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Statewide K-12 Sexual Assault & Abuse Prevention & Awareness Program Guidelines

Section 3: Sexual Assault & Abuse Prevention & Awareness Curriculum Framework

Connecticut General Statute (C.G.S) 17a-101q requires that age-appropriate educational materials be designed for students “in grades kindergarten to twelve, inclusive, regarding child sexual abuse and assault awareness and prevention that may include, but not be limited to, (a) the skills to recognize (i) child sexual abuse and assault, (ii) boundary violations and unwanted forms of touching and contact, and (iii) ways offenders groom or desensitize victims, and (b) strategies to (i) promote disclosure, (ii) reduce self-blame, and (iii) mobilize bystanders.”

This section provides a curriculum framework to assist school districts in developing effective, comprehensive and culturally competent sexual assault and abuse prevention and awareness educational materials for students in grades kindergarten through twelve. This Framework is in alignment with and formatted to supplement the Connecticut State Department of Education’s Guidelines for the Sexual Health Education Component of Comprehensive Health Education. In addition, components of this Framework were informed by the Vermont Sexual Violence Prevention Technical Assistance Resource Guide.

This Curriculum Framework is organized into the following grade clusters: Kindergarten; Grades 1-4; Grades 5-8; and Grades 9-12. Within each grade cluster, there is a chart listing Connecticut Sexual Health Education Standards, sexual assault and abuse prevention education and awareness standards, and performance indicators defining what students should know and be able to do by specific grade levels. While not required, it is encouraged whenever possible to include developmentally-appropriate instruction at the pre-kindergarten level. It is the responsibility of local school districts to determine the needs of their student population and to select appropriate educational materials. Parents or legal guardians may opt their child out of such instruction through a written notification to the local or regional board of education.

Grade Cluster: Pre-K—Kindergarten

Standard 1: Core Concepts

Connecticut Sexual Health Education Standards

Essential Question: What do I need to know about my growth and development and its relationship to that of others to stay healthy?

Curricular Outcome: Students will comprehend concepts related to physical, mental, emotional, and social development and the impact on self and others.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What do I need to know about sexual abuse and assault prevention and awareness to stay healthy and safe?

Curricular Outcome: Students will comprehend concepts related to sexual abuse and assault prevention and awareness, and the impact on self and others.

Performance Indicators

Describe healthy and safe environments, and identify and communicate what makes you feel safe or unsafe.
Discuss appropriate displays affection between people and in a variety of situations, including physical touch and verbal interactions.
Identify and describe functions of body parts (e.g. stomach, feet, hands, ears, eyes, mouth) and identify those parts of the body that are considered private on themselves and others.
Describe different types of touch and talk and how they make you feel.

Standard 2: Accessing Health Information & Resources

Connecticut Sexual Health Education Standards

Essential Question: How and where do I find valid sexual health information and resources?

Curricular Outcome: Students will demonstrate the ability to access valid sexual health information, products and services.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: How and where do I find valid information and resources about sexual abuse and assault prevention and awareness?

Curricular Outcome: Students will demonstrate the ability to access valid information, products and services about sexual abuse and assault prevention and awareness.

Performance Indicators

Identify trusted adults in the home, school and community who can provide help with feelings and solving problems.
Demonstrate the ability to seek help from trusted adults.

Standard 3: Self-Management of Healthy Behaviors

Connecticut Sexual Health Education Standards

Essential Question: What can I do to achieve sexual health?

Curricular Outcome: Students will demonstrate the ability to practice health- enhancing behaviors to avoid and reduce sexual health risks.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What can I do to raise my awareness of and help to prevent sexual abuse & assault?

Curricular Outcome: Students will demonstrate the ability to practice health- enhancing behaviors to avoid the risk of, and work to prevent and raise awareness of sexual abuse and assault.

Performance Indicators

Demonstrate how to express feelings in healthy ways, including empathy.
Demonstrate ways to treat self and others with dignity and respect.
Explain how to treat one’s body with dignity and respect.

Standard 4: Analyzing Internal & External Influences

Connecticut Sexual Health Education Standards

Essential Question: What influences my attitudes, behaviors and decisions related to my sexual health?

Curricular Outcome: Students will analyze the influence of family, peers, culture, media, technology and other factors on sexual health attitudes, behaviors and decisions.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What influences my sexual health attitudes, behaviors and decisions related to my awareness of and my ability to help prevent sexual abuse and assault?

Curricular Outcome: Students will analyze the influence of family, peers, culture, media, technology and other factors on their sexual health attitudes, behaviors and decisions that impact sexual abuse and assault.

Performance Indicators

Identify and discuss how gender roles and expectations are influenced by culture & the media.
Describe and discuss the hierarchical relationships in families, schools, and other group structures (e.g. church group, sport team, or scouting).

Standard 5: Communication Skills

Connecticut Sexual Health Education Standards

Essential Question: What interpersonal communication skills do I need in order to have a positive effect on my sexual health?

Curricular Outcome: Students will demonstrate the ability to use interpersonal communication skills to avoid or reduce health risks and contribute to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What interpersonal communication skills do I need in order to impact my sexual health safety regarding sexual abuse and assault prevention and awareness?

Curricular Outcome: Students will demonstrate the ability to use interpersonal communication skills to avoid or reduce health risks and contribute to their sexual health safety regarding sexual abuse and assault prevention and awareness.

Performance Indicators

Identify and practice healthy ways to express needs, wants & feelings.
Demonstrate what to say and do when witnessing potentially harmful, or unsafe situations.
Demonstrate verbal and nonverbal ways to ask trusted adults for help, including how to report unsafe, scary or hurtful situations in the home, school or community.

Standard 6: Decision-Making Skills

Connecticut Sexual Health Education Standards

Essential Question: What decision-making skills do I need to maintain my sexual health?

Curricular Outcome: Students will demonstrate the ability to use decision- making skills that contribute to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What sexual health safety decision-making skills do I need to raise my awareness of and help prevent sexual abuseand assault?

Curricular Outcome: Students will demonstrate the ability to use decision-making skills that contribute to their sexual health safety regarding sexual abuse and assault prevention and awareness.

Performance Indicators

See above outcomes.

Standard 7: Goal-Setting Skills

Connecticut Sexual Health Education Standards

Essential Question: How do I use the goal-setting process to take responsibility for my sexual health?

Curricular Outcome: Students will use goal-setting skills to contribute to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: How do I use the goal-setting process to take responsibility for my sexual health safety regarding sexual abuse and assault prevention and awareness?

Curricular Outcome: Students will use goal-setting skills to contribute to their sexual health safety regarding sexual abuse and assault prevention and awareness.

Performance Indicators

See above outcomes.

Standard 8: Advocacy

Connecticut Sexual Health Education Standards

Essential Question: What can I do to advocate for responsible behaviors related to sexual health based on accurate health information?

Curricular Outcome: Students will demonstrate the ability to advocate and support others in making responsible choices related to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What can I do to advocate for responsible behaviors related to sexual abuse and assault prevention and awareness based on accurate health information.

Curricular Outcome: Students will demonstrate the ability to advocate and support others in making responsible sexual health safety choices related to sexual abuse and assault prevention awareness.

Performance Indicators

See above outcomes.

Grade Cluster: 1—4

Standard 1: Core Concepts

Connecticut Sexual Health Education Standards

Essential Question: What do I need to know about my growth and development and its relationship to that of others to stay healthy?

Curricular Outcome: Students will comprehend concepts related to physical, mental, emotional, and social development and the impact on self and others.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What do I need to know about sexual abuse and assault prevention and awareness to stay healthy and safe?

Curricular Outcome: Students will comprehend concepts related to sexual abuse and assault prevention and awareness, and the impact on self and others.

Performance Indicators

Describe healthy families, healthy family environments, and healthy relationships.
Describe and demonstrate appropriate ways to express feelings and affection between people and in a variety of situations, including physical touch and verbal interactions.
Use proper names for body parts including specific anatomy and parts that are considered private on themselves and others.
Define sexual mistreatment, grooming, harassment, abuse, assault, and exploitation.
Explain why sexual mistreatment, grooming, harassment, abuse, assault, and exploitation are wrong and are not the victim’s fault.
Explain the importance of setting & respecting personal boundaries.
Explain that everyone, including children, have a right to tell others not to touch their body when they do not want to be touched.

Standard 2: Accessing Health Information & Resources

Connecticut Sexual Health Education Standards

Essential Question: How and where do I find valid sexual health information and resources?

Curricular Outcome: Students will demonstrate the ability to access valid sexual health information, products and services.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: How and where do I find valid information and resources about sexual abuse and assault prevention and awareness?

Curricular Outcome: Students will demonstrate the ability to access valid information, products and services about sexual abuse and assault prevention and awareness.

Performance Indicators

Identify trusted adults in the home, school and community they can confide in if they are being sexually mistreated, groomed, harassed, abused, assaulted, or exploited, & who can provide accurate information about sexual health issues.
Discuss existing laws that are intended to protect young people from being sexually mistreated, groomed, harassed, abused, assaulted, or exploited.

Standard 3: Self-Management of Healthy Behaviors

Connecticut Sexual Health Education Standards

Essential Question: What can I do to achieve sexual health?

Curricular Outcome: Students will demonstrate the ability to practice health- enhancing behaviors to avoid and reduce sexual health risks.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What can I do to raise my awareness of and help to prevent sexual abuse & assault?

Curricular Outcome: Students will demonstrate the ability to practice health- enhancing behaviors to avoid the risk of, and work to prevent and raise awareness of sexual abuse and assault.

Performance Indicators

Demonstrate how to express feelings in healthy ways, including empathy.
Demonstrate ways to treat self and others with dignity and respect.
Explain how to treat one’s body with dignity and respect.
Identify ways in which an individual could respond in a situation when they or someone else is being sexually mistreated, groomed, harassed, abused, assaulted, or exploited.

Standard 4: Analyzing Internal & External Influecnes

Connecticut Sexual Health Education Standards

Essential Question: What influences my attitudes, behaviors and decisions related to my sexual health?

Curricular Outcome: Students will analyze the influence of family, peers, culture, media, technology and other factors on sexual health attitudes, behaviors and decisions.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What influences my sexual health attitudes, behaviors and decisions related to my awareness of and my ability to help prevent sexual abuse and assault?

Performance Indicators

Describe how culture, media, technology, and people may influence the attitudes, behaviors and decisions of young people (e.g. attractiveness, body image, relationships, and self-esteem).
Identify the ways in which technology and social media can impact physical & emotional safety.
Discuss the ways in which perpetrators of sexual violence target their victims based on real or perceived vulnerabilities such as gender, age, sexual orientation, disability and other factors.

Standard 5: Communication Skills

Connecticut Sexual Health Education Standards

Essential Question: What interpersonal communication skills do I need in order to have a positive effect on my sexual health?

Curricular Outcome: Students will demonstrate the ability to use interpersonal communication skills to avoid or reduce health risks and contribute to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What interpersonal communication skills do I need in order to impact my sexual health safety regarding sexual abuse and assault prevention and awareness?

Performance Indicators

Demonstrate healthy ways to express needs, wants, emotions and feelings (e.g. affection, love, friendship, concern, empathy.)
Demonstrate verbal and nonverbal ways to ask trusted adults for help, including how to report unsafe, scary or hurtful situations in the home, school or community.
Demonstrate refusal skills and other ways to take action if someone is talking to you or touching you in a way that makes you feel uncomfortable, unsafe, or disrespected.

Standard 6: Decision-Making Skills

Connecticut Sexual Health Education Standards

Essential Question: What decision-making skills do I need to maintain my sexual health?

Curricular Outcome: Students will demonstrate the ability to use decision- making skills that contribute to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What sexual health safety decision-making skills do I need to raise my awareness of and help prevent sexual abuse and assault?

Curricular Outcome: Students will demonstrate the ability to use decision-making skills that contribute to their sexual health safety regarding sexual abuse and assault prevention and awareness.

Performance Indicators

Identify factors that would influence one’s ability to make responsible, healthy, safe sexual decisions (e.g. peer pressure, or establishing boundaries).

Standard 7: Goal-Setting Skills

Connecticut Sexual Health Education Standards

Essential Question: How do I use the goal-setting process to take responsibility for my sexual health?

Curricular Outcome: Students will use goal-setting skills to contribute to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: How do I use the goal-setting process to take responsibility for my sexual health safety regarding sexual abuse and assault prevention and awareness?

Curricular Outcome: Students will use goal-setting skills to contribute to their sexual health safety regarding sexual abuse and assault prevention and awareness.

Performance Indicators

See above outcomes.

Standard 8: Advocacy

Connecticut Sexual Health Education Standards

Essential Question: What can I do to advocate for responsible behaviors related to sexual health based on accurate health information?

Curricular Outcome: Students will demonstrate the ability to advocate and support others in making responsible choices related to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What can I do to advocate for responsible behaviors related to sexual abuse and assault prevention and awareness based on accurate health information?

Curricular Outcome: Students will demonstrate the ability to advocate and support others in making responsible sexual health safety choices related to sexual abuse and assault prevention awareness.

Performance Indicators

Take action and persuade others to take action when someone else is being sexually mistreated, groomed, harassed, abused, assaulted, or exploited.

Grade Cluster: 5—8

Standard 1: Core Concepts

Connecticut Sexual Health Education Standards

Essential Question: What do I need to know about my growth and development and its relationship to that of others to stay healthy?

Curricular Outcome: Students will comprehend concepts related to physical, mental, emotional, and social development and the impact on self and others.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What do I need to know about sexual abuse and assault prevention and awareness to stay healthy and safe?

Curricular Outcome: Students will comprehend concepts related to sexual abuse and assault prevention and awareness, and the impact on self and others.

Performance Indicators

Examine appropriate, respectful, healthy ways to express affection, love, friendship and concern between people and in various situations.
Describe situations and behaviors that constitute sexual mistreatment, grooming, harassment, abuse, assault, and exploitation.
Describe situations & behaviors that constitute sexual violence within dating & romantic relationships.
Explain that no one has the right to touch anyone else in a sexual manner if they do not want to be touched.
Explain why a person who has been sexually mistreated, groomed, harassed, abuse, assaulted, or exploited is not at fault.
Identify the social, emotional, and physical behaviors (e.g. setting limits / boundaries).
Explain the role of bystanders in escalating, preventing, or stopping violence, or supporting the victim.

Standard 2: Accessing Health Information & Resources

Connecticut Sexual Health Education Standards

Essential Question: How and where do I find valid sexual health information and resources?

Curricular Outcome: Students will demonstrate the ability to access valid sexual health information, products and services.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: How and where do I find valid information and resources about sexual abuse and assault prevention and awareness?

Curricular Outcome: Students will demonstrate the ability to access valid information, products and services about sexual abuse and assault prevention and awareness.

Performance Indicators

Identify trusted adults, as well as school and community health services, who can provide support and accurate information for a variety of sexual health issues.
Demonstrate how to ask for help and to report sexual mistreatment, grooming, harassment, abuse, assault, exploitation & trafficking.
Discuss existing laws that are intended to protect young people form being sexually mistreated, groomed, harassed, abused, assaulted, or exploited.
Develop an understanding of this concept of active consent.

Standard 3: Self-Management of Healthy Behaviors

Connecticut Sexual Health Education Standards

Essential Question: What can I do to achieve sexual health?

Curricular Outcome: Students will demonstrate the ability to practice health- enhancing behaviors to avoid and reduce sexual health risks.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What can I do to raise my awareness of and help to prevent sexual abuse & assault?

Curricular Outcome: Students will demonstrate the ability to practice health- enhancing behaviors to avoid the risk of, and work to prevent and raise awareness of sexual abuse and assault.

Performance Indicators

Demonstrate ways to avoid or change situations that threaten sexual health safety (e.g. roles of bystander, perpetrator, or victim).
Identify strategies to use technology and social media safely and respectfully, including laws pertaining to the dissemination of intimate images.

Standard 4: Analyzing Internal & External Influences

Connecticut Sexual Health Education Standards

Essential Question: What influences my attitudes, behaviors and decisions related to my sexual health?

Curricular Outcome: Students will analyze the influence of family, peers, culture, media, technology and other factors on sexual health attitudes, behaviors and decisions.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What influences my sexual health attitudes, behaviors and decisions related to my awareness of and my ability to help prevent sexual abuse and assault?

Performance Indicators

Analyze positive and negative influences on sexual behavior (e.g. peers, media, culture, society, use of alcohol and drugs, internal factors).
Describe the positive and negative ways in which technology and social media can impact physical and emotional safety.

Standard 5: Communication Skills

Connecticut Sexual Health Education Standards

Essential Question: What interpersonal communication skills do I need in order to have a positive effect on my sexual health?

Curricular Outcome: Students will demonstrate the ability to use interpersonal communication skills to avoid or reduce health risks and contribute to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What interpersonal communication skills do I need in order to impact my sexual health safety regarding sexual abuse and assault prevention and awareness?

Performance Indicators

Demonstrate effective ways to express needs, wants, and feelings to build, promote and support positive, healthy, safe sexual relationships, including the setting of and respecting limits and boundaries, giving active consent and seeking help and support.
Identify the process for reporting incidents of sexual mistreatment, grooming, harassment, abuse, assault and exploitation.

Standard 6: Decision-Making Skills

Connecticut Sexual Health Education Standards

Essential Question: What decision-making skills do I need to maintain my sexual health?

Curricular Outcome: Students will demonstrate the ability to use decision- making skills that contribute to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What sexual health safety decision-making skills do I need to raise my awareness of and help prevent sexual abuse and assault?

Curricular Outcome: Students will demonstrate the ability to use decision-making skills that contribute to their sexual health safety regarding sexual abuse and assault prevention and awareness.

Performance Indicators

Apply individual and collaborative decision-making processes related to sexual health safety situations, including active consent, sexual mistreatment, grooming, harassment, abuse, assault, and exploitation

Standard 7: Goal-Setting Skills

Connecticut Sexual Health Education Standards

Essential Question: How do I use the goal-setting process to take responsibility for my sexual health?

Curricular Outcome: Students will use goal-setting skills to contribute to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: How do I use the goal-setting process to take responsibility for my sexual health safety regarding sexual abuse and assault prevention and awareness?

Curricular Outcome: Students will use goal-setting skills to contribute to their sexual health safety regarding sexual abuse and assault prevention and awareness.

Performance Indicators

See above outcomes

Standard 8: Advocacy

Connecticut Sexual Health Education Standards

Essential Question: What can I do to advocate for responsible behaviors related to sexual health based on accurate health information?

Curricular Outcome: Students will demonstrate the ability to advocate and support others in making responsible choices related to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What can I do to advocate for responsible behaviors related to sexual abuse and assault prevention and awareness based on accurate health information?

Curricular Outcome: Students will demonstrate the ability to advocate and support others in making responsible sexual health safety choices related to sexual abuse and assault prevention awareness.

Performance Indicators

Advocate for safe environments that encourage dignified and respectful treatment of others.
Demonstrate ways they can respond when someone is sexually mistreated, groomed, harassed, abused, assaulted, or exploited.

Grade Cluster: 9—12

Standard 1: Core Concepts

Connecticut Sexual Health Education Standards

Essential Question: What do I need to know about my growth and development and its relationship to that of others to stay healthy?

Curricular Outcome: Students will comprehend concepts related to physical, mental, emotional, and social development and the impact on self and others.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What do I need to know about sexual abuse and assault prevention and awareness to stay healthy and safe?

Curricular Outcome: Students will comprehend concepts related to sexual abuse and assault prevention and awareness, and the impact on self and others.

Performance Indicators

Differentiate between respectful (healthy) and disrespectful (unhealthy) relationships including active consent.
Compare, contrast and analyze appropriate ways to express needs, wants and feelings in relationships between people in various situations (e.g. assertive communication, “I” statements, active consent).
Analyze how physical, social, cultural and emotional environments may contribute to healthy or unhealthy relationships (e.g. sexual mistreatment, grooming, harassment, abuse, assault, or exploitation).
Analyze how physical, social, cultural and emotional environments may contribute to sexual violence within dating and romantic relationships.
Explain why a person who has been sexually mistreated, groomed, harassed, abused, assaulted, or exploited is not at fault and should not be blamed.

Standard 2: Accessing Health Information & Resources

Connecticut Sexual Health Education Standards

Essential Question: How and where do I find valid sexual health information and resources?

Curricular Outcome: Students will demonstrate the ability to access valid sexual health information, products and services.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: How and where do I find valid information and resources about sexual abuse and assault prevention and awareness?

Curricular Outcome: Students will demonstrate the ability to access valid information, products and services about sexual abuse and assault prevention and awareness.

Performance Indicators

Demonstrate the ability to access reliable school and community service providers and resources for health care services related to sexual health & violence prevention (e.g. counseling, testing, school based health centers, pediatrician, reproductive health community centers).
Analyze laws and policies related to sexual mistreatment, grooming, harassment, abuse, assault, exploitation, & trafficking which are designed to protect young people.
Develop an understanding of the concept of active consent.

Standard 3: Self-Management of Healthy Behaviors

Connecticut Sexual Health Education Standards

Essential Question: What can I do to achieve sexual health?

Curricular Outcome: Students will demonstrate the ability to practice health- enhancing behaviors to avoid and reduce sexual health risks.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What can I do to raise my awareness of and help to prevent sexual abuse & assault?

Curricular Outcome: Students will demonstrate the ability to practice health- enhancing behaviors to avoid the risk of, and work to prevent and raise awareness of sexual abuse and assault.

Performance Indicators

Demonstrate strategies for avoiding and dealing with sexual health situations that involve personal risk or danger (e.g. sexual mistreatment, grooming, harassment, abuse, assault, exploitation, & trafficking).
Describe strategies to use technology and social media safely and respectfully.

Standard 4: Analyzing Internal & External Influences

Connecticut Sexual Health Education Standards

Essential Question: What influences my attitudes, behaviors and decisions related to my sexual health?

Curricular Outcome: Students will analyze the influence of family, peers, culture, media, technology and other factors on sexual health attitudes, behaviors and decisions.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What influences my sexual health attitudes, behaviors and decisions related to my awareness of and my ability to help prevent sexual abuse and assault?

Curricular Outcome: Students will analyze the influence of family, peers, culture, media, technology and other factors on their sexual health attitudes, behaviors and decisions that impact sexual abuse and assault.

Performance Indicators

Demonstrate strategies for avoiding and dealing with sexual health situations that involve personal risk or danger (e.g. sexual mistreatment, grooming, harassment, abuse, assault, exploitation, & trafficking).
Describe strategies to use technology and social media safely and respectfully.

Standard 5: Communication Skills

Connecticut Sexual Health Education Standards

Essential Question: What interpersonal communication skills do I need in order to have a positive effect on my sexual health?

Curricular Outcome: Students will demonstrate the ability to use interpersonal communication skills to avoid or reduce health risks and contribute to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What interpersonal communication skills do I need in order to impact my sexual health safety regarding sexual abuse and assault prevention and awareness?

Curricular Outcome: Students will demonstrate the ability to use interpersonal communication skills to avoid or reduce health risks and contribute to their sexual health safety regarding sexual abuse and assault prevention and awareness.

Performance Indicators

Analyze the effectiveness of communicating clear expectations, boundaries, personal safety strategies, clear limits and active consent on sexual behaviors.

Standard 6: Decision-Making Skills

Connecticut Sexual Health Education Standards

Essential Question: What decision-making skills do I need to maintain my sexual health?

Curricular Outcome: Students will demonstrate the ability to use decision- making skills that contribute to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What sexual health safety decision-making skills do I need to raise my awareness of and help prevent sexual abuse and assault?

Curricular Outcome: Students will demonstrate the ability to use decision-making skills that contribute to their sexual health safety regarding sexual abuse and assault prevention and awareness.

Performance Indicators

Apply a decision-making process that results in reducing risks of injury or violence (e.g. recognizing and avoiding situations that can increase risk of sexual mistreatment, grooming, harassment, abuse, assault, exploitation, & trafficking).
Apply a decision-making process that results in students being able to identify unhealthy attitudes and behaviors that result in the support of and perpetration of sexual violence such as date rape and acquaintance assault.

Standard 7: Goal-Setting Skills

Connecticut Sexual Health Education Standards

Essential Question: How do I use the goal-setting process to take responsibility for my sexual health?

Curricular Outcome: Students will use goal-setting skills to contribute to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: How do I use the goal-setting process to take responsibility for my sexual health safety regarding sexual abuse and assault prevention and awareness?

Curricular Outcome: Students will use goal-setting skills to contribute to their sexual health safety regarding sexual abuse and assault prevention and awareness.

Performance Indicators

See above outcomes.

Standard 8: Advocacy

Connecticut Sexual Health Education Standards

Essential Question: What can I do to advocate for responsible behaviors related to sexual health based on accurate health information?

Curricular Outcome: Students will demonstrate the ability to advocate and support others in making responsible choices related to sexual health.

Sexual Assault & Abuse Prevention & Awareness Standards

Essential Question: What can I do to advocate for responsible behaviors related to sexual abuse and assault prevention and awareness based on accurate health information?

Curricular Outcome: Students will demonstrate the ability to advocate and support others in making responsible sexual health safety choices related to sexual abuse and assault prevention awareness.

Performance Indicators

Engage in authentic experiences of caring, compassion and advocating for others.
Advocate for policies, programs, and services that promote dignified and respectful treatment.