","Revised: Create a safety plan and explain how it will be used at home, in school, and in the community. (Including bike safety, pedestrian safety, and emergency situations)","Rationale: Revised for alignment, clarity, and rigor                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO.d","Demonstrate safe pedestrian and bicycle behaviors.","Deleted: Demonstrate safe pedestrian and bicycle behaviors.","Rationale: Deleted for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3,EO c","None","Added: Identify safety rules around modern technology, including the internet.","Rationale: Added for a need to focus on technology. Increase rigor relevance                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low                                                "]

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["Colorado Comprehensive Health Standards: Complete Listing of Approved Revisions (2020 Standards)"]
[]
["This document contains all revisions to the comprehensive health standards. The comprehensive health review and revision committee documented its rationale for each revision including the data source(s), the need for change, and the anticipated impact of the revision."]
["Comprehensive Health Committee Page:",null,"https://www.cde.state.co.us/standardsandinstruction/cas-committees-comprehensivehealth"]
["Definitions of Terms for Review Criteria for High Quality Academic Standards: ",null,"http://www.cde.state.co.us/standardsandinstruction/hqstandards_reviewcriteria"]
[]
["Standard     ","PGC/GLE/EO","2009 Standards","Approved Revisions","Rationale for Revision                        \n What rationale did the committee use for their revision? (e.g., clarity, coherence, rigor, impact, demand)?                       "]
["Healthy Eatiing"]
[2,"GLE 1","Demonstrate the ability to set a goal in order to enhance personal nutrition status.","Revised: Demonstrate the ability to set a goal in order to enhance personal nutrition.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 1, EO.c","Identify healthy foods (including snacks) in appropriate portion sizes.","Revised: Identify healthy foods (including snacks) in appropriate portion sizes based on your personal lifestyle.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 2","Examine the connection between food intake and physical health","Revised: Describe the connection between food intake and physical health.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: low\nImplementation Impact:  low"]
["Healthy Relationships/Sexual Health"]
["None"]
["Healthy Promotion"]
[2,"GLE 3","Explain that the dimensions of wellness are interrelated and impact personal health.","Revised: Explain how the dimensions of wellness are interrelated and impact personal health.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 3, EO.c","None","Added: Assess how modern technology can impact your social, emotional and physical health and wellness."]
["Social Emotional Wellness"]
[3,"GLE 1, EO.b","Describe the characteristics of a friend.","Deleted: Describe the characteristics of a friend.","Rationale: Deleted for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO.c","Discuss how culture and tradition influence personal and family development.","Revised: Discuss how culture and tradition influence personal and family structures.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO.d","Describe different kinds of families and discuss how families can share love, values, and traditions as well as provide emotional support, and set boundaries and limits.","Revised: Describe different kinds of families and discuss how families can provide emotional support, set boundaries, and limits.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO.b","None ","Added: Describe the importance of having and identifying a trusted adult as a support.","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO.f","None ","Added: Identify problem solving strategies to support healthy relationships","Rationale: Added for alignment and clarity                                                    \nData Source: Online Feedback System \nImplementation Impact:  low"]
[3,"GLE 2 EO.a","Identify personal stressors at home, with friends, in school and the community, and in the environment","Revised: Identify personal stressors at home, with friends, in school,and in the community.","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 2 EO.d","None ","Added: Identify when you should seek help from a trusted adult in dealing with stress.","Rationale: Added for alignment and clarity\nData Source: Online Feedback System\nImplementation Impact: low"]
["Drug Prevention"]
[4,"GLE 1, IQ 2","None","Added: Is Caffeine a harmful drug?","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, RA 3","None","Added: Nature of Health: Medicines must be used correctly in order to be safe and have a maximum benefits.","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, NH","None","Added: \n1. Accessing Information\n2. Self Management/Personal Responsibility\n","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 2","Demonstrate the ability to use interpersonal communication skills to avoid using tobacco","Revised: 2. Demonstrate the ability to use interpersonal communication skills to refuse or avoid using drugs (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).","Rationale: Revised for alignment and clarity with health skills                                                    \nData Source:  State Board of Education reccomendation\nImplementation Impact:  low"]
[4,"GLE 2, Eo a.","Demonstrate effective verbal and nonverbal ways to refuse pressures to use tobacco","Revised: Demonstrate effective verbal and nonverbal ways to refuse pressures to use marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.","Rationale: Revised for alignment and clarity                                                    \nData Source: State Board of Education reccomendation\nImplementation Impact:  low"]
[4,"GLE 2, EO. b ","Describe how to ask for help from a trusted adult in staying away from secondhand smoke","Revised: Describe strategies on how to avoid the use of marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.","Rationale: Revised for alignment and clarity                                                    \nData Source:  State Board of Education reccomendation\nImplementation Impact:  low"]
[4,"GLE 2, EO.c","Examine the factors that influence a person's decision to use or not to use tobacco","Revised:Examine the factors that influence a person’s decision to use or not to use marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale: Revised for alignment and clarity                                                    \nData Source:  State Board of Education reccomendation \nImplementation Impact:  low"]
["Violence Prevention"]
[4,"GLE 3, EO. c","Discuss methods for making decisions to avoid conflicts or violence","Deleted: Discuss methods for making decisions to avoid conflicts or violence","Rationale: Deleted for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO. f","Explain the importance of respecting the personal space and boundaries of others","Deleted: Explain the importance of respecting the personal space and boundaries of others.","Rationale: Deleted for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO. e","Explain the dangers of having weapons at home, in  school, and in the community","Revised: Explain the potential dangers of having weapons at home, in school, and in the community.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Injury Prevention"]
["None","None"]

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["Colorado Comprehensive Health Standards: Complete Listing of Approved Revisions (2020 Standards)"]
[]
["This document contains all revisions to the comprehensive health standards. The comprehensive health review and revision committee documented its rationale for each revision including the data source(s), the need for change, and the anticipated impact of the revision."]
["Comprehensive Health Committee Page:",null,"https://www.cde.state.co.us/standardsandinstruction/cas-committees-comprehensivehealth"]
["Definitions of Terms for Review Criteria for High Quality Academic Standards: ",null,"http://www.cde.state.co.us/standardsandinstruction/hqstandards_reviewcriteria"]
[]
["Standard     ","PGC/GLE/EO","2009 Standards","Approved Revisions","Rationale for Revision                        \n What rationale did the committee use for their revision? (e.g., clarity, coherence, rigor, impact, demand)?                       "]
["Healthy Eatiing"]
[2,"GLE 1","Demonstrate the ability to engage in healthy eating behaviors. ","Revised: Demonstrate the ability to make good decisions about healthy eating behaviors.","Rationale: Revised for alignment, clarity, and rigor                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 1, EO.a","Identify eating behaviors that contribute to maintaining good health ","Deleted: Identify eating behaviors that contribute to maintaining good health.","Rationale: Deleted for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 1, EO.b","Make a personal commitment to improve food choices.","Revised: Access valid information pertaining to fat, salt, and sugar content in order to maintain good health and improve food choices.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 1, EO.c","Choose healthy foods and beverages instead of less healthy foods and beverages","Revised: Analyze the food and beverage choices of self or others to inform healthy behaviors.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 1, EO.e","Demonstrate the ability to identify and select healthy from unhealthy foods.","Deleted: Demonstrate the ability to identify and select healthy from unhealthy foods","Rationale: Deleted for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 1, EO.f","Summarize how to request politely foods that are more nutritious","Revised: Demonstrate how to politely advocate for foods that are more nutritious.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 1, EO.g","Analyze the difference between disordered eating and eating disorders.","Deleted: Analyze the difference between disordered eating and eating disorders","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Healthy Relationships/Sexual Health"]
[2,"GLE 1,EO b","Describe the relationship of conception to the menstrual cycle","Revised: Describe the purpose of the menstrual cycle and its relationship to fertilization","Rationale: Revised for alignment and clarity\nData Source: Multiple Data Sources- Committee Consensus\nImplementation Impact: low"]
[2,"GLE 1, EO c","Explain that after fertilization, cells divide to create a fetus and embryo that grows and develops inside the uterus during pregnancy","Revised: Explain that after fertilization, cells divide to create an embryo then fetus that grows and develops inside the uterus during pregnancy","Rationale: Revised for alignment and clarity\nData Source: Multiple Data Sources- Committee Consensus\nImplementation Impact: low"]
["Healthy Promotion"]
[2,"GLE 4, EO. a","Identify appropriate adults with whom to discuss personal health problems.","Revised: Access valid and reliable sources of information including parents or trusted adults to answer questions about personal health.","Rationale: Revised for alignment, clarity, and rigor                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 4, EO. b","Demonstrate appropriate ways to talk to someone such as a parent or healthcare provider about a personal health problems, issues, and concerns.","Revised: Demonstrate effective communication strategies to talk to someone such as a parent, trusted adult, or health care provider.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 5, EO c","Describe ways to prevent the spread of germs that cause infectious diseases through food, water, air, blood, and touch.","Revised:  Describe ways to prevent the spread of germs that cause infectious diseases through food, water, air, blood, touch, and animals. ","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Social Emotional Wellness"]
[3,"GLE 1, EO.d","None","Added: Identify ways to counteract negative influences that impact mental and emotional health.","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[null,"GLE 1 , EO.e","None","Added: Identify when it is appropriate to seek help/support during times of strong emotions/feelings.","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Drug Prevention"]
[4,"GLE 1, EO.a","Identify sources of accurate information about the effects of tobacco use and exposure to secondhand smoke","Revised: Identify sources of accurate information about the effects of alcohol, tobacco, and marijuana.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO.b","Analyze the dangers of using tobacco products or being exposed to secondhand smoke","Revised: Analyze the dangers of use or experimentation with marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO.c","Identify ways to avoid the use of tobacco products as well as exposure to other tobacco smoke","Deleted: Demonstrate a decision making process to make good decisions about the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale: Deleted for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Violence Prevention"]
[4,"GLE 2, EO. a","Identify factors that influence both violent and nonviolent behaviors and attitudes","Revised: Identify factors that influence both violent and nonviolent behaviors.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 2, EO. b","Explain the significance and impact of as well as the short and long-term consequences of bullying","Revised: Explain the impact and the short and long-term consequences of bullying, physical fighting, and violence.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 2, EO. c","Demonstrate pro-social communication skills and strategies","Revised: Demonstrate pro-social communication skills and strategies to diffuse conflict and avoid violence.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 2, EO.d","None","Added: Describe how to use social media to promote positive relationships","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: low\nImplementation Impact:  low"]
[4,"GLE 2, EO. e","Identify resources, including safe people or adults, regarding violence in the school and community.","Revised: Identify resources, including safe people or adults, who can help prevent or intervene in unsafe situations in the school and community.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Injury Prevention"]
[4,"GLE 3, EO. a","Identify ways to reduce the risk of injuries from animal and insect stings as well as basic first aid procedures","Revised: Identify ways to reduce the risk of injuries from animal bites and insect stings.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO. B","Explain what to do such as calling 911 or a poison control center if someone is injured or is poisoned by products such as household cleaners","Revised: Explain what to do, such as calling 911 or a poison control center, if someone is injured or is poisoned by products such as household cleaners or other substances.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]

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["Colorado Comprehensive Health Standards: Complete Listing of Approved Revisions (2020 Standards)"]
[]
["This document contains all revisions to the comprehensive health standards. The comprehensive health review and revision committee documented its rationale for each revision including the data source(s), the need for change, and the anticipated impact of the revision."]
["Comprehensive Health Committee Page:",null,"https://www.cde.state.co.us/standardsandinstruction/cas-committees-comprehensivehealth"]
["Definitions of Terms for Review Criteria for High Quality Academic Standards: ",null,"http://www.cde.state.co.us/standardsandinstruction/hqstandards_reviewcriteria"]
[]
["Standard     ","PGC/GLE/EO","2009 Standards","Approved Revisions","Rationale for Revision                        \n What rationale did the committee use for their revision? (e.g., clarity, coherence, rigor, impact, demand)?                       "]
["Healthy Eating"]
[2,"GLE 1","Access valid and reliable information, products, and services to enhance healthy eating behaviors","Revised: Evaluate the validity and reliability of  information, products, and services to enhance healthy eating behaviors","Rationale: Revised for alignment, clarity, and rigor                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 1, EO.a","Distinguish accurate nutrition information from inaccurate information","Revised: Define valid and reliable as a means to access information that enhances healthy eating behaviors.\n","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[null,"GLE 1, EO.c","Demonstrate the ability to access people or sources of accurate information and reliable advice regarding healthy eating","Revised: Identify reliable and unreliable resources and information regarding healthy eating.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Healthy Relationships/Sexual Health"]
[2,"GLE 2","Access valid and reliable information regarding qualities of healthy family and peer relationships. ","Revised:  Identify valid and reliable resources information regarding qualities of healthy family and peer relationships\n","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 2, EOb","Describe how peer relationships may change during adolescence.","Revised: Describe how peer and family relationships may change during adolescence","Rationale: Revised for alignment with GLE and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 2, EO c","None","Added: Determine valid and reliable resources that enhance healthy relationships\n","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 3","Comprehend the relationship between feelings and actions\n","Revised:  Comprehend the relationship between feelings and actions during adolescence.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[2,"GLE 3, EO c","Describe behaviors that place one at risk for HIV/AIDS, sexually transmitted diseases (STDs), or unintended pregnancy","Moved to 7th Grade: Describe behaviors that place one at risk for HIV/AIDS, sexually transmitted diseases (STDs), or unintended pregnancy","Rationale: Moved for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: low\nImplementation Impact:  low"]
["Healthy Promotion"]
[2,"GLE 4, EO c","Summarize personal strategies for reducing Sun damage as well as hearing and vision damage \n","Revised: Summarize personal strategies for reducing environmental dangers to health (e.g. sun damage to skin, hearing and vision damage)","Rationale: Revised for alignment, clarity, and rigor                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Social Emotional Wellness"]
[3,"GLE 1, EO.a","Explain the interrelationship of physical, mental, emotional, social, and spiritual health\n","Revised: Explain the interrelationship of mental, emotional, and social health.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO.b","Analyze the relationship between feelings and behavior","Revised: Analyze the relationship between thoughts, emotions, feelings and behavior."]
[3,"GLE 1, EO c","Identify healthy  ways to express needs, wants, and feelings","Revised: Identify healthy  ways to express needs, wants, and feelings","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: low\nImplementation Impact:  low"]
[3,"GLE 1, EO d","Explain the causes, symptoms, and effects of anxiety and depression","Revised: Explain the causes, symptoms, and effects of stress, anxiety, sadness, and depression \n","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO e","Identify feelings of depression, sadness, and hopelessness for which someone should seek help \n","Revised: Identify when someone should seek help for sadness, hopelessness, and depression ","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO g","None","Added: Explain how modern technology can have a positive and negative impact on mental and emotional health.","Rationale: Revised for relevance and alignment                                                   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 2","None","Added: Apply effective verbal and nonverbal communication skills to enhance health\n","Rationale: Added for coherence, alignment and demand                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  med - Additional focus on social emotional wellness skills"]
[3,"GLE 2, EO a","None","Added: Demonstrate refusal and negotiation skills that avoid or reduce health risks\n","Rationale: Added for coherence, alignment and demand                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  med"]
[3,"GLE 2, EO b","None","Added: Demonstrate effective conflict management or resolution strategies\n","Rationale: Added for coherence, alignment and demand                                                  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  med - Additional focus on social emotional wellness skills"]
[3,"GLE 2, EO c","None","Added: Demonstrate how to ask for assistance to enhance the health of self and others\n","Rationale: Added for coherence, alignment and demand                                                  \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: med\nImplementation Impact:  med"]
[3,"GLE 2, EO d","None","Added: Identify ways to advocate for self and others to enhance health and safety \n","Rationale: Added for coherence, alignment and demand                                                  \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: med\nImplementation Impact:  med"]
["Drug Prevention"]
[4,"GLE 1","Analyze the factors that influence a person's decision to use or not to use alcohol, and tobacco. ","Revised: Analyze the factors that influence a person’s decision to use or not use marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.\n","Rationale: Revised for alignment and clarity                                                    \nData Source: Board of Education Reccomendation\nImplementation Impact:  low"]
[4,"GLE 1, EO.a","Analyze internal influences such as genetics, personality, and risk-seeking behaviors on alcohol and tobacco use \n","Revised:Analyze internal influences such as genetics, personality, and risk-seeking behaviors on drug use (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).","Rationale: Revised for alignment and clarity                                                    \nData Source: Board of Education Reccomendation\nImplementation Impact:  low"]
[4,"GLE 1, EO.b","Analyze external influences on alcohol and tobacco use ","Revised: Analyze external influences on the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale: Revised for alignment and clarity                                                    \nData Source: Board of Education Reccomendation\nImplementation Impact:  low"]
[4,"GLE 1, EO.c","Analyze the influence of exercise, nutrition, and social relationships on alcohol and tobacco use","Deleted: Analyze the influence of exercise, nutrition, and social relationships on alcohol and tobacco","Rationale: Deleted for redundancy                                                   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO.d","Analyze various strategies the media use, including advertisements and movies, to encourage or discourage tobacco and alcohol ","Revised:Analyze various strategies the media use, including advertisements and movies, to encourage or discourage marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale: Revised for alignment and clarity                                                    \nData Source: Board of Education Reccomendation\nImplementation Impact:  low"]
[4,"GLE 1, EO.e","Identify common mixed messages about alcohol in the media such as \"drink responsibly\" message","Revised: Identify common mixed messages about marijuana, illegal drugs, prescription drugs, alcohol, and tobacco use in the media.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO.f","Analyze the perception versus the reality of alcohol use in adolescents ","Revised:Analyze the perception versus the reality of drug use in adolescents (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco). \n","Rationale: Revised for alignment and clarity                                                    \nData Source:Board of Education Reccomendation\nImplementation Impact:  low"]
[4,"GLE 2"," Demonstrate the ability to avoid alcohol, tobacco, and other drugs\n","Revised:  Demonstrate the ability to refuse marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 2, EO.a","Demonstrate decision-making skills that lead to being substance-free  \n","Deleted: \n","Rationale: Deleted for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 2, EO.b","Demonstrate effective, assertive refusal skills in refusing tobacco, alcohol, drugs, and other substances","Revised: Demonstrate effective, assertive refusal skills in refusing marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 2, EO.c","Explain how decisions about substances affect relationships","Revised: Explain how decisions about drug and substance use affect relationships.","Rationale: Revised for redudnancy                                                   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 2, EO.d","Identify and summarize positive alternatives to substance use ","Revised: Identify and summarize positive alternatives to drug and substance use.\n","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 2, EO. e","Demonstrate planning skills for avoiding alcohol, tobacco, and other drugs ","Revised: Demonstrate planning skills for avoiding marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Violence Prevention"]
[4,"GLE 3"," Demonstrate self-management skills to reduce violence and actively participate in violence prevention\n","Revised: Demonstrate ways to advocate for a positive, respectful school and community environment that supports pro-social behavior.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO.a","Describe the short- and long-term consequences of violence on perpetrators, victims, and bystanders","Revised: Understand the consequences of unaddressed bullying for the victim, perpetrator/bully, and bystanders."]
[4,"GLE 3, EO","None","Added: Understand the definition of bullying, as well as the roles of a bystander, perpetrator/bully, and victim in bullying.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO .b","Explain the role of bystanders in\nescalating, preventing, or stopping\nbullying, fighting, hazing, or violence","Revised: Demonstrate how to prevent or stop bullying as a bystander, perpetrator, or victim.","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO.c","Describe strategies to avoid physical fighting and violence\n","Revised: Describe strategies and skills one could use to avoid physical fighting and violence\n","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO.d","Identify a variety of nonviolent ways to respond when angry or upset","Deleted: "]
[4,"GLE 3, EO",null,"Added: Advocate for a positive and respectful school environment that supports pro-social behavior"]
[4,"GLE 3, EO.e","Demonstrate the ability to identify a trusted adult to whom school or community violence should be reported","Revised: Demonstrate the ability to identify a parent, trusted adult, or appropriate legal authorities to whom school or community violence should be reported.\n","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO",null,"Added: Describe the dangers of and actions to be taken if aware of threats to harm self or others","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO.h","Demonstrate ways of solving conflicts nonviolently such as conflict resolution and diffusion ","Revised: Demonstrate appropriate communication skills to solve conflicts nonviolently ","Rationale: Revised for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Injury Prevention"]
[4,"GLE 4","Demonstrate ways to advocate for safety, and prevent unintentional injuries\n","Moved from Grade 8 Revised: Demonstrate ways to promote advocate for safety, and prevent unintentional injuries\n","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 4, EO.1","Demonstrate the ability to identify and correct safety hazards at home, in school, and in the community ","Moved from Grade 8 Revised:: Demonstrate the ability to identify and correct safety hazards at home, in school, and in the community","Rationale: Added for alignment and clarity                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 4, EO.2","Demonstrate ways to campaign to help to promote safety, and prevent unintentional injuries ","Moved from Grade 8 Deleted: Demonstrate ways to campaign to help to promote safety, and prevent unintentional injuries ","Rationale: Added for alignment age appropriatness                                                    \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]

{"sheet":"Grade 7","index":9,"n_rows":52,"n_cols":5,"rows_kept":52,"cut":false,"hidden":false,"merged":[[7,0,7,3],[2,0,2,5],[3,0,3,1],[4,0,4,1],[49,0,49,3],[11,0,11,3],[20,0,20,3],[22,0,22,3],[29,0,29,3],[38,0,38,3]]}
["Colorado Comprehensive Health Standards: Complete Listing of Approved Revisions (2020 Standards)"]
[]
["This document contains all revisions to the comprehensive health standards. The comprehensive health review and revision committee documented its rationale for each revision including the data source(s), the need for change, and the anticipated impact of the revision."]
["Comprehensive Health Committee Page:",null,"https://www.cde.state.co.us/standardsandinstruction/cas-committees-comprehensivehealth"]
["Definitions of Terms for Review Criteria for High Quality Academic Standards: ",null,"http://www.cde.state.co.us/standardsandinstruction/hqstandards_reviewcriteria"]
[]
["Standard     ","PGC/GLE/EO","2009 Standards","Approved Revisions","Rationale for Revision                        \n What rationale did the committee use for their revision? (e.g., clarity, coherence, rigor, impact, demand)?                       "]
["Healthy Eating"]
[2,"GLE 1, EOe","Recognize that people with eating disorders may need professional                                                                                                                                          ","Deleted and Moved: to Grade 8, Recognize that people with eating disorders may need professional                                                                                                                                          ","Rationale: Moved for coherence: vertical alignment and age appropriateness,  - More clearly aligns with 8th grade standards\nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: med"]
[2,"GLE 1, EOf","Describe the signs, symptoms, and consequences of common eating disorders.","Deleted and Moved to Grade 8 ","Rationale: Revised for coherence, vertical alignment, and age appropriateness,  - More clearly aligns with 8th grade standards\nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: med "]
[2,"GLE 1, EO g","Identify internal and external influences on one's body image ","Deleted and Moved to Grade 8 "]
["Healthy Relationships/Sexual Health"]
[2,"GLE 3 ","Compare and contrast healthy and unhealthy relationships (family, peer, and dating) ","Revised: Compare and contrast healthy and unhealthy family and peer relationships.","Rationale: Revised for broader focus and scope of language \nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact: low"]
[2,"GLE 3,  EO b","Explain the purpose of friendship in different stages of the life cycle, and describe how friends can support one another in making healthy decisions","Revised: Explain the purpose of friendship, and describe how friends can support one another in making healthy decisions.","Rationale: Revised for clarity of language (brevity was important)\nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: low"]
[2,"GLE 3,  EO d ","Describe the emotional effects of breaking up in a dating relationship. ","Deleted:","Rationale: Revised for clarity and shifted focus from ending relationships to healthy relationships in general \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: low"]
[2,"GLE 3,  EO e","Explain the role of dating in personal growth","Deleted:","Rationale: Revised for clarity and shifted emphasis away from just dating to friendships\nData Source: Multiple Data Sources - Committee Consensus\nImplementation Impact: low"]
[2,"GLE 4, EO c","Describe how personal, peer, and family values influence decisions about sexual and reproductive health ","Revised: combined C & D to make a new C\nDescribe how personal, peer and family values influence a person's choice to be sexually abstinent","Rationale: Redundancy of language\nData Source: committee\nInstructional Impact: low\nImplementation Impact: low"]
[2,"GLE 4, EO d","None","Added: Develop strategies that advocate for healthy sexual boundaries, and decision-making.","Rationale: Added for coherence, vertical alignment age appropriateness\nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: low  "]
[2,"GLE 4, EO e","Analyze the discrepancies between perceived and actual sexual activity","Revised: Analyze the discrepancies between perceived and actual sexual activity and how the information influences your sexual decision making","Rationale: Revised for coherence: vertical alignment age appropriateness\nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: low  "]
[2,"GLE 5, EO e","None","Added: Explain how certain behaviors put a person in higher risk of contracting STD’s.\n","Rationale: Coherence: vertical alignment age appropriateness\nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: low  "]
["Healthy Promotion"]
["None"]
["Social Emotional Wellness"]
[3,"GLE 1","Demonstrate effective communication skills to express feelings appropriately.","Revision: Demonstrate effective communication skills to express thoughts and feelings appropriately.  ","Rationale: Revised for clarity, coherence, vertical alignment age appropriateness\nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: low  "]
[3,"GLE 1, EO a ","None","Added: Identify a variety of verbal and nonverbal communication styles and how to respond effectively.","Rationale: Added for alignment and clarity with health skill                                                   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO b","Practice the use of \"I\" statements","Delete: Practice the use of \"I\" statements","Rationale: Deleted for clarity and redundancy as this is part of communication skills addressed in other eo's                                               \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low\""]
[null,"GLE 1, EO.e","Practice verbal and nonverbal ways to\nask for help from trusted adults or\nfriends (DOK 1-3)\n","Revised: Practice verbal and nonverbal ways to ask for help from a parent, trusted adults, or friends.","Rationale: Added for alignment and clarity with health skill                                                   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 1, EO g","None","Addition: Advocate for self and others to increase the safety of school community.","Rationale: Added for alignment and clarity with health skill                                                   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[3,"GLE 2, EO f","Practice strategies such as physical activity, relaxation techniques, journaling, and talking with someone to reduce stress ","Revised: Practice strategies such as physical activity, relaxation techniques, journaling, and talking with someone to prevent, manage, and/or reduce stress","Rationale: Revised for clarity                                                 \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Drug Prevention"]
[4,"GLE 1","Analyze the consequences of using alcohol, tobacco, and other drugs","Revised: Analyze the consequences of using marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.\n","Rationale: Revised for clarity and more focus in marijuana prevention                                                                                           \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO a","Examine the social, economic, health and cosmetic consequences of alcohol, tobacco (including chewing tobacco), and other drug use.","Revised:Examine the social and economic, consequences of marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.","Rationale: Revised for clarity and more focus in marijuana prevention                                                                                           \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1,EO b","Explain how alcohol, tobacco, and other drugs are addictive","Revised: Explain how drugs are addictive (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).","Rationale: Revised for clarity and more focus in marijuana prevention                                                                                           \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO c","Explain family rules, school policies, and community laws related to the sale and use of alcohol, tobacco, and other drugs \n","Revised:Explain family rules, school policies, and community laws related to the sale and use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale: Revised for clarity and more focus in marijuana prevention                                                                                           \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO c","Explain family rules, school policies, and community laws related to the sale and use of alcohol, tobacco, and other drugs \n","Revised: Explain family rules, school policies, and community laws related to the sale and use of alcohol, tobacco,  marijuana, and other drugs","Rationale: Revised for clarity and more focus in marijuana prevention                                                                                           \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4," GLE 1, EO d","Explain how alcohol, tobacco, and other drugs alter the body and the brain ","Revised: Explain how drugs alter the body and the brain (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).","Rationale: Revised for clarity and more focus in marijuana prevention                                                                                           Data Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO e","Describe how exercise, nutrition, and positive relationships can mitigate the use of alcohol, tobacco, and other drugs ","Deleted: Describe how exercise, nutrition, and positive relationships can mitigate the use of alcohol, tobacco, and other drugs ","Rationale: Deleted for clarity and alignment addressed in 8th grade.                                                                                           Data Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 1, EO f","Analyze the effects of alcohol, tobacco, and other substances on a person's ability to make decisions","Revised: Analyze the effects of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco on a person’s ability to make decisions.","Rationale: Revised for clarity and alignment addressed in 8th grade.                                                                                           Data Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
["Violence Prevention"]
[4,"GLE 2, EO c ","Identify methods of preventing injuries, e.g. transportation, climate ","Deleted: Identify methods of preventing injuries, e.g. transportation, climate ","Rationale: Added for clarity consistency address in EO 1                                                                                          \nData Source: Multiple Data Sources - Committee Consensus \nInstructional Impact: low\nImplementation Impact:  low"]
[4,"GLE 3","None","Added: Demonstrate self-management skills to reduce physical and emotional violence and actively participate in violence prevention","Rationale: Added to 7th grade for alignment, clarity and coherence of skills progression                                                                                                                                   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[null,"GLE 3, EO a","None","Added: Describe the short- and long-term consequences of violence on perpetrators, victims, and bystanders.","Rationale: Added to 7th grade for alignment, clarity and coherence of skills progression                                                                                                                                   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO b","None\n","Added: Explain the role of bystanders in escalating, preventing, or stopping bullying, fighting, hazing, gossip, excluding individuals, or violence","Rationale: Added for clarity                                                                                         \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low  med - added focus on violence prevention and social emotional supports."]
[4,"GLE 3, EO c","None\n","Added: Describe strategies and skills one could use to avoid physical fighting and violence","Rationale: Added for clarity                                                                                         \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low\""]
[4,"GLE 3, EO d","None","Added: Identify a variety of nonviolent ways to respond when angry or upset","Rationale: Revised for clarity                                                                                         \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low"]
[4,"GLE 3, EO e","None","Added: Demonstrate the ability to identify a trusted adult or appropriate legal authorities to whom school or community violence should be reported (DOK 1-3)","Rationale: Added for clarity                                                                                         \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  med - added focus on violence prevention and social emotional supports."]
[4,"GLE 3, EO f","None","Added: Describe the dangers of and actions to be taken if aware of threats to harm self or others","Rationale: Added for clarity                                                                                         \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low\""]
[4,"GLE 3, EO g","None","Added: Describe the dangers of and actions to be taken if weapons are seen or suspected in schools (DOK 1-2)","Rationale: Added for clarity                                                                                         \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low\""]
[4,"GLE 3, EO h","None","Added: Demonstrate appropriate communication skills to solve conflicts nonviolently such as conflict resolution and diffusion (DOK 1-3)","Rationale: Added for clarity                                                                                         \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact:  low\""]
["Injury Prevention"]
[4,"GLE 4, EO b","Identify accepted procedures for\nemergency care and lifesaving care","Revised: Identify accepted procedures for emergency care and lifesaving care.","Rationale: Revised for breadth: We wanted it more global and less specific to climate and transportation. \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact low."]
[4,"GLE 4, EO d","Identify methods of preventing\ninjuries, e.g. transportation, climate","Deleted: Identify methods of preventing\ninjuries, e.g. transportation, climate","Rationale: Deleted: Redundant to EO a.\nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: low "]

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["Colorado Comprehensive Health Standards: Complete Listing of Approved Revisions (2020 Standards)"]
[]
["This document contains all revisions to the comprehensive health standards. The comprehensive health review and revision committee documented its rationale for each revision including the data source(s), the need for change, and the anticipated impact of the revision."]
["Comprehensive Health Committee Page:",null,"https://www.cde.state.co.us/standardsandinstruction/cas-committees-comprehensivehealth"]
["Definitions of Terms for Review Criteria for High Quality Academic Standards: ",null,"http://www.cde.state.co.us/standardsandinstruction/hqstandards_reviewcriteria"]
[]
["Standard     ","PGC/GLE/EO","2009 Standards","Approved Revisions","Rationale for Revision                        \n What rationale did the committee use for their revision? (e.g., clarity, coherence, rigor, impact, demand)?                       "]
["Healthy Eating"]
[2,"GLE 1","None\n","Moved from grade 7: Demonstrate the ability to make healthy food choices in a variety of settings\n","Rationale: Moved to support vertical alignment; 8th grade did not have a GLE for std 2.   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: high: Needed to support vertical alignment"]
[2,"GLE 1, EO a","None","Moved from grade 7: Develop strategies for making healthier food and beverage choices in a variety of settings such as eating out, at home, with friends, or at school ","Rationale: Moved to support vertical alignment; 8th grade did not have a GLE for std 2.   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: high: Needed to support vertical alignment"]
[2,"GLE 1, EO b","None","Moved from grade 7:  Describe the influences that impact healthy food choices.","Rationale: Moved to support vertical alignment; 8th grade did not have a GLE for std 2.   \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: high: Needed to support vertical alignment"]
["Healthy Relationships/Sexual Health"]
[2,"GLE 2, EO c","Explain why individuals have the right to refuse sexual contact","Revised: Define sexual consent and explain why individuals have the right to refuse sexual contact ","Rationale: Revised for clarity and coherence \nData Source: committee\nImplementation Impact: Low impact"]
["Healthy Promotion"]
["None"]
["Social Emotional Wellness"]
[3,"GLE 1","Access valid school and community resources to help with mental and emotional health concerns","Revised: Access valid and reliable school and community resources to help with mental and emotional health concerns","Rationale: Revised for alignment and clarity  \nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: high impact"]
[3,"GLE 1, EO a","Explain that getting help for mental and emotional health problems is appropriate and sometimes necessary","Revised: Explain why getting help for mental and emotional health problems is appropriate and sometimes necessary","Rationale: Revised for Clarity of language\nData Source: Multiple Data Sources - Committee Consensus \nImplementation Impact: high impact"]
[3,"GLE 1, EO c","Explain when it is necessary to seek help for mental and emotional health problems such as depression, mood disorders, and anxiety","Revised: Explain when it is necessary and how to seek help for mental and emotional health problems: such as depression, anxiety, self-harm and suicidal ideations, and mood, eating, and sleep disorders","Rationale: Revised for expanded scope of emphasis on certain mental disorders\nData Source:  Multiple Data Sources - Committee Consensus \nImplementation Impact: Low"]
[3,"GLE 1, EO d","\nNone","Added: Determine valid and reliable mental and emotional health resources","Rationale: Added for Appropriate alignment with the GLE\nData Source:  Multiple Data Sources - Committee Consensus \nImplementation Impact: Low"]
[3,"GLE 2","Internal and external factors influence mental and emotional health","Revised: Analyze internal and external factors that influence mental and emotional health","Rationale: Revised for consistency of language with other standards and skill focus\nData Source:  Multiple Data Sources - Committee Consensus \nImplementation Impact: Low"]
[3,"GLE 2, EO a","Analyze how culture, media, and others influence personal feelings and emotions","Revised: Analyze how culture, media, and others influence personal feelings and behaviors","Rationale: Revised for clarity and alignment \nData Source: Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[3,"GLE 2, EO e","None","Added: Identify the factors that could negatively influence a person’s well-being with regards to depression, suicide, and/or self-harm.","Rationale: Added for clarity and alignment\nData Source:  Multiple Data Sources - Committee Consensus \nImplementation Impact: Low"]
[3,"GLE 2, EO f","None","Moved from grade 7: Recognize that people with eating disorders may need professional help","Rationale: Added for clarity and alignment\nData Source: committee \nImplementation Impact: Low"]
[3,"GLE 2, EO g","None","Moved from grade 7: Describe the signs, symptoms, and consequences of common eating disorders","Rationale: Added for clarity and alignment\nData Source: committee \nImplementation Impact: Low"]
[3,"GLE 2, EO h","None","Moved from grade 7:  Identify internal and external influences on one's body image","Rationale: Added for clarity and alignment\nData Source: Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
["Drug Prevention"]
[4,"GLE 1","Analyze influences that impact individuals' use or nonuse of alcohol, tobacco, and other drugs","Revised: 1. Analyze influences that impact individuals’ use or non use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale: Revised for clarity and alignment\nData Source: Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 1, EO a","Summarize the harmful short and long-term psychological and social effects of using alcohol and other drugs.","Deleted","Rationale: Deleted due to EO already embedded in 7th grade\nData Source: Reccomendation State School Board   \nImplementation Impact: Low"]
[4,"GLE 1, EO b","List the potential outcomes of typical risk behaviors related to tobacco, alcohol, and other drugs, including the general pattern and continuum of risk behaviors involving substances that young people might follow","Revised: Analyze potential risks and protective factors (e.g., personal, family, and peer) that could impact drug use (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).","Rationale: Revised: Brevity and clarity of language to bring focus to risk behaviors.  Also wanted to improve overall rigor\nData Source:  Reccomendation State School Board   \nImplementation Impact: Low"]
[4,"GLE 1, EO c","Describe addictions to alcohol, tobacco, and other drugs, and point out that addiction is treatable.","Deleted: Describe addictions to alcohol, tobacco, and other drugs, and point out that addiction is treatable.","Rationale: Deleted due to EO already embedded in 7th grade\nData Source: Reccomendation State School Board     \nImplementation Impact: Low"]
[4,"GLE 1, EO d","Determine situations that could lead to the use of alcohol and other drugs","Revised:Determine situations that could lead to the drug use (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).","Rationale: Revised for Consistency of language\nData Source:Reccomendation State School Board   \nImplementation Impact: Low"]
[4,"GLE 1, EO e","Describe how mental and emotional health and life circumstances can affect alcohol or other drug use","Revised: Describe how mental and emotional health and life circumstances can affect the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale: Revised for Consistency of language\nData Source: Reccomendation State School Board   \nImplementation Impact: Low"]
[4,"GLE 1, EO f","Discuss the harmful effects of using weight-loss products","Deleted","Rationale: Deleted due to Combined in current cultural trends EO f\nData Source: Multiple Data Sources - Committee Consensus  \nImplementation Impact: Medium. Allows for local data and trends to drive instruction on drugs trends"]
[4,"GLE 1, EO g","Describe the health risks associated with using performance-enhancing drugs.","Deleted","Rationale: Deleted due to Combined in current cultural trends EO \nData Source: Multiple Data Sources - Committee Consensus  \nImplementation Impact: Moderate. Allows for local data and trends to drive instruction on drugs trends"]
[4,"GLE1, EO f ","None","Added: Determine current cultural and societal drug trends and how they could potentially influence adolescent use or non-use.","Rationale: Added for relevancy to cultural trends in geographic areas \nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Moderate. Allows for local data and trends to drive instruction on drugs trends"]
[4," GLE 2","Access valid sources of information about alcohol, tobacco, and other drugs","Revised: 2. Access valid sources of information about use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale: Revised for clarity and alignment\nData Source: Reccomendation State School Board   \nImplementation Impact: Low"]
[4,"GLE 2, EO a","Analyze the validity of information, products, and services related to the use of alcohol, tobacco, and other drugs","Revised:Analyze the validity of information, products, and services related to the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale: Revised for clarity and alignment\nData Source: Reccomendation State School Board    \nImplementation Impact: Low"]
[4,"GLE 2, EO b","Analyze the accuracy of images of alcohol, and tobacco use conveyed in the media, including advertisements.","Revised: Analyze the accuracy of images of use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco conveyed in the media, including advertisements.","Rationale: Revised for clarity and alignment\nData Source: Reccomendation State School Board   \nImplementation Impact: Low"]
[4,"GLE 3","Demonstrate decision-making skills to be alcohol, tobacco, and drug-free","Revised: Demonstrate decision-making skills to be drug free (marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco).","Rationale: Revised for clarity and alignment\nData Source: Committee\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 3, EO a","Use a decision-making process to avoid using alcohol, tobacco, and other drugs in a variety of situations","Revised: Use a decision-making process to avoid using drugs in a variety of situations (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).","Rationale: Revised for clarity and alignment\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 3, EO b","Analyze choices about using alcohol, tobacco, and other drugs and how these choices can affect friends and family","Revised: Analyze choices about using marijuana, illegal drugs, prescription drugs, alcohol, and tobacco and how these choices can affect friends and family.","Rationale: Revised for clarity and alignment\nData Source: Committee\nImplementation Impact: Low"]
[4,"GLE 3, EO c","Express intentions to be alcohol, tobacco, and drug free","Revised: Develop personal plans to be and drug free.","Rationale: Revised for Rigor and clarity of purpose\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
["Violence Prevention"]
[4,"GLE 4, EO a","Identify media and cultural messages that could lead to different types of violence, including sexual violence","Revised: Identify media and cultural messages that could lead to different types of violence, including relational and sexual violence","Rationale: Revised for clarity and alignment\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 4, EO c","Describe external influences that could lead to violence","Revised: Describe how one's beliefs, values, and familial and peer relationships could promote relational violence","Rationale: Revised for clarity and alignment\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 4, EO e","Recognize behaviors that are perceived as sexually coercive","Revised: Recognize behaviors that are perceived as sexually coercive, and behaviors that are crimes","Rationale: Revised for clarity and alignment\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 4, EO f","Explain that rape and sexual assault should be reported to a trusted adult","Revised: Explain why and how to report rape and sexual assault to a trusted adult and appropriate legal authorities","Rationale: Revised for clarity and alignment\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 4, EO g","Understand that sexual assault is a crime and must be reported","Revised: Formulate a plan to advocate for healthy, violence-free, respectful relationships for one's self and society","Rationale: Revised for clarity and alignment\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
["Injury Prevention"]
["None"]

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["Colorado Comprehensive Health Standards: Complete Listing of Approved Revisions (2020 Standards)"]
[]
["This document contains all revisions to the comprehensive health standards. The comprehensive health review and revision committee documented its rationale for each revision including the data source(s), the need for change, and the anticipated impact of the revision."]
["Comprehensive Health Committee Page:",null,"https://www.cde.state.co.us/standardsandinstruction/cas-committees-comprehensivehealth"]
["Definitions of Terms for Review Criteria for High Quality Academic Standards: ",null,"http://www.cde.state.co.us/standardsandinstruction/hqstandards_reviewcriteria"]
[]
["Standard     ","PGC/GLE/EO","2009 Standards","Approved Revisions","Rationale for Revision                        \n What rationale did the committee use for their revision? (e.g., clarity, coherence, rigor, impact, demand)?                       "]
["Healthy Eating"]
[2,"GLE 1","Analyze the benefits of a healthy diet and then consequences of an unhealthy diet ","Revised: Synthesize the impact of healthy and unhealthy diet on daily living","Rationale: Revised for rigor and application to daily students life.\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 1, EO b","Analyze and describe the relationship among healthy eating, physical activity, and chronic diseases such as heart disease, cancer, type-2 diabetes, hypertension and osteoporosis. ","Added: The word obesity ","Rationale: Added for clarity.\nData Source:  Multiple Data Sources - Committee Consensus, Research/evidence\nImplementation Impact: Low"]
[2,"GLE 1, EO c","Describe the importance of eating a variety of foods to balance nutrient and caloric needs. ","Added: Compare and contrast the difference between foods that are empty calories versus foods that are nutrient dense and the impact they have on personal health. ","Rationale: Added for increased rigor. \nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 1, EO d ","Explain the effects of disordered eating and eating disorders on healthy growth and development.","Moved  to: HS Standard 3 ","Rationale: Moved  to better fit in the social emotional standard.\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 1, EO e ","Analyze the relationship between eating behavior and metabolism ","Revised: Analyze the relationship between eating behavior, metabolism, and other influencing factors. ","Rationale: Revised for clarity\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 2, EO a","Analyze advertising claims for nutrition supplements and weight-loss products ","Revised: Critique advertising claims for nutrition supplements and weight-loss products ","Rationale: Revised to increase rigor\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 2, EO b","Analyze of family, peers and the media influence food choices ","Revised: Conduct a personal assessment on how family, peers and the media influence food choices ","Rationale: Revised to increase rigor personal connection\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 2  EO c","Analyze the influence of media on the selection of products and services related to weight management. ","Revised: Connect the influence of media to the selection of products and services related to weight management.","Rationale: Revised to increase rigor personal connection\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 2, EO d ","Analyze the influences of family, peers, culture, and media on body image and the subsequent effects on eating behavior ","Revised: Analyze how environment (e.g. food access, availability, advertising) impacts food choices ","Rationale: Revised for clarity\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 2, EO e ","Analyze the influence of family, peers, culture, and media on body image and the subsequent effects on eating ","Moved  to: HS Standard 3 ","Rationale: Moved to better fit in the social emotional standard.\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 2, EO f","Analyze how a positive or a negative body image can influence eating behaviors.","Moved  to: HS Standard 3 ","Rationale: Moved to better fit in the social emotional standard.\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 3","Demonstrate ways to take responsibility for healthy eating","Revised: Demonstrate ways to take Personal responsibility for healthy eating. ","Rationale: Revised the GLE to increase rigor student responsibility, accountability, and ownership. \nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 3, EO b","Use information on food labels to make healthy eating choices.","Revised: Apply information on food labels to make healthy eating choices ","Rationale: Revised to increase rigor student responsibility, accountability, and ownership. \nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 3, EO d","Set a goal to improve one's personal food choices that lead to a healthier diet ","Revised: Design and implement a plan to improve one's personal food choices that lead to a healthier diet","Rationale: Revised to increase rigor student responsibility, accountability, and ownership. \nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 3, EO e ","Added","Added: Create an advocacy plan for home, school, or community to improve access to healthy foods","Rationale: Revised to increase rigor and alignment with whole child\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
["Healthy Relationships/Sexual Health"]
[2,"GLE 4, EO a","define the characteristics of a healthy relationship, dating, committed relationships, marriage and family.","Revised: Analyze the characteristics of a healthy  relationships, dating, committed relationships, marriage and family","Rationale: Revised to increase rigor and clarity \nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 4, EO d ","None","Added: Describe the relationship between the human reproductive system and hormones.","Rationale: Added to increase rigor and clarity \nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 4 ","Analyze when it's necessary to seek help with or leave an unhealthy situation ","Revised: Analyze when it's necessary to seek help with or leave an unhealthy situation within a relationship.","Rationale: Revised to increase rigor and clarity \nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 5, EO d","None","Added: Advocate for personal access to reliable reproductive healthcare and education.","Rationale:  Added to increase rigor\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
["Healthy Promotion"]
[2,"GLE 6","Develop and maintain the ongoing evaluation of factor that impact health and modify lifestyle accordingly ","Revised: Develop and maintain ongoing evaluation of the factors that impact health and modify lifestyle accordingly","Rationale: Revised for clarity \nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[2,"GLE 6, EO c","Explain important health screenings, immunizations, and checkups, including screenings and examinations that are necessary to maintain.","Revised: Connect the role of health screenings, immunizations, checkups, and examinations in regards to personal wellness.","Rationale: Revised for clarity\nData Source:  Public Feedback/Comments\nImplementation Impact: Low"]
["Social Emotional Wellness"]
[3,"GLE 1, EO a ","Analyze the characteristics of a mentally and emotionally healthy person ","Revised: Analyze the characteristics of a mentally, emotionally and socially healthy person","Rationale: Revised for lack of alignment, cohesions, and specificity\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[3,"GLE 1, EO b","Describe how mental, and emotional health can affect health- related behaviors ","Revised: Describe how mental, emotional, and social health can affect health behaviors ","Rationale: Revised for lack of alignment, cohesions, and specificity\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[3,"GLE 1, EO c","Evaluate effective strategies for dealing with stress","Revised: Implement effective strategies for dealing with personal and environmental stress","Rationale: Revised to increase rigor\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[3,"GLE 1, EO d ","Analyze the causes, symptom and effects of depression and anxiety ","Revised: analyze the internal and external causes, symptoms and effects of depression and anxiety ","Rationale: Revised to increase rigor\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[3,"GLE 1, EO .d and e ","None ","Moved from Standard 2 GLE 1 and revised: Assess the effects of disordered eating and eating disorders on healthy growth and development ","Rationale: Moved for better alignment and coherence\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[null,"GLE 1, EO f","None","Added: Analyze the impact of stress on brain function.","Rationale: Added for better alignment, coherence, and relevance\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[3,"GLE 1 EO d -f","Analyze the influence of family, peers, culture, and media nobody image and the subsequent effects on eating behaviors ","Added/revised: Analyze the influences of family, peers, culture and media on body image. ","Rationale: Added for better alignment\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[3,"GLE 1 EO g","Analyze how a positive or negative body image can influence eating behavior ","Moved from Standard 2,  GLE 1 and revised Analyze how a positive or negative body image can influence health behaviors.","Rationale: Added for better alignment\nData Source:  Multiple Data Sources - Committee Consensus\nImplementation Impact: Low"]
[3,"GLE 2, EO a","Analyze how setting a personal goal contributes to mental and emotional wellness","Added: Connect how setting a personal goal contributes to a positive mental, social, and emotional wellness.","Rationale:  Added to increase rigor\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[3,"GLE 2, EO b","Define a clear, attainable personal goal ","Revised: Create a clear, attainable personal goal ","Rationale:  Added to increase rigor\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[null,"GLE 2, EO c","Describe steps needed to reach personal goals ","Revised: Design and implement a plan to reach a personal goal including steps, resources and support systems.","Rationale:  Added to increase rigor\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[3,"GLE 2, EO d","None","Added: Apply concepts to self reflect on the ongoing progress and success of personal goals.","Rationale:  Added for clarity\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[3,"GLE 3 ","Advocate to improve or maintain positive mental and emotional wellbeing health for self and others.","Revised: Advocate to improve or maintain positive social, emotional, and mental wellbeing health for self and others.","Rationale:  Revised for alignment and clarity\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[3,"GLE 3, EO a","Demonstrate effective and respectful advocacy strategies in support of the needs and rights of others ","Revised: Demonstrate effective and respectful advocacy strategies in support of the needs and rights of self and others ","Rationale:  Revised for alignment and self reflection\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[3,"GLE 3, EO d","Demonstrate how to communicate the importance of seeking help for mental and emotional problems ","Revised: Communicate the importance of seeking help for mental, emotional, and social problems.","Rationale:  Revised for alignment, clarity and rigor\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
["Drug Prevention"]
[4,"GLE: 1","The Impact of individuals use or nonuse of alcohol or other drugs ","Revised: Analyze the impact of individuals’ use or non use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale:  Revised clarity of need for a stronger focus on marijuana\nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
[4,"GLE 1 EO. b","Predict the potential effects of an individuals substance abuse on other ","Added: Predict the potential effect of an individuals substance abuse and/or addiction on self and other ","Rationale:  Revised for alignment, clarity and connections\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 1 EOC","Analyze the consequences of using weight-loss pills and products as well as and performance-enhancing drugs ","Revised: Analyze the consequences of using and abusing prescription and over-the-counter drugs. (e.g., caffeine, weight-loss, performance-enhancing, supplements)","Rationale:  Revised for alignment, clarity and connection to prescription drug abuse\nData Source:  Multiple Data Sources - Committee Consensus, Data\nImplementation Impact: Low"]
[4,"GLE 1 EO. d ","Analyze the relationship between using alcohol and other drugs as well as other health risks such as unintentional injuries, violence, suicide, sexual activity, and tobacco use","Added: Analyze the relationship between using alcohol, marijuana and other drugs as well as other health risks such as unintentional injuries, violence, suicide, sexual activity, and tobacco use","Rationale:  Revised for clarity of need for a stronger focus on marijuana\nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
[4,"GLE 1 EO. F","Summarize the relationship between intravenous drug use and the transmission of blood -borne diseases such as HIV and Hepatitis ","Revised and Moved to Inquiry questions: Does a relationship exist between intravenous drug use and the transmission of blood -borne diseases such as HIV and Hepatitis?","Rationale:  Revised for clarity and focus\nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
[4,"GLE 2 ","Analyze the factors that influence a person's decision to use or not to use alcohol, tobacco, and other drugs","Revised :Analyze the factors that influence a person’s decision to use or not to use marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale:  Revised clarity and a need for a stronger focus on marijuana\nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
[4,"GLE 2, EO a","Evaluate strategies for managing the impact of internal and external influences on alcohol, tobacco, and other drug use","Revised: Evaluate strategies for managing the impact of internal and external influences on the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale:  Revised for clarity and a  need for a stronger focus on marijuana\nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
[4,"CLE 2, EO b","Analyze the role of individual, family, community, and cultural norms on the use of alcohol, tobacco, and other drugs ","Revised: Analyze the role of individual, family, community, and cultural norms on the use marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale:  Revised for clarity and a need for a stronger focus on marijuana\nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
[4,"GLE 2, EO c","Describe the financial, political, social, and legal influences on the use of alcohol, tobacco, and other drugs","Revised: Describe the financial, political, social, and legal influences on the use marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.","Rationale:  Revised for clarity and a need for a stronger focus on marijuana\nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
[4,"GLE 3","Develop interpersonal communication skills to refuse or avoid alcohol, tobacco, or other drugs","Revised: Develop interpersonal communication skills to refuse or avoid marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.","Rationale: Revised for clarity and a need for a stronger focus on marijuana\nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
[4,"GLE 3, EO a ","Demonstrate verbal and non verbal way to refuse alcohol, tobacco, and other drugs","Revised: Demonstrate verbal and nonverbal ways to refuse or avoid marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.","Rationale: Revised for rigor and a need for a stronger focus on marijuana\nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
[4,"GLE 3, EO b","Demonstrate effective negotiating skills to avoid riding in a car with someone who has been using alcohol or other drugs ","Revised: Demonstrate effective negotiating skills to avoid riding in a car with someone who has been using marijuana, illegal drugs, abusing prescription drugs, alcohol, and tobacco.","Rationale: Revised for to broaden scope of the evidence outcome. \nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
[4,"GLE 3, EO c ","Demonstrate effective advocacy skills that encourage friends and family not to use alcohol, tobacco and other drugs","Revised: Demonstrate effective persuasion skills that encourage friends and family not to abuse prescription drugs or use drugs (marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco).","Rationale: Revised for to broaden scope of the evidence outcome. \nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
[4,"GLE 4 ","Develop self-management skills to improving health by staying tobacco, alcohol, and drug-free","Revised: Demonstrate effective persuasion skills that encourage friends and family not to abuse prescription drugs or use drugs (marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco).","Rationale:  Revised clarity and a need for a stronger focus on marijuana\nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
[4,"GLE 4, EO a ","Develop a personal plan to improve health by staying free of alcohol, tobacco and other drugs ","Revised: Develop a personal plan to improve health by staying free of drugs (marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco).","Rationale:  Revised for rigor and a need for a stronger focus on marijuana\nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
[4,"GLE 4, EO b","Demonstrate the ability to monitor personal behavior related to alcohol or other drug use, including sexual activity and other risky behaviors. ","Revised: Demonstrate the ability to monitor personal behavior related to marijuana, illegal drugs, abuse prescription of drugs, alcohol, and tobacco, including sexual activity and other risky behaviors.","Rationale:  Revised for rigor and a need for a stronger focus on marijuana\nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
[4,"GLE 4, EO d ","None","Added : d. Identify strategies to reduce the risk of potential unwanted consequences involving marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.\n","Rationale:  Revised for rigor and a need for a stronger focus on marijuana\nData Source:  Multiple Data Sources - Committee Consensus, public feedback   \nImplementation Impact: Low"]
["Violence Prevention"]
[4,"GLE 5, EO a","Demonstrate tolerance for individuals differences ","Revised: Analyze how tolerance for individual differences impact community and societal beliefs, individual relationships, attitudes and behavior that underlie violence ","Rationale:  Revised for cohesion, clarity and alignment\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 5, EO c","Analyze situations that could lead to different types of violence such as bullying, verbal abuse, hazing, physical assault and fighting, dating violence, acquaintance rape, sexual assault, and family violence ","Revised: analyze situations that could lead to different types of violence such as bullying/cyberbullying, verbal abuse, hazing, physical assault and fighting, dating violence, sexual assault and family violence ","Rationale:  Revised for clarity and alignment\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 6","Analyze the underlying causes of self-harm behavior and harming others, and identify steps involved in seeking help","Revised: Analyze the underlying causes of self-harm behavior and harming other, and identify strategies involved in seeking help","Rationale:  Revised for clarity, rigor and engagement \nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 5, EO b","Explain how self-directed violence is the result of the accumulation of multiple problems rather than just one problem ","Revised: Assess the potential underlying causes of self-harming behavior and harming others","Rationale:  Revised for clarity, rigor and engagement \nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 5, EO c","Summarize why it is important to tell an adult if there are people who are in danger of harming themselves of others.","Revised: Summarize the strategies involved in seeking help if you or someone else are in danger of harming themselves or others ","Rationale:  Revised for alignment\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 6, EO ","Identify the emotional and physical consequences of violence, and find strategies to deal with, prevent, and report them","Revised: Identify the emotional and physical consequences of violence, and find strategies to deal with, prevent, and report violence ","Rationale:  Revised for alignment and clarity\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 6, EO a","Analyze how power and control differences in relationships such as peer, dating, or family relationships can contribute to aggression and violence ","Revised: Analyze how power and control differences in relationships such as peer, dating, family or community relationships can contribute to aggression and violence ","Rationale:  Revised for clarity and community focus\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 6, EO c ","Summarize why individuals have the right to refuse sexual contact.","Revised: Summarize why individuals have the right to refuse sexual contact and  the importance of explicit consent","Rationale:  Revised for clarity and community focus\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[null,"GLE 6, EO g ","Added ","Added: Demonstrate strategies to defuse, prevent, and report violent behavior","Rationale:  Revised for clarity and alignment with GLE\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 7","Identify the emotional and physical consequences of violence, and find strategies to deal with, prevent, and report them","Revised: Analyze the underlying causes of self-harm behavior and harming other, and identify strategies involved in seeking help","Rationale:  Revised for clarity, rigor and engagement \nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 7 EO a ","Analyze how power and control differences in relationships such as peer, dating, or family, relationships can contribute to aggression and violence","Revised: Analyze how power and control differences in relationships such as peer, dating, family, or community  relationships can contribute to aggression and violence ","Rationale:  Revised for clarity and rigor\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 7 EO c ","Summarize why individuals have the right to refuse sexual contact ","Revised: Summarize why individuals have the right to refuse sexual contact and the importance of explicit consent","Rationale:  Revised for clarity\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 7 EO g ","None","Added: Demonstrate strategies to diffuse, prevent, and report violent behavior. ","Rationale:  Added for clarity and rigor\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"GLE 9 EO a ","Demonstrate verbal and nonverbal ways to ask for help from a parent, other trusted adult, or friends when pressured to engage in violence.","Revised: a. Demonstrate verbal and nonverbal ways to ask for help from a parent, other trusted adult, or friend when violence occurs","Rationale:  Revised for clarity\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
[4,"EO 4.5 E ","Demonstrate verbal and non verbal ways to stop or prevent hazing.","Deleted : Demonstrate verbal and nonverbal ways to stop or prevent hazing.","Rationale:  Deleted due to narrow focus\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Low"]
["Injury Prevention"]
[4,"GEL 10 EO b","explain ways to reduce the risk of injuries while biking or driving motor vehicles (e.g. automobiles, snowmobiles, and jet skis), including cell phone use and texting","Revised: Identify strategies to reduce the risk of injuries in situations and environment  ","Rationale:  Revised for rigor and relevance for communities\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Medium "]
[4,"GLE 10, EO c","Advocate for other to not use alcohol or other drugs when biking, driving, or riding in a car ","Revised:  Advocate for self and other to prevent risk of unhealthily situation when operating a vehicle ","Rationale:  Revised for rigor and relevance\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Medium "]
[4,"GLE 10, EO d","Advocate for changes at home, in school, or in the community that would increase safety - such as testing smoke detectors, implementing a fire escape plan, and erecting fencing around swimming pool.","Revised: Advocate  for changes at home, in school, or in the community that would increase safety.","Rationale:  Revised for rigor and relevance for communities\nData Source:  Multiple Data Sources - Committee Consensus  \nImplementation Impact: Medium "]