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UM, WE ARE CONVENING FOR THE SCHOOL HEALTH ADVISORY COMMITTEE, UM, MEETING.
AND SO I WOULD LIKE TO CALL THE MEETING TO QUARTER.
UM, BEFORE WE START, WE'RE GONNA, UM, HAVE EVERYBODY STAND AND DO PLEDGE OF ALLEGIANCE IN A MOMENT OF SILENCE, PLEDGE ALLEGIANCE TO THE FLAG, THE UNITED STATES OF AMERICA PUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD IN LIBERTY FOR ALL MOMENT, FOR, UH, A MOMENT OF SILENCE, PLEASE.
WE HAVE ANOTHER PERSON ON THE LY JUST JOINED US ON AS WELL.
SO, UM, BEFORE WE CAN BEGIN, WE'RE GONNA NEED AN APPROVAL OF A MOTION TO APPROVE THE AGENDA.
HOWEVER, UM, THE MOTION NEEDS TO INCLUDE THE REMOVAL OF THE COMMITTEE MEETING MINUTES FROM OUR PREVIOUS MEETING BECAUSE WE WEREN'T ABLE TO GET THOSE IN OUR PACKETS.
WANT ME TO DO IT? YEAH, I MOVE THAT WE ACCEPT THE AGENDA WITH THE REMOVAL OF THE AUGUST 19TH, 2024 COMMITTEE MEETING.
SO, ALL IN FAVOR? ALL IN FAVOR.
AND CAITLIN, I THINK YOU'RE ONLINE.
DO WE HAVE ANY PUBLIC COMMENTS? NO, MA'AM.
SO WE'RE GONNA DIVE RIGHT INTO THE REVIEW OF THE RESOURCES.
SO LAST TIME WE, UM, SENT HOMEWORK WITH EVERYBODY, UM, TO, UM, WE ASSIGNED DIFFERENT SECTIONS TO EVERYONE TO REVIEW.
UM, AND SO I'M GONNA GO WITH, WE'RE JUST GONNA GO DOWN THE LIST AND, UM, AND SEE WHERE EVERYBODY IS.
SO, AND JUST HEAR WHAT YOU HAVE TO SHARE ABOUT THE SECTION THAT YOU REVIEWED.
UM, SO THE FIRST, UM, ONE OF UNIT ON THE LIST IS THE TEEN YEARS UNDER THE SUPPLEMENT MODULE ONE.
AND THAT WAS MS. GLAZE AND, AND MS. ZILLOW.
SO, EXCUSE ME, ACTUALLY WHAT, YOU WANNA MAKE COMMENTS, UH, ON PAGES, THIS PAGE IN THE CURRICULUM EIGHT FOR THE CHANGES DURING THE 10 YEARS.
NINE, YOUR CHANGING BODY, AND 10 DEVELOPING YOUR PERSONAL IDENTITY.
SO, I DON'T KNOW WHAT YOU WANT.
MY VOICE IS CHECK MARK COMMENTS.
WELL, LET'S START WITH WHAT YOUR COMMENTS WERE AS FAR AS WHAT YOU, WHAT STOOD OUT TO YOU? UM, I THOUGHT THE STEPS FOR THE REFUSAL SKILLS, WHICH IS STOP.
I THOUGHT THAT WAS REALLY GOOD HOW THEY GAVE THE ACRONYM MM-HMM.
UH, THE EYE CONTACT, THE CROSS ARMS OF SERIOUS EXPRESSION, I THOUGHT WAS GOOD.
HOW YOU SAY? SEE A FIRM VOICE OF A NO.
AND TELL PEOPLE WHY YOU DON'T WANT TO, UM, READ.
UM, OFFER ANOTHER IDEAL AND PROMPTLY LEAVE.
IF YOU WANNA SAY A NO, JUST GET OUT OF 10, BASICALLY.
AND THAT'S PUT THIS MEANT IN MY MOUTH AND I HAVE NOT A TISSUE TO TAKE IT OUT WHILE I'M TALKING.
THE, UM, PAGE, THE, YOUR CHANGING BODY IS ON PAGE NINE.
THE SECOND LESSON THAT'S INTO YOUR CHANGING BODY.
IT WAS ON PAGE NINE ON THE TEXTBOOK AND THE TEXTBOOK.
AND I THOUGHT IT WAS GOOD ILLUSTRATION OF CHANGES THAT OCCUR IN A FEMALE AND MALE BODY, HOW THEY THANK YOU SO MUCH, UH, WHAT THEY HAD.
IT WAS A CHART, UH, DEVELOPMENTAL TASK DURING PUBERTY UNDER SOCIAL, AND IT HAD BELIEFS AND ATTITUDES OF YOUR PEERS, UH, THAT THAT WAS IMPORTANT.
AND I THOUGHT THAT WHAT THEY HAD SAID THERE OF SHARING
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YOUR BELIEFS AND YOUR ATTITUDES OF YOUR PEERS, I THOUGHT THAT COULD BE DISASTROUS TO TRY TO INFLUENCE ANOTHER ONE, 12 TO 15 YEARS OLD, AS THEIR BELIEFS COULD BE TOTALLY DIFFERENT FROM WHAT THEIR OWN BELIEFS ARE.SO I DIDN'T NECESSARILY, UH, WELL, I SAY WHAT I SAID, I DIDN'T AGREE WITH THAT.
UH, THEY TAKE ANOTHER PEER'S BELIEFS AND ATTITUDES.
AND ON THE DEVELOPING YOUR PERSONAL IDENTITY ON PAGE 10, I'M SORRY, I HAD TO, I READ, WROTE A LITTLE BIT MORE ON NUMBER NINE, APPLYING HEALTH SKILLS.
SETTING THOUGHT WAS A GOOD IDEA TO HAVE THEM DO THAT GOAL SETTING THOUGHT.
THEN PAGE 10 IN CURRICULUM LESSON THREE, DEVELOPING YOUR PERSONAL IDENTITY.
UM, IF I'M WASN'T MISTAKEN, IT WAS FOR AGES 12 TO 15 AND I THOUGHT IT WAS TOO MUCH ON DATING AND LOVE AT THAT AGE.
YOU KNOW, I MIGHT BE BEHIND TIME, BUT I THOUGHT IT WAS A BIT MUCH TALKING ABOUT TRUE LOVE AND ALL THAT STUFF.
AND IT SEEMED TO MEAN TO BE PREMATURE TO TALK ABOUT THAT FOR 12 YEAR OLDS.
AND IT WAS A PICTURE OF A BREAKUP, UH, WITH A COUPLE OF GIRLS, BUT THEY WERE MUCH, TO ME, THEY LOOKED LIKE MUCH OLDER GIRLS.
SO NOT FITTING THAT AGE RANGE.
ARE THE CLASSES, UH, SEPARATE? DO THEY DO THE GIRLS AND THE MORE SEPARATE YES.
SO THE PICTURE THAT SHOWS THEIR BODIES AND EVERYTHING, MAYBE A SEPARATE PICTURE.
'CAUSE IT WAS THE FEMALE AND THE MALE AND SHOWED THEIR DIFFERENT BODY.
SO THAT WAS ON THE, UM, ON THE TEEN YEARS OF MY COMMENTS.
DOES ANYBODY HAVE ANY QUESTIONS FOR MS. EZ? SO AS FAR AS LOOKING AT THIS MATERIAL AND THEN COMPARING IT TO THE STANDARDS, WHICH IS THE CHECK MARKS.
UH, THE G 6.1 0.2 ON DESCRIBE HOW THE ENDOCRINE SYSTEM AFFECTS GROWTH.
AND THAT WAS, THEY TALKED ABOUT THE PHYSICAL CHANGES OR IMPROVEMENTS,
EXPLAIN WHY ABSTINENCE IS THE MOST EFFECTIVE.
UH, AND THEY DID TALK ABOUT PROTECTING FROM MANY RISKS, YOUR HEALTH CHOICES, TB, UH, THAT WAS ALL ON THAT SECTION.
I DIDN'T SEE ANYTHING ELSE ABOUT HIV OR ANY OF THOSE OTHER THINGS.
IF WE FLIP OVER TO 6.4 0.2, I HAVE A CHECK MARK TO DETERMINE HOW TO LESSEN THE LIKELIHOOD.
AND I THINK THAT WOULD REFER TO THOSE STEPS FOR YOUR REFUSAL SKILLS TO STOP.
I HAVE NOTE OF THE CHECK MARKS ON
THAT I SAW THAT PERTAIN TO THE STANDARDS.
SO, UM, AS IN REGARDS TO LIKE ANY STATE AND LOCAL POLICIES AND OUR HEALTH EDUCATION STANDARDS, DID YOU SEE ANYTHING THAT STOOD OUT THAT MAYBE DIDN'T ALIGN WITH WHAT WE, THE STATE STANDARDS AND THE STATUS? IT WAS BEYOND.
I, I DIDN'T SEE ANY QUOTE STANDARDS, ANYTHING.
SO WHAT ARE YOU, I DID SIGN IT, YOU KNOW, AND THE, THE DATE OF REVIEW, IS THIS JUST FOR ME OR FOR SOMEONE? UM, WELL THOSE WERE FOR YOUR NOTES.
UM, BUT I WILL PROBABLY COLLECT, JUST SO WE HAVE ARTIFACTS IN CASE THAT'S FINE.
WE NEED TO PRESENT AND ASSUMING DR.
TO SUPPORT RECOMMENDATION YES.
UM, BUT IF YOU WANNA TAKE NOTES, 'CAUSE I'M, BUT THAT'S KIND OF WHAT I'M DOING TOO.
I'M TAKING NOTES AS YOU GUYS GO.
SO THAT'LL HAVE US MOVE TO MODULE TWO, WHICH WAS DR. PIERCE AND CONSTANCE.
SO I DON'T KNOW IF WE NEED TO, UM, JUST TO GET STARTED, THE REPRODUCTIVE SYSTEM, UM, INITIALLY I WAS UNABLE TO FIND THE, THE ACTUAL, UH, MATERIAL THAT I WAS SUPPOSED TO REVIEW.
SO I ENDED UP REVIEWING WHAT WAS IN TEEN HEALTH 2021.
AND THEN I REVIEWED, UH, THE SUPPLEMENTS 2023.
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SIGNED ENOUGH TO HELP ME FIND THE SUPPLEMENT 2021, WHICH IS WHAT, UM, ACTUALLY LOOKED AT.SO I, I READ, UM, UM, ALL THREE OF THESE.
AND, UM, UH, THIS IS, UH, UH, THE SUBJECT MATTER IS THE MALE AND FEMALE, UH, REPRODUCTIVE, UM, SYSTEM.
UM, AND, UH, THESE ALL THREE VERSIONS WERE VERY COMPREHENSIVE.
UM, I FOUND 'EM TO BE ACCURATE.
UH, I THINK THE MATERIAL IS SUITABLE, UH, FOR GRADES, UM, SIX AND SEVEN, BUT, YOU KNOW, SUITABLE ALSO FOR HIGH SCHOOL FOR REVIEW AND STUDY.
UM, I DID NOT FIND ANY INACCURACIES OR CONCERNS.
AND AS YOU MENTIONED A MINUTE AGO, I DO BELIEVE BOYS SHOULD BE SEPARATED FROM
SO IN REGARD TO, UM, THE STANDARDS, UM, I HAVE THEM LISTED.
SO I CAN GIVE YOU A, UH, UM, MY COPY OF THE PAPER, BUT, UM, YOU KNOW, YOU, I DON'T THINK THAT I NEED TO GO SEE THE G SIX 1.3, 1.5, 1.7 AND G SEVEN ONE I THOUGHT WERE COVERED.
UH, I HAVE THE, THESE SHEETS MARKED, WHICH I CAN OKAY.
NOT EVERY STANDARD IS GONNA BE FOUND.
WELL, I HAVE THE ONES THAT I BELIEVE ARE COVERED AND THEN, AND THEN I HAVE SOME THAT MARKED OUT NECESSARILY.
AND MS.
UM, AND I FOUND THAT THERE WERE A LOT OF STANDARDS THAT JUST WEREN'T ADDRESSED.
DO YOU AGREE WITH THE, DO YOU HAVE ANY DIFFERENCES IN THE STANDARDS YOU FELT WERE ADDRESSED? OH, IG SIX 1.3, YOU'RE GONNA HAVE TO SPEAK UP JUST A LITTLE BIT.
SO, UM, UNDER THE WORLD DEVELOPMENT AND SEXUAL HEALTH DISABILITY, UHHUH
I HAVE TO FIND THE SHEET FOR 1.4.
IF I DIDN'T CHECK THAT ONE FOR SOME REASON.
UM, MS. GLAZE, WE'RE GONNA COME BACK TO YOU.
IT LOOKS LIKE, 'CAUSE I THINK WE DID THIS BY GRADE LEVEL OR TRIED TO.
SO YOU ARE TEXTBOOK MODULE ONE OR PERSONAL HEALTH? HEALTH.
UH, LESSON ONE, BUILDING CHARACTER.
THAT WAS ON PAGE 12 IN THE WORKBOOK.
AND, UH, I HAD BIG IDEA WHO IS A POSITIVE ROLE MODEL.
I THOUGHT THAT WAS AN EXCELLENT QUESTION TO MAKE PEOPLE THINK ABOUT THAT.
AND THAT VIDEO OF KATIE WAS VERY TOUCHING WHO HAD MOVED, UM, MOTHER, FATHER, AND SOMEONE TO GRAND.
SHE WAS BUSY, DEDUCTIVE THINGS WHICH KEPT HER FOCUSED.
OR THE SECOND THING, PAGE 12, SIX, BASIC TRAITS.
THE TRUSTWORTHINESS, RESPECT, RESPONSIBILITY, FAIRNESS, CARING AND CITIZENSHIP.
UM, IT SHOWED A PICTURE OF A GIRL FOLDING CLEAN CLOTHES RIGHT ABOVE WHERE THEY WERE ACTUALLY TALKING ABOUT HEALTH AND EVERYTHING.
SO I THINK LIKE, IT WOULD BE NICE TO HAVE A PICTURE OF A HEALTH PLATE INSTEAD OF SOMEBODY FOLD THE CLOTHES.
THE THING WAS THERE ALL, YEAH, THAT'S THE PARAGRAPH RIGHT ABOVE TALKING ABOUT EATING HEALTHY FOOD CHOICES.
AND I SAID ON THAT SAME CURRICULUM, BUILDING CHARACTER, WHAT SHAPES YOUR CHARACTER.
THAT WAS SOME GOOD THOUGHTS OF TAKING THROUGH WHAT YOU ACTUALLY HEARING IN LESSON TWO.
PRACTICING COMMUNICATION SKILLS.
ON PAGE 13, COMMUNICATION, SPEAKING AND LIST AND SKILLS CHART I THOUGHT WAS EXCELLENT.
THE SENDING AND RECEIVING THE OUTBOUND WAS AN
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EXCELLENT CHART.UM, PAID FAMILY RELATIONSHIPS, UH, WAS ON PAGE 14.
UH, CHANGE WAYS TO COACH OR, I THOUGHT THAT WAS A GOOD, ALSO THOSE CHARTS SOMETIMES REALLY JUMP OUT AT ME.
THE PEER RELATIONSHIPS WAS ON PAGE 15.
AND I LIKED THE ACRONYMS HEALTH, UH, HELPFUL ETHICAL LEGAL PARENT.
AND I THOUGHT THAT WAS GOOD GUIDELINES AND, UH, BOOK HERE.
I CAN'T RECALL WHY I SAID RESIST NEGATIVE PEER PRESSURE MIGHT HAVE BEEN A COMMON ABOUT THAT, THAT RESIST THAT.
UH, GOING BACK UP TO 12, I HAVE ENOUGH ROOM TO WRITE UNDER 12.
BUILDING A CHARACTER, WHAT SHAPES YOUR CHARACTER YOU CHOOSE AND PARTICIPATE TO HAVE WITH CHARACTER IN YOUR LIFE.
EXPERIENCE ROLE MODELS SHAPE YOUR CHARACTER.
I THOUGHT OTHER THOUGHTS THAT I THOUGHT IT WAS OVERALL PRETTY GOOD.
AND, UH, ONLY THING I SAW WAS 6.11, UH, IN THE STANDARDS, UM, TALKING ABOUT A BIRTH OF BEHAVIOR, A BABY MARI SEPARATION, ET CETERA, ET CETERA.
AND HOW THAT'S HOW YOUR RESPONSIBILITIES WOULD CHANGE.
I SAW NOTHING ELSE ABOUT SEE ANY
FAMILIAR TO INFLUENCE WHO YOU CHOOSE OF FRIENDS, 6.4 0.1, YOUR BODY LANGUAGE, NONVERBAL COMMUNICATIONS.
UM, THEN 6.4 0.10, THAT'S, I, IT'S I 6.4 0.1 IS A CHECK MARK.
UH, DISCUSS PERSONAL BOUNDARIES.
IE NOT BEING COMFORTABLE AND BEING HUGGED.
AND THOSE THINGS WERE KIND OF TOUCHED BASES IN THE LITERATURE.
I CAN, I WROTE LITTLE THINGS AND WHY I SAID I I MAY NOT NEED TO DO, BUT IT'S CHECK MARK THERE.
AND A CHECK 0.6 POINT MM SIX, 0.4 0.2.
LET'S SEE ANYTHING UNDER THE, CAN I ASK YOU THIS? ABSOLUTELY.
THE G SIX POINT, 4.2 WHERE IT TALKS ABOUT DEMONSTRATE WAYS TO COMMUNICATE.
WOULD YOU SAY THAT WOULD'VE BEEN COVERED IN, I SAW NOTHING ABOUT CYBER BULLYING.
I SAW NOTHING ABOUT SEXUAL ASSAULT, DOMESTIC VIOLENCE.
AND THE KNOWLEDGE EXPECTATIONS ON THE OTHER PAGE.
KNOWLEDGE EXPECTATION SIX G, 6.7 0.2, CHECK.
THEN THE THING CHECKS INTO THE P PERFORMANCE INDICATOR.
SO IF YOU GET THESE, YOU'LL SEE ALL MY NOTES AS TO WHY I CHECKED THEM AND WHERE I SAW IT.
THEN WE HAVE I SIX, 8.2 CHECK MARK.
SO OUR NEXT ONE IS THE LIFECYCLE THAT WAS SUPPOSED TO BE DONE BY MS. ROSELO.
UM, SO I GUESS WE'LL HAVE TO WAIT UNTIL, UM, SHE IS ABLE TO JOIN US.
SO WE WILL MOVE ON TO MODULE 12, WHICH IS, UM, MS. CINDY, IT HAD LESS THAN FIVE YOUR ENDOCRINE SYSTEM.
AND I PUT, UH, NOW I DID ALL THIS ONLINE.
I DIDN'T HAVE A HARD COPY, BUT I PUT THAT THE GLOSSARY IS HELPFUL 'CAUSE THE DEFINITIONS WERE VERY SIMPLE.
IT ADDRESSES PERSONAL IDENTITY.
AND THE LESSON FIVE REVIEW WAS VERY THOROUGH.
THE VIDEO THAT WAS ON THERE WAS EASY TO UNDERSTAND.
I THOUGHT IT WAS KIND OF NEAT.
THEY HAD A BRITISH ACCENT AND THERE WAS A GOOD EXPLANATION OF DIABETES.
I DON'T THINK YOU CAN START TOO EARLY EXPLAINING WHAT DIABETES IS IN THIS COUNTRY.
AND THE ONLY, UM, PERFORMANCE INDICATOR THAT I SAW THE STANDARD WAS G 6.1 0.2, DESCRIBE HOW THE ENDOCRINE SYSTEM AFFECTS GROWTH AND DEVELOPMENT.
I THOUGHT THE GRA THE, UH, LITTLE VIDEO WITH THE BODY SYSTEM AND THE PITUITARY GLAND AND ALL THE WAYS IT WOR IT MOVED AND EXPLAINED ALL THAT.
ANY QUESTIONS? ALL RIGHT, WONDERFUL.
[00:20:01]
THAT'S MODULE THREE.UM, THE SUBJECT IS BULLYING AND, UM, CYBER BULLYING.
AND, UM, I REVIEWED, UM,
UM, AND, UM, I FOUND THE TEXT TO BE, UM, VERY COMPREHENSIVE THAT CERTAINLY APPROPRIATE, UM, FOR HIGH SCHOOL.
UM, AND I THINK MOST OF IT, I GUESS WOULD BE APPROPRIATE FOR GRADE SEVEN.
BUT, UM, I WOULD JUST ASK THE COMMITTEE, AND AGAIN, UM, FORGIVE ME, I'M OLD SCHOOL, BUT, UM, ON PAGE 57, THERE IS A REFERENCE TO LGBQ.
UM, THESE LETTERS ARE NOT DEFINED.
UM, AND, UH, IT JUST, UH, UNLESS IT'S DISCUSSED ELSEWHERE OR, UM, IN OTHER CONTEXTS, IT JUST SEEMED TO ME TO BE A LITTLE MUCH TO THROW OUT THERE FOR, UH, I THINK GRADE SEVEN, CERTAINLY GRADE SIX.
UM, AND, UM, YET I, I DO GET THAT, YOU KNOW, THIS IS SOMETHING THAT, YOU KNOW, MAY BE APPROPRIATE FOR DISCUSSION IN SOME WAYS.
UM, BUT, UM, UM, MY SON, WHO'S A ELEMENTARY SCHOOL TEACHER, TELLS ME THAT, UH, GRADE SIX KNOWS, UM, A GOOD BIT ABOUT IT.
UM, IF THAT'S, SO THEN I'LL RETRACT MY CONCERNS, BUT THEY ARE STILL MY CONCERNS.
WELL, AND TO MY KNOWLEDGE, I DON'T THINK WE'RE ALLOWED TO, IS THAT CORRECT? WE'RE NOT ALLOWED TO.
WE CAN DELVE DEEPER WITH THE DETAILS RIGHT NOW.
SO, UM, SEXUAL HARASSMENT IS DISCUSSED HERE, BUT IT'S ALSO DISCUSSED, UH, ELSEWHERE.
MM-HMM,
UM, EXCEPT THE ISSUE THAT I BROUGHT UP.
I THOUGHT IT COVERED VERY NICELY.
SO THE STANDARDS, UH, I CAN CALL 'EM OUT, BUT AGAIN, I CAN SUBMIT THESE TO YOU.
UH, UH, I SIX, UM, 1.3, UM, COVERS BULLYING AND CYBER BULLYING, BUT IT'S ALSO OF THAT OTHER THINGS, UM, BELIEVE RELATIVE TO RAPE AND THINGS BAR CODE.
SO I'M NOT SURE WE CAN CLEARLY CHECK THAT ON.
UM, UM, THE, UH, I SEVEN ON 1.1.
UM, IT IS COVERED, I BELIEVE, UM, G 6.7 0.3.
UM, I BELIEVE IT'S COVERED IN 7.1 0.7.
UM, AGAIN, LIKE UP ABOVE THE, UM, BULLYING, CYBER BULLYING IS MENTIONED, BUT NOT THAT, UM, AND THE SAME IS TRUE IN, UM, SIX POINT G SIX POINT.
UM, I, I THOUGHT IT WAS, UM, PRETTY MUCH PART
WHATEVER, IF THERE IS A CONCERN, WE NEED TO PULL UP THE COMPREHENSIVE HELP ACT.
WE NEED TO PULL UP THE STANDARDS, AND I DON'T THINK WE WANNA DO THAT RIGHT NOW.
I THINK WE NEED TO MAKE A SIDE LIST OF THAT.
AND THEN WE'LL COME BACK TO IT BECAUSE WE ALSO NEED TO KNOW WHERE IN THE BOOK.
SO AS LONG AS YOU HAVE THAT NOTED IN THE NOTES, YEAH.
UM, WE JUST WANNA MAKE SURE THAT IT ALIGNS WITH OUR STANDARDS, THE EXPECTATIONS, AND ALSO ALONG.
SO, UM, WE'LL TAKE A LOOK AT ANY OTHER CONCERNS, BECAUSE I'M SURE THERE'S GONNA BE OTHERS, UM, ALONG THE WAY.
UM, I'M JUST WRITING AND TALKING AT SOME TIME.
UM, NEXT WE HAVE, UM, COMMUNICABLE DISEASES, WHICH WAS, AGAIN, DR. PIERCE AND CONSTANCE, UM, WHICH IS MODULE 17.
SO, UM, THERE ARE FOUR LESSONS UNDER COMMUNICABLE DISEASE.
UH, FIRST LESSON CONSIST OF JUST INFORMATION ON PREVENTION OF THE SPREAD OF, UH, COMMUNICABLE DISEASE, WHICH, UM, IN MY OPINION, IT WAS, YOU KNOW, STRAIGHT TO THE POINT.
UM, IT TOUCHED ON, UH, YOU KNOW, COMMON DISEASE THAT YOU SEE IN THE COMMUNITY.
UH, IT, IT TOUCHED ON SOME, UH, I GUESS SOME THAT WOULD BE NAMED AS SEXUALLY TRANSMITTED AS WELL.
UM, AND THEY KIND OF BROKE 'EM DOWN ON, UM, I WANNA SAY, UH, LIKE HOW THEY MAY BE TRANSMITTED VERSUS CONTACT VERSUS NON, NON-CONTACT.
SO EVERYTHING LOOKS, YOU KNOW, APPROPRIATE AND, UM, FACTUAL.
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UM, SO I DIDN'T HAVE ANY CONCERNS, UH, THAT I NOTED IN THAT LESSON.UH, LESSON TWO, UM, UH, THEY DELVE A LITTLE DEEPER INTO COMMUNICABLE DISEASES.
UM, THERE, THERE WERE SOME PHRASE, YOU KNOW, SOME SENTENCES THAT, UH, SO LIKE MONO, UH, THEY ADDRESS, YOU KNOW, THESE ARE WAYS THAT, YOU KNOW, YOU CAN CONTRACT MONO AND THEY TALK DIRECTLY ABOUT COMMONLY, UM, BEING SPREAD AMONGST TEENS AND KISSING.
UM, AND THEN HEPATITIS B BEING, UH, THREATS SPREAD THROUGH SHARING NEEDLES AND SEXUAL CONTACT.
UM, SO I DON'T, AGAIN, STATE LAW, I DON'T REALLY REMEMBER THE VERBIAGE OR IF IT'S APPROPRIATE, INAPPROPRIATE OR NOT, BUT I JUST JOTTED IT DOWN.
THAT WAS A PAGE READING, UM, THAT THEY SPEAK SPECIFICALLY ABOUT, YOU KNOW, UH, SEXUAL NATURE, THINGS IN SEXUAL NATURE.
UM, LESSON THREE, UH, FOCUSED ON SEXUALLY TRANSMITTED DISEASES.
UM, VERY FORWARD ABOUT, UM, INCIDENTS, PREVALENCE IN COMMUNITIES, AND, UM, THE NATION.
UH, A LOT OF GLOBAL HEALTH INFORMATION.
UH, SO A LOT OF ENCOURAGEMENT ON ABSTINENCE.
AND, UM, AND THEN IF THERE ARE, UH, CERTAIN TERM TIMES WHERE ABSTINENCE IS NOT, UM, AVAILABLE, I DON'T UNDERSTAND THAT.
BUT, UM, IT IS NOT AN OPTION, UM, THAT IT SPOKE DIRECTLY ON THE USE OF CONDOMS AND DENTAL DATA.
SO I THOUGHT THAT THAT WAS, UM, SOMETHING THAT WE SHOULD DEFINITELY LOOK AT.
UH, DO YOU HAVE A PAGE NUMBER ON THAT? PAGE? 91.
YOU WANT THE TEXT? UM, NOT IF SHE'S LOOKING AT THE ONLINE.
I JUST, AND THEN, AND THEN MOVING.
FINALLY, LESSON FOUR WAS SPECIFICALLY ON HIV AIDS.
UM, THEY'RE ADDRESSING THE AVOIDANCE OF HIGH RISK BEHAVIORS.
THEY MENTIONED THE CONDOMS AND DENTAL DAMS AGAIN.
UM, ONE THING I, I BE, I DON'T KNOW, I THINK IT'S GONNA BE A LITTLE CONTROVERSIAL.
THERE IS A VIDEO, UM, THAT DISCUSSES, UH, TRANSMISSION OF HIV AIDS AND, UM, HOW THAT IS MOST PREVALENT AMONGST GAY MEN.
AND, UM, YOU KNOW, HOW, YOU KNOW, YOU NEED TO TARGET GAY MEN TO LOWER RISK, AND I'M SURE THAT'S PROBLEMATIC AS WELL.
SO THAT VIDEO SHOULD PROBABLY, BASED ON OUR STATUTES, UM, AS FAR AS UMPROBABLY NOT.
UM, SO AS FAR AS THE NOTED PERFORMANCE INDICATORS, I HAVE, IT'S QUITE A BIT.
SO JUST LET YOU WANT ME TO NAME IT.
UM, G SEVEN 1.2, 1.4, 1.5, 1.6 M 7.1, ONE G 7.31 G SEVEN, 4.1 M SEVEN, 4.2, 4.3 4.4 G SEVEN, 5.1, AND M SEVEN, 8.1.
DR. PIERCE, DO YOU HAVE ANY EXTRA TO ADD FOR US? UM, UH, I CERTAINLY AGREE WITH, UH, WHAT SHE SAID.
UM, I THOUGHT THAT THE, THE SECTION TO ME, WE SAY IT WAS LONG, AND TO ME IT WAS EXTREMELY COMPLEX.
UM, VERY GOOD INFORMATION ABOUT, UM, HOLES AND COVID-19, HEPATITIS C BEING, UH, AND, AND THE LIKE, UH, I THOUGHT IT, UH, VERY WELL DONE.
THE STD SECTION, UM, I THINK IS, UH, VERY WELL WRITTEN.
BUT AGAIN, I WORRY ABOUT, UM, THAT MATERIAL FOR, FOR GRADE SIX, JUST THROW IT OUT THERE.
AND, UH, I ACKNOWLEDGE THAT I'M OLD SCHOOL,
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BUT I STILL AM.SO, UM, UM, HIV AIDS SECTION IS, UM, A VERY WELL WRITTEN AND HAS A SECTION WHERE YOU CANNOT GET AIDS.
UH, THERE WAS ONE SECTION TRYING TO FIND, BELIEVE IT'S ON PAGE 3 99, BUT IT, UH, IT TALKS ABOUT THAT, UM, UM, YOU, UH, THAT THAT AIDS, UH, CAN, UH, UM, I'M SORRY THAT YOU CANNOT GET AIDS BY GIVING BLOOD.
AND TO ME THAT WAS A LITTLE CONFUSING BECAUSE, YOU KNOW, AIDS CAN DEFINITELY BE SPREAD THROUGH, UM, BLOOD TRANSFUSIONS.
I THINK WHAT THEY'RE SAYING IS THAT IF YOU ARE DONATING YOUR BLOOD IN APPROPRIATE SETTING, YOU'RE NOT GONNA GET AIDS IN THAT STATE.
AND CERTAINLY, IN FACT, UM, I DIDN'T HAVE ALL OF THE, I DIDN'T HAVE ALL OF THE STANDARDS THAT COVERED, UM, THAT SHE DID.
ANY QUESTIONS FOR ANYBODY? ALRIGHT, WONDERFUL.
WELL, NOW WE'RE ON TO MS. CINDY.
SHE HAD JUST LESSON FOUR FOR, UM, MODULE 19.
PERSONAL SAFETY AND ONLINE SAFETY.
UM, WHEN I WENT TO THIS ON THE EIGHTH OF THE MONTH, THE VIDEO SAYS NOT AVAILABLE.
THE PHOTOS, THE ONLY PHOTO I SAW WAS THE TWO LITTLE CAUCASIAN GIRLS.
AND I THOUGHT THERE SHOULD BE MORE DIVERSITY, BUT THERE IS MORE DIVERSITY IN THE REST OF THE BOOK.
SO MAYBE THAT WAS JUST AN ISOLATED THOUGHT.
THE BULLETED POINTS ON ONLINE SAFETY WERE VERY THOROUGH AND APPROPRIATE.
UM, THEY MENTIONED STAYING SAFE AT HOME.
THAT WAS PERSON PERTINENT INFORMATION AND STAYING SAFE ON THE STREET, THAT WAS ALSO PERTINENT.
NOW, ONE THING I DID QUESTION, IT SAYS WE SHOULD ESTABLISH RULES WITH DATING PARTNERS FOR ONLINE SHARING.
AND I'M THINKING THESE ARE 14 YEAR OLDS, AND MAYBE THEY'RE DATING, BUT JUST THOUGHT THAT WAS A LITTLE OH, THEY'RE SHARING.
THEY CALL IT TALKING TO NOT SO MUCH DATING.
YOU KNOW, I'M THINKING, AND I HAVE FRIENDS WHO ARE PARENTS.
THEY'LL SAY, MY DAUGHTER, I CAN DATE WHEN THEY'RE 15.
SO, YOU KNOW, I WAS JUST THINKING ABOUT THAT.
BUT ANYWAY, UM, THEY, THEY COULD DEFINE INAPPROPRIATE MESSAGES MORE.
IT JUST SAYS, UH, MESSAGES THAT MAKE YOU UN UNCOMFORTABLE.
AND I DON'T KNOW THAT THAT'S HELPFUL TO SEVENTH GRADERS AS TO WHAT'S UNCOMFORTABLE.
THEY COULD PUT A FEW MORE SPECIFICS IN, UH, THE WORDS INAPPROPRIATE MESSAGES.
AND THE ONLY ONE THAT I CHECKED FOR PERFORMANCE INDICATOR WAS M 7.1 0.1.
WE'RE GONNA, UM, KEEP YOU GOING.
SO WE'RE BACK TO THE SUPPLEMENT FOR MODULE THREE FOR SEXUAL FEELINGS AND RELATIONSHIPS.
AND THIS IS WHERE WE'RE GONNA KIND OF SEE A LITTLE BIT TOO OF THE, UM, DUPLICATION.
UM, LESSON ONE, RESPONSIBLE RELATIONSHIPS.
THE STOP STOP FORMULA, WHICH I THOUGHT WAS GOOD SEXUAL ASSAULT, CONSEQUENCES OF TEEN SEX ARE CRIMINAL RECORD AND COMPLICATIONS DURING CHILDBIRTH.
IT WAS APPROPRIATE, CLEARLY STATED, GOOD EXAMPLES OF SEXUAL HARASSMENT AND THOROUGH, UM, EXPLANATION OF OVER THE COUNTER AND PRESCRIPTION CONTRACEPTIVES FOR LESSON THAN TWO.
DIVERSITY IN RELATIONSHIPS, GENDER IDENTITY.
NOW THIS IS EIGHTH GRADE, SO THESE ARE THE OLDER ONES.
SIX VOCABULARY WORDS THAT WERE WELL-DEFINED THE GENDER IDENTITY, CISGENDER, YOU KNOW, TRANSSEXUAL, ET CETERA, SHARING YOUR FEELINGS ABOUT COMING OUT.
THAT WAS A GOOD LIST OF HOW TO BE SUPPORTIVE IF YOU HAVE A FRIEND IN THAT SITUATION.
AND THE PHOTOS DID SHOW DIVERSITY OF STUDENTS.
[00:35:01]
THE CONSEQUENCES OF UNPROTECTED SEXUAL ACTIVITY, SUCH AS UNPLANNED PREGNANCY AND STDS.AND I THINK IT'S GOOD THAT THEY MENTION THAT MORE THAN ONCE.
AND THEN LESSON THREE, MARRIAGE AND PARENTHOOD FACTORS OF A SUCCESSFUL MARRIAGE ARE WELL STATED.
UH, THE SAFE SURVI SURRENDER BABY LAW.
'CAUSE I DON'T THINK MOST OF THEM WOULD KNOW OR EVEN THINK ABOUT THAT.
AND THAT DOESN'T HAPPEN VERY OFTEN, BUT THAT'S A GOOD THING FOR THEM TO BE AWARE OF.
UM, LESSON FOUR, PREGNANCY AND CHILDBIRTH.
WHEN FINDING INFORMATION ONLINE, MAKE SURE TO SEARCH FOR CREDIBLE SOURCES IN THE PREGNANCY SECTION.
UM, NONE WERE GIVEN AS EXAMPLES OF CREDIBLE SOURCES.
THERE'S NO MENTION OF POSTNATAL CARE, WHICH IS LISTED IN THE STATE STANDARD G 8.1, 0.8 FOR THE LAST, I DON'T KNOW, FIVE OR SIX YEARS.
WE'VE HAD A LOT OF DISCUSSION THROUGH THE LITERATURE, MEDICAL LITERATURE AND OTHERS ABOUT THE FACT THAT ALL WOMEN ARE NOT GETTING THEIR POSTPARTUM CHECKUPS AND THEY'RE HAVING, UM, COMPLICATIONS AFTER PREGNANCY AND THEY DON'T KNOW ABOUT GOING TO THE DOCTOR OR EVEN THE EMERGENCY ROOM IF IT'S A CRISIS.
SO THERE THAT DID NOT, THAT STANDARD IS NOT MET.
WHICH STANDARD DID YOU SAY THAT WAS? UH, 8.1 0.8.
AND THEN LESSON FIVE, STDS AND HIV AIDS.
THE MAIN IDEAS WERE WELL STATED.
THERE'S A GOOD LIST OF TYPES OF STDS, UM, AND THAT SOME HAD NO SYMPTOMS, WHICH IS IMPORTANT FOR THEM TO KNOW ALSO.
SO THAT WAS, OTHER THAN I WAS A LITTLE CONCERNED ABOUT THE GENDER IDENTITY VOCABULARY, BUT I DO REALIZE IF THEY DIDN'T GET IT THROUGH SCHOOL, THEY CAN ALSO LOOK UP THAT INFORMATION THROUGH THE CDC AND THE WORLD HEALTH ORGANIZATION.
SO, UM, I GUESS IT'S MOST APPROPRIATE THAT THEY HEAR IT IN A SCHOOL SETTING WHEN IT'S ACCURATE.
SO WITH THE GENDER IDENTITY AND LOOKING AT THE STATE WITH THE GENDER IDENTITY AND LOOKING AT THE STATE LEGISLATION, WOULD THERE BE A CONFLICT WITH REGARD TO THE TEXT TO BEING ALIGNED OF LEGISLATION? YES.
SO, UH, WE KIND OF ALREADY ESTABLISHED THAT, AND I APOLOGIZE I HAD TO
UM, WITH SOME OTHER ONES THAT WE'RE JUST GONNA REVIEW AND POINT OUT AND THEN COME BACK.
SO, YEAH, BECAUSE IF WE NEED TO PULL FROM TWO RESOURCES, IT MIGHT SERVE US BETTER, DEPENDING ON HOW MANY CONCERNS WE DO IT UP THERE.
NEXT MEETING THAT WILL ALIGN WITH HIGH SCHOOL TOO, IS WHAT GOTCHA.
AND THIS WEEK MAKE RECOMMENDATIONS TO THE BOARD, AND THEN THE BOARD HAS THAT OPTION.
YOU WANT ME TO SAY WHICH? YES.
8.1, 0.1 8.1 0.3 8.1 0.4 8.1 0.5, 8.1 0.6.
AND I PUT A BIG QUESTION MARK ON 8.1 0.8, BECAUSE IT DOES NOT COVER POSTNATAL CARE.
NO, MA, I HAVE THAT IN THE NEXT COMMENT.
MAKING SURE THAT IT GETS ADDRESSED.
BUT THAT, THAT IS A REALLY, UH, IT'S A PUBLIC HEALTH ISSUE NOW.
SO I DID A LOT WITH THE BIRTHING CENTER IN MY PREVIOUS LIFE, SO IT WAS IN CHARGE OF THE PRENATAL CLASSES.
SO THAT WAS A PERFECT, WELL, I GUESS, AND THEN IT'S ALIGNED WITH THE STANDARD.
IF WE LOOK AT THE HIGH SCHOOL, WE CAN SEE WHAT, WHAT IT DOES HIT, WHAT IT DOESN'T YET, AND THEN HAVE THOSE DISCUSSION WHEN WE CREATE CURRICULUM MATH.
IT'S ABOUT WHERE WE THINK THAT ENGAGE.
SO THAT'S KIND OF WHY I'M LIKE, I GOT IT WRITTEN DOWN.
SEPARATELY, WE MAKE SURE IT'S COVERED.
ANY OTHER STANDARDS THAT YOU FELT WERE OKAY? ALL RIGHT.
THIS BRINGS US TO THE LAST ONE, WHICH IS, UM, AND THE TEXTBOOK MODULE TWO FOR, UM, DATING RELATIONSHIPS AND ABSTINENCE.
JUST GETTING TO SECTION TEXT IT.
OH, DID WE MISS MODULE 10? UM, PAGE 38 IS THE, AND THE TEXTBOOK VERSION, THE HARD COPY.
[00:40:01]
LESSON TALKS ABOUT BEGINNING TO DATE AND HOW RELATIONSHIPS CHANGE FROM WHEN YOU START LOOKING AT YOUR FRIENDS A LITTLE DIFFERENTLY.AND, UM, THINKING ABOUT DATING, IT SUGGESTS GROUP DATING TO BEGIN WITH.
UM, AND THEN TALKS ABOUT WHAT IT MEANS TO GO ON AN INDIVIDUAL DATE WITH SOMEBODY.
UM, AND THE BENEFITS OR, YOU KNOW, PROS AND CONS, I GUESS, FOR, UH, DOING GROUP DATING, ESPECIALLY EARLIER IN YOUR TEEN YEARS WHEN YOU'RE STILL JUST LEARNING YOURSELF AND LEARNING ABOUT OTHERS AND NOT PUTTING YOUR, GOING BACK TO THOSE RISK SITUATIONS OF PUTTING YOURSELF IN A SITUATION WHERE YOU'RE, AND IT ADDRESSES THAT LATER AS WELL.
UM, IT ALSO TALKS ABOUT HEALTHY WAYS TO SHOW AFFECTION, WHICH I THOUGHT WAS REALLY, UM, GOOD, THAT, UM, THERE'S OTHER WAYS TO SHOW AFFECTION OTHER THAN SEXUAL INTIMACY.
UM, AND THAT IT'S IMPORTANT TO POSTPONE YOUR SEXUAL ACTIVITY UNTIL ADULTHOOD AND MARRIAGE, UM, AND GAVE SUGGESTIONS FOR OTHER WAYS THAT YOU COULD SHOW.
AND, UM, AND REALLY KIND OF NOT EVEN IN A DATING WAY, IT TALKED ABOUT HOW, UM, BETHANY HAD A FRIEND NAMED JUSTIN WHO LIKED TO CREATE HEALTHY MEALS AND SNACKS.
AND SO SHE HAD A SOCCER GAME AND HE MADE A TRAY OF FRUITS AND VEGGIES FOR THE SOCCER TEAM.
LIKE, TO ME, THAT'S LIKE, YOU KNOW, THAT'S SHOWING SOME, SHOWING SOMEBODY YOU CARE, BUT NOT NECESSARILY LIKE IN A SEXUAL KIND OF WAY.
UM, SO, UM, THAT WAS, UM, I THOUGHT VERY GOOD.
AND THAT WAS, UM, SO THAT WAS LESSON ONE.
LESSON TWO TALKS A LITTLE BIT MORE IN DETAIL ABOUT HEALTHY DATING RELATIONSHIPS, UM, AND REALLY HAVING THEM THINK ABOUT THE CONSEQUENCES OF THEIR BEHAVIOR AND ACTIONS, UM, AND HOW IT WOULD IMPACT THEIR FUTURE.
UM, IT TALKED ABOUT SETTING LIMITS.
UM, IT ALSO TALKED ABOUT SEXTING, UM, AND SENDING, UH, SEXUALLY EXPLICIT PHOTOGRAPHS OR MESSAGES TO OTHERS, AND THE CONSEQUENCES OF THAT.
UM, IT DID ALSO TALK ABOUT AGE OF CONSENT, UM, AND REFERENCE TO WEBSITE, UH, CALLED AGE OF CONSENT.NET/STATE.
AND YOU CAN BASICALLY PICK YOUR STATE AND IT TELLS THE AGE OF CONSENT FOR YOUR STATE, WHICH IS 16 IN THE STATE OF SOUTH CAROLINA.
UM, TALKED ABOUT RESPECTING YOURSELF AS WELL AS YOUR DATE AND WHAT THAT MEANT.
IT ALSO GOES INTO DATE RAPE, UM, WHICH REALLY TOUCHES ON SOME OF OUR ERRANDS LAW, UM, MATERIALS AS WELL.
UM, MY ONLY CONCERN ABOUT THAT IS IF WE HAVE STUDENTS WHO ARE VICTIMS OF ABUSE, UM, HAVING THE RESOURCES, UH, AVAILABLE AND BEING PREPARED TO DEAL WITH THAT, SHOULD A CHILD, UM, HAVE A CHALLENGE WITH THAT IN THE CLASSROOM.
UM, SO THAT WAS KIND OF, BUT MY ONLY LIKE, LITTLE KIND OF TRI TRIGGER FOR THAT ONE.
UM, IT ALSO TALKED ABOUT, UH, WHEN A, WHEN A DATING RELATIONSHIP'S IN HOW TO BREAK UP, UM, WHILE STILL KEEPING DIGNITY AND RESPECT FOR THOSE, UM, AND, AND HOW TO DO THAT.
UM, THEN IT ALSO GOES INTO, IN THIS LESSON, THIS WAS A BIG LESSON INTO THE CONSEQUENCES OF EARLY SEXUAL ACTIVITY.
UM, NOT JUST FROM, IT DOES MENTION THE POSSIBILITY, WELL, PHYSICAL CONSEQUENCES, MENTAL, EMOTIONAL, AS WELL AS SOCIAL CONSEQUENCES.
UM, SO OBVIOUSLY STDS, STIS, HIV AIDS, UM, AND PREGNANCY WERE SOME THE PHYSICAL ONES.
BUT I REALLY THOUGHT IT, UM, I WOULD'VE LIKED TO HAVE SEEN IT DO A LITTLE BIT MORE ON THE EMOTIONAL AND MENTAL AND SOCIAL CONSEQUENCES.
LIKE IT, UM, THEY WERE LITERALLY JUST A COUPLE OF SENTENCES.
UM, BECAUSE TO ME, ESPECIALLY AS A TEENAGER, THAT'S A LOT MORE TO DEAL WITH THAN THE, THE PHYSICAL SIDE OF IT, BECAUSE EVEN THE PHYSICAL SIDE OF IT COMES WITH ITS OWN SET OF MENTAL, EMOTIONAL, AND SOCIAL, UM, CONSEQUENCES.
AND SO, UM, I WOULD LIKE PERSONALLY JUST LIKE TO SEE THAT ADDRESSED A LITTLE BIT MORE, ESPECIALLY GIVEN, UM, WHAT WE KNOW ABOUT OUR STUDENTS POST COVID AND HOW THEY'RE STRUGGLING ALREADY TO DEAL WITH MENTAL EMOTIONAL STUFF.
UM, THEN LESSON THREE TALKS ABOUT ABSTINENCE AND SAYING NO, UM, CHOOSING ABSTINENCE, UM, AND HOW THAT IT'S A, UM, IT'S A WAY TO AVOID A RISK BEHAVIOR, UM, AND HOW TO COMMIT TO BEING ABSTINENT.
UM, ALSO, UM, TOOLS FOR HOW TO DEAL WITH SEXUAL FEELINGS AND SAYING THAT, YOU KNOW, YES, YOU WILL HAVE THOSE, THAT'S PART OF GROWING UP, THAT'S NORMAL, BUT THERE'S, YOU'RE IN CONTROL OF YOUR OWN BODY AND HOW TO, UM, ADDRESS THAT AND PUT LIMITS AND PARAMETERS AND DEAL WITH THOSE FEELINGS.
UM, IT GOES INTO, AGAIN, HOW TO AVOID BEING IN RISKY SITUATIONS.
[00:45:01]
REFERENCES GOING BACK TO THAT'S WHY ONE REASON WHY IT'S GOOD TO GO ON GROUP DATES WHEN YOU'RE FIRST STARTING TO DATE.'CAUSE THEN YOU'RE NOT IN THOSE SITUATIONS.
UM, AND THEN JUST AVOID BEING IN PLACES WHERE ALCOHOL AND DRUGS MIGHT BE PRESENT, UM, AND KNOW WHERE YOU'RE GOING BEFOREHAND AND COMMUNICATING THAT WITH RESPONSIBLE ADULTS IN YOUR LIFE.
UM, AND THEN LASTLY, IT GOES INTO, UH, REFUSAL SKILLS, UM, AND HOW TO, UM, IT REFERENCES AGAIN, THE STOP STRATEGY THAT'S BEEN REFERENCED MULTIPLE TIMES THROUGHOUT THE BOOK.
SO THAT, I LIKE THAT THAT'S BEING REINFORCED AS A, AS A STRATEGY AND A TOOL FOR THEM TO USE, UM, IN MULTIPLE ASPECTS.
AND, BUT SPECIFICALLY HERE IN HOW TO SAY NO, UM, AND REFUSE ON IN AN INTIMATE SITUATION.
IT ALSO TALKS ABOUT DEALING WITH PRESSURE, UM, AND NOT JUST NEGATIVE PEER PRESSURE, BUT ALSO POSITIVE PEER PRESSURE.
UM, AND I THOUGHT THAT WAS GOOD.
AND THE APPLYING HEALTH SKILLS, UM, I THOUGHT WAS, WAS IT THAT ONE OR, OH NO, IT'S THE ANALYZING, THE THINKING, CRITICALLY ANALYZING QUESTION IN THIS SECTION IT TALKED ABOUT DO YOU THINK ADULTS EXPERIENCE AS MUCH PRESSURE FROM THEIR PEERS AS TEENS DO AND, AND HAVE THAT CONVERSATION, WHICH I THOUGHT WAS KIND OF AN INTERESTING, UM, TAKE ON, YOU KNOW, GETTING THEM TO THINK ABOUT, OH, WILL THIS ALWAYS BE SO, UM, BUT HOPEFULLY TOO OPENING THAT DOOR TO HAVE THAT CONVERSATION WITH THAT RESPONSIBLE ADULT IN THEIR LIFE, UM, AS WELL.
SO, UM, THAT WAS PRETTY MUCH EVERYTHING, UM, THAT I, THAT KIND OF STOOD OUT TO ME.
UM, AS FAR AS STANDARDS, UH, OR PERFORMANCE INDICATORS, G EIGHT POINT OR G EIGHT, 1.4.
THEN ON THE NEXT PAGE, UM, G EIGHT 2.1 AND 2.2 M 8.2 0.1, AND G 8.3 0.2 ON THE NEXT PAGE.
UM, G 8.41, UH, 8 4 2 AND 8 4 3 AS WELL AS I 8.4 0.1 AND M 8 41.
UM, WELL, I ACTUALLY CHECKED ALL OF THOSE ON THAT PAGE.
AND THEN ON THE LAST SIDE, UH, G 8 6 1 AND G 8 62, M 8 7 2, M 8 74, AND P 8 71.
ANY QUESTIONS?
SO, UM, I AM GONNA ASK FOR YOUR NOTES.
UM, SO THAT YES, PLEASE, IF YOU WOULD PUT YOUR NAME ON THE FRONT PAGE.
UM, AND THEN I GUESS WE CAN MAKE COPIES IF THEY WANT THEM BACK.
AND THEN WE CAN COMPILE ALL OF THE EVERYTHING IN ONE FINAL DOCUMENT.
DO WE NEED TO GIVE YOU THE, JUST WANT THE SECTIONS WE COVERED, OR DO YOU WANT JUST THE WHOLE PACKET? UM, JUST IN CASE SOMEBODY DID NOTES SOMEWHERE ELSE.
WE'RE OKAY, JEFF, WE'RE TAKE MY NAME ON MY OWN PATIENT.
WELL, REMEMBER, YOU'VE BEEN ABLE TO DO
YOUR NAME ON HERE, SO I'M GONNA PUT YOUR NAME OVER HERE.
[00:50:01]
PUBLICIZESO BEFORE WE MOVE TO THE NEXT AGENDA ITEM, WE NEED TO NOW, UM, GO THROUGH AND ASSIGN, UM, THE HIGH SCHOOL UNIT, WHICH IS IN YOUR POCKET.
I THINK IT'S YOUR BROWN PACK RIGHT THERE ON TOP.
I, YEAH, I EITHER THE, WHICHEVER ONE YOU WANT.
UM, SO THE HIGH SCHOOL HAS A FEW MORE, UM, TO DO THEN
SO YES, THAT'S WHAT YOU'RE SAYING.
SO, AND MAY I MAKE A SUGGESTION? YES.
UM, SURE, THAT WOULD BE GREAT.
SO IF YOU HAD REPRODUCTIVE HEALTH FIRST, GO AROUND.
LET'S HAVE IT ON SECOND GO ROUND SO THAT THEY CAN SEE THE VERTICAL OKAY.
AND OF COURSE THEY'RE NOT, I, I KNOW IT'S NOT PERFECTLY ALIGNED, BUT IF WE CAN DO SOME OF THAT.
UM, WELL, I HAD REPRODUCTIVE ALL RIGHT.
DO YOU WANT US TO CONTINUE? YOU WANNA SPLIT US UP SINCE THEY'RE MORE, UM, HOW THAT WELL, I THINK WE ONLY HAVE ONE.
WE ONLY HAVE ONE OTHER PERSON ONLINE WHO HAD TON, SO SHE WASN'T IN THAT FIRST ROOM.
LET'S GO THROUGH, IF YOU SEE THE ONES THAT YOU DID BEFORE, AND THEN WE CAN SEE WHICH ONES WE DON'T HAVE FROM THERE.
AND THEN WE'LL PICK ON MS. KAITLYN.
AND THEN WE'LL NEED TO MARK MS. OWS.
JUST MARK, JUST SO WE KNOW THAT SHE THAT'S WHAT SHE, OKAY.
SO NOT REALLY SURE, UH, WHAT SEXUALITY IN YOU, WHICH ONE THAT WOULD BE FROM WHAT WE HAD BEFORE.
UNLESS IT'S MORE LIKE THE TEEN YEARS, BUT, WELL, BUT THEY, YOU, YOU HAD THE ONE SEXUAL FEELINGS AND RELATIONSHIPS.
UM, BUT THAT WOULD ALSO GIVE YOU THE NEXT ONE AS WELL.
SO MS. CONSTANCE, WE'LL DO REPRODUCTIVE SYSTEM, SOCIAL HEALTH, MARRIAGE, NARRATIVE, PARENTHOOD.
OH, I JUST, YOU KNOW, I'M MOVING ON
UM, THAT'S PROBABLY, SO IF I REMEMBER THE RELATIONSHIPS, ONE OF THE MODULES, IT BROKE IT DOWN WHEN IT TALKED ABOUT THE DIFFERENT TYPES OF RELATIONSHIPS.
THAT'S WHY I'M THINKING SOCIAL HEALTH, WHERE IT TALKED ABOUT MARRIAGE OR YOU HAD ONE, WHICH MODULE WAS THAT? THAT DID LIKE THE PREGNANCY AND CHILDBIRTH AND NOPE, THAT WASN'T ME.
UM, MS. GLAZE HAD THE SOCIAL HEALTH AND PASSED.
AND IT LOOKS LIKE HERE MAYBE THE SKILLS FOR HEALTH RELATIONSHIPS, UM, IN MODULE SIX WOULD BE OKAY.
MAYBE SOMETHING IN THE OTHER ASSOCIATION.
UM, I COULD DO MARRIAGE AND PARENTHOOD.
UM, SOMETHING MISSING ASSOCIATION.
BUT IF YOU WOULD, UM, I'LL, WE CAN, UM, MS. CLAYS, WE CAN GIVE YOU THE MARRIAGE AND PARENTHOOD.
UM, DO WE HAVE ANYBODY INTERESTED IN PREGNANCY AND CHILDBIRTH? THAT'S KAITLYN THAT YOU WOULD LIKE? MS. KAITLYN, WOULD YOU LIKE TO COVER PREGNANCY AND CHILDBIRTH? I WILL DO WHATEVER YOU GUYS WOULD LIKE ME TO DO.
IEI SENT YOU THE EMAIL, UH, THE DOCUMENTS IN THE EMAIL AS WELL AS WHAT WE'RE ASSIGNING SO YOU HAVE IT IN A EMAIL.
[00:55:04]
ALL RIGHT.YOU WANT ME TO DO IT IF YOU WANT? OKAY.
BECAUSE I HAVE THE OTHERS THAT HAVE THE DEFINITIONS OF GENDER IDENTITY.
UM, STDS, I WOULD ALSO PAIR WITH HIV AIDS.
THIS, THIS IS THE MIDDLE SCHOOL.
MS. WANDA IS DOING SKILLS FOR HEALTHY.
UM, 'CAUSE I DON'T HAVE ANYTHING ON HERE YET.
UM, AND NOW I'M HAPPY TO DO PEER RELATIONSHIPS AS WELL.
GOING DOWN AT THE BOTTOM, YOU KNOW, I DID
WELL, AND YOU'LL PROBABLY SEE SOME DUPLICATION THERE AS WELL BETWEEN THE OTHER ONE.
YOU WANT ME TO DO THAT ONE? OKAY.
THAT'S THE LAST WHEN I VOLUNTEERING.
I WAS ABOUT TO SAY, I'M LIKE, OH MY GOSH.
UM, I'M HAPPY TO DO RESOLVING CONFLICTS.
AND THEN MS. CAITLYN, THE LIFECYCLE, YOU GET THE BEGINNING OF THE LIFECYCLE AND THEN THE LIFECYCLE CONTINUES.
SO GET BOTH OF THOSE
IS THAT YOU OR IS THAT OKAY? THAT'S ME.
WE'LL GO THROUGH FROM START TO FINISH BECAUSE WE WERE JUMPING ALL OVER THE PLACE.
SO I HAVE, UM, SEXUALITY AND YOU IS CINDY.
REPRODUCTIVE SYSTEM IS CONSTANT.
MARRIAGE AND PARENTHOOD IS MS. GLAZE, PREGNANCY AND CHILDBIRTH.
I HAVE CAITLYN, SEXUALITY AND GENDER.
I HAVE CINDY SEXUALLY TRANSMITTED DISEASES.
I HAVE DR. PIERCE, HIV AIDS, I HAVE DR. PIERCE SKILLS FOR HEALTHY RELATIONSHIPS.
I HAVE MS. GLAZE, I HAVE MYSELF FOR, UH, FAMILY RELATIONSHIPS, PEER RELATIONSHIPS, AND RESOLVING CONFLICTS AND PREVENTING VIOLENCE, ENDOCRINE AND REPRODUCTIVE HEALTH.
I HAVE CINDY, BEGINNING OF LIFECYCLE, I HAVE CONSTANTS.
I HAVE CONSTANTS AND THEN COMMUNICABLE DISEASES.
DR. PIERCE, STDS, AND HIV AIDS.
UM, FROM THE MODULE I HAVE DR.
NOW IS ALL OF THIS MATERIAL IN EITHER THE GLEN, SO, OKAY.
IT'S GONNA BE A RELIABLE, IS IT THE SAME ONE AS THIS ONE? UM, IT'S GONNA BE A DIFFERENT LOGIN BECAUSE IT'LL BE FOR HIGH SCHOOL.
SO WE'LL BE LOOKING FOR MS. C'S EMAIL FROM HER WITH WHATEVER.
YOU DON'T, WAS THE HIGH SCHOOL WE ALREADY SENT OUT? WE'LL, PROBABLY FOR HIGH SCHOOL, BUT NOT, MAYBE WE CAN SEND IT AGAIN, JUST SO IT'S AT THE TOP OF YOUR FEET.
NO, THERE WAS A SHEET THAT HAD HIGH SCHOOL AND MIDDLE SCHOOL.
SO, DR. PIERCE, I'M GONNA GO OUT ON A LIMB AND SAY THE COMMUNICABLE DISEASES AND STD STUFF IS PROBABLY GONNA BE VERY SIMILAR, ALMOST IDENTICAL CONTENT FOR THE STDS AND THAT IT IS IN THE TEXTBOOK.
BUT, SO WE CAN SOON CHECK OUT BEFORE WE, WE CAN MOVE THROUGH THE AGENDA.
SO NOW WE ARE TO THE DISCUSSION OF WAS THERE ANY OTHER QUESTIONS ABOUT THE RESOURCES BEFORE WE MOVE ON? OR THE PROCESS? I MEAN, WERE YOU ALL RIGHT? DID THIS WELL, DID WE DO WHAT YOU WANTED US TO DO? THAT'S THE QUESTION FOR A PLUS.
WELL, THAT'S WHAT WE NEED TO HEAR.
I THINK THAT, THAT PART OF THE PROBLEM FOR ME, UM, LAST TIME WAS BEING ABLE TO FIND, YOU KNOW, WHAT I WAS SUPPOSED TO REVIEW.
AND SO NOW THAT I KNOW YOU ALL WELL AND I GET AN EMAIL FROM YOU AND I, I CAN'T, YOU KNOW, GET IT, THEN I WILL, UM, LET YOU KNOW AND HOPEFULLY
[01:00:01]
NOT A PROBLEM.CAN YOU TELL? WELL, THAT'S WHAT I NEED.
NO, I, THE WAY Y'ALL SET EXCEPT FOR PAGE NUMBERS, I'M LIKE, THERE'S NO PAGE NUMBERS.
IT'S, WELL, THE ONLINE IS DIFFERENT THAN THE, THE, THAT'S, YEAH.
IS THERE ANYTHING THAT YOU NEEDED THAT YOU ON WHAT WE DID? ALRIGHT.
SO IT'S REALLY YOUR INTERPRETATION OF WHAT IT IS, THE CONCERNS WE WANT TO HEAR.
AND THEN WE NEED TO GO BACK TO WHAT'S THE LAW, WHAT'S THE STANDARDS AND LEADING WITH THAT INSTEAD OF OUR HEART.
'CAUSE OUR HEART WANTS TO, WE SHOULD BE DOING THIS, YOU KNOW, AND THEN WE NEED TO THINK THROUGH OUR HEADS.
SO THAT'S WHY I JUST WANNA COMPILE ALL OF OUR CONCERNS.
MAKE SURE EVERYBODY IS HEARD, MAKE SURE YOU'RE GETTING EXACTLY WHAT HE WANTED.
UM, WHAT HE HAD A QUESTION ABOUT DR. PIERCE OR, YOU KNOW, ON PAGE 57, BUT YOU ALL NEED TO SEE IT.
WE DON'T ALL HAVE A COMPUTER TO HAVE THAT ACCESS.
SO THAT'S WHY WE'RE GONNA DO IT THIS WAY AND HAVE MORE DISCUSSION AND STAY ON PLAN.
SO IF IT'S LIKE THE POSTNATAL CARE THAT'S IN THE STANDARD, BUT IT'S NOT IN THE LESSONS I REVIEWED, DO YOU TELL THE PUBLISHER, STICK SOMETHING IN THERE, ADD SOME INFORMATION? OR IT'D BE, I, IT IT WOULD BE A COMMENT THAT WE CAN SHARE WITH THEM.
THEY DO HAVE A PLACE THAT YOU CAN DO THAT, BUT IT'S SHARING IT WITH THE COMPANY TO LET THEM KNOW.
BUT THERE'S ALSO THE DIFFERENCE BETWEEN THIS TEXTBOOK.
AND WHAT YOU'RE SEEING ONLINE.
'CAUSE IT'S GOT A LOT OF THE UPDATED LEGISLATION.
FOR EXAMPLE, GAVIN'S LAW, AARON'S LAW, CYBER BULLYING, COVID, ALL THOSE THINGS YOU'LL SEE IN THE UPDATED VERSION.
AND I DON'T KNOW WHY POSTNATAL CARE WOULD NOT HAVE BEEN AT THE TOP OF THEIR LIST, BUT AGAIN, THEY'RE NOT WRITING THE CURRICULUM FOR OUR STATE.
OUR STATE ADOPTED A CURRICULUM.
THAT WE HAVE TO LOOK WHAT THAT, AND ALSO IT LOOKS LIKE, YOU KNOW, THAT LOGIN THAT YOU GAVE US, IT WAS THE MIDDLE SCHOOL AND THE HIGH SCHOOL.
I JUST WANNA MAKE SURE THAT YOU'RE GETTING THE SAME ADDITION.
WHEN WE LOG IN, AND THAT'S WHAT I'M GONNA DO.
WHILE Y'ALL FINISH UP, WE HAVE A COUPLE OTHER THINGS TO DISCUSS.
AND I WANNA MAKE SURE THAT EVERYBODY'S ON THE SAME PAGE WHEN WE DISCUSS, UM, OUR NEXT TOPIC IS DISCUSSION OF COMMITTEE VACANCIES.
GOOD AFTERNOON OR GOOD EVENING ACTUALLY.
SO THE RECOMMENDATION IS THAT WE'RE GONNA PUT THE ADVERTISING BACK OUT SO WE CAN OPEN UP TO ANYBODY WHO'S STILL MAY BE INTERESTED OR NEW PEOPLE WHO WOULD LIKE TO JOIN.
SO WE'RE GONNA REPOST ELECTRONICALLY.
SO IF YOU KNOW SOMEONE WHO WOULD LIKE TO JOIN THE COMMITTEE, WE CHATTING.
WHO HAVE WE LOST? I WANNA SAY TEACHER, UM, EDUCATOR.
AND, AND I'M ALL ONE BECAUSE IT'S 13 AND I'VE ONLY IDENTIFIED, SO I CAN APOLOGIZE.
WELL, PASTOR MICHAEL, JUST, HE WAS HERE LAST TIME, BUT HE'S NOT HERE TODAY.
UM, IT WASN'T, UH, AT THE VERY BEGINNING.
UM, CAN'T REMEMBER WHAT HE IS.
IT WAS A COMMUNITY MEMBER, EDUCATOR STUDENT.
MS.
THE OTHER STUDENT, SHE, SHE'S COME ONCE, BUT SHE, UM, HAS NOT BEEN BECAUSE OF BAND.
SO, UM, BECAUSE THERE WERE TWO STUDENTS ON THERE.
UM, WE ARE MISSING, SHE'S A BATTERY CREEP.
UM, DOES THAT HAVE TO BE A SENIOR? NO.
AND SHE'S NOT, UM, HAS STUDENT GOVERNMENT.
SO I GUESS STUDENT GOVERNMENT REPRESENTATIVE AT THE HIGH SCHOOL THOUGH AT THE HIGH SCHOOL.
UM, A PARENT, PARENT OF A STUDENT.
SO, UM, SHE WAS A TEACHER, UM, AND A HEALTH PROFESSIONAL.
WE LOST A HEALTH PROFESSIONAL.
SO YEAH, A TEACHER, A HEALTH PROFESSIONAL STUDENT AND A STUDENT.
AND THE STUDENT THAT WOULD BE REPLACING SHOULD BE THE, UM, SHE TOLD ME HE WAS THE PRESIDENT.
HE, HE WAS ELECTED IN HER POSITION.
SO I JUST DIDN'T KNOW WHAT SCHOOL TO REACH OUT TO.
'CAUSE I DIDN'T KNOW WHAT SCHOOL SHE WAS AT.
IF WE COULD, UM, WORK WITH DR. COX.
[01:05:01]
HELD US.UM, WHICH BY HERSELF, FIND OUT, I'LL REACH OUT TO DR. COX, BUT IT'S PART OF THEIR RESPONSIBILITY AS STUDENT GOVERNMENT LEAD FOR THE DISTRICT.
SO WE'RE GONNA, WE'RE GONNA RE ADVERTISE ON, ON THE DISTRICT WEBSITE AND DO THE SAME PROCESS, UPLOADING A RESUME THAT, THAT WILL UTILIZE THE JOT FORM.
AND WE CAN MAKE THAT ANNOUNCEMENT TOMORROW EVENING AT THE BOARD MEETING AS WELL.
ARE THERE ANY FUTURE TOPICS? UM, OBVIOUSLY WE'LL KIND OF FOLLOW THE SAME FORMAT OF GOING THROUGH WHAT WE UNCOVER WITH THE HIGH SCHOOL NEXT MEETING AT OUR NEXT MEETING.
UM, BUT SO GLAD YOU'RE HERE,
UM, SO THAT PUTS US INTO OCTOBER.
ASSUMING MONDAYS ARE STILL GOOD, WE HAVE OCTOBER 7TH, UM, 14TH, 21ST OR THE 28TH.
I'M GONNA ASSUME WITH THE THREE OF YOU THAT ARE IN HERE, WOULD IT BE BETTER NOT TO DO IT ON A MONDAY WHEN YOU HAVE A BOARD MEETING THE NEXT DAY? THAT SOUNDS WONDERFUL.
SO WHAT, WHAT ARE THE BOARD MEETINGS IN THE MONTH OF OCTOBER 1ST AND THE THIRD? THE FIRST AND THE 15TH IS THE BOARD MEETING FOR OCTOBER.
SO THAT WOULD LEAVE EITHER THE SEVENTH, THE 21ST OR THE 28TH.
I DIDN'T ASK THAT LAST TIME, SO I APOLOGIZE.
THE ONLY DAY I WOULD BE AVAILABLE, I'M, I'M BE DOING A ROAD TRIP.
AND THE SEVENTH IS THE ONLY, THE ONLY DATE THE WHOLE REST OF THE MONTH.
I'M ON THE ROAD IF I'M STATIONARY.
SO THAT LEAVES US 1, 2, 3 WEEKS.
THREE IS THIS, ARE Y'ALL ABLE TO GET THIS DONE IN THREE WEEKS? IS THAT ENOUGH TIME FOR YOU ALL? I SHOULD BE STATIONARY AROUND THE 16TH.
OTHERWISE, SO THE, THE 20, SO THE 21ST T AGAIN.
SO THE 21ST DOES NOT WORK FOR YOU? IT'S NOT, I'M NOT GONNA BE OKAY.
UM, I'M ASSUMING THAT THERE, UM, YES.
SALSA ELECTION DAY, THAT WAS
UM, SO THAT WOULD, WELL THEY LEFT THIS NOVEMBER THE FOURTH OR THE 11TH.
WE'RE ALL, SO IT'S THE FOURTH ELECTION DAY.
WOULDN'T IN FACT PASS THE FOLLOWING DAY AT ALL.
ALTHOUGH IT WOULD BE A BOARD MEETING.
I MEAN IT'S REALLY NO BIG DEAL.
OUR RESPONSIBILITIES ARE OKAY, SO SO YOU WANT NO, DO YOU WANT TO KEEP IT IN OCTOBER OR MOVE TO NOVEMBER? AND JUST ANOTHER THOUGHT, UM, I ACTUALLY WENT AND DID MY HOMEWORK AND IF IT'S SOMETHING I CAN LEAVE BEHIND OR SEND TO SOMEONE, THAT WOULD BE FINE.
LIKE JUST WHAT I TOLD YOU IS WHAT I JUST REPEATED MYSELF.
THAT I CAN GET THE INFORMATION TO YOU BEFORE THEN.
YOU CAN SEND IT ELECTRONICALLY.
YOU CAN DROP IT OFF ROB NUMBER.
SO THAT PUTS US BACK AT THE 21ST.
CAITLYN, ARE YOU GOOD ON THE 21ST? I BELIEVE SO.
ARE YOU ALL GOOD WITH FIVE O'CLOCK? DO WE NEED TO START AT AT FOUR 30 FOR THOSE OF YOU THAT ARE WORKING? OR IN WELL, NO, FIVE O'CLOCK.
I ANSWER ANSWERED WRONG QUESTION.
ALRIGHT, WELL, SO I NEED A MOTION TO, WE CAN UNANIMOUSLY ONE MORE THING.
INTRODUCE OUR NEW NEWEST MEMBER, OUR COORDINATOR FOR HEALTH
[01:10:01]
PHYSICAL EDUCATION.SHE'S BEEN AT BEFOR COUNTY SCHOOL DISTRICT FOR 18 YEARS, SO SHE IS FILLING THAT ROLE.
WE CAN ADJOURN BY UNANIMOUS CONSENT.
YOU EVERYBODY, SOMEBODY'S SEND.
I JUST CHECKED THAT LOGIN THAT I SENT Y'ALL ON THAT EMAIL AND IT DOES GET YOU IN THERE.
BUT IF YOU SEND AGAIN, ROBIN, ROBIN, I'LL SEND IT BACK.
I'M GONNA RESEND, YOU CAN HAVE IT RIGHT AT THE TOP SO THAT EVERYBODY CAN HAVE IT.
MAY I, UM, MAY I SAY SOMETHING PLEASE? VERY BRIEFLY.
IT IS JUST BEEN A PHENOMENALLY WONDERFUL EXPERIENCE TO SEE THE CONSCIENTIOUS MANNER YOU'VE HANDLED YOUR ASSIGNMENTS, HOW YOU REALLY SHARED WITH GREAT CANDOR, UH, AND YOU ALWAYS REFERRED BACK TO WHAT IS IN COMPLIANCE WITH THE STATE, UH, RULES AND REGULATIONS.
SO THROUGH THOSE TO Y'ALL, I'VE LEARNED A LOT.
AND THANK, THANK YOU FOR ALLOWING ME TO SIT IN.