[Van der Kloot]: Soti nan manm komite lekòl parèy mwen yo.
[Unidentified]: Pafè.
[SPEAKER_00]: Bye bye.
[Van der Kloot]: Hi, Susie.
[Unidentified]: Soti nan manm komite lekòl parèy mwen yo. Pafè.
[SPEAKER_00]: Ou te resevwa m 'jodi a, Paulette.
[Van der Kloot]: Di sa ankò, Pòl?
[SPEAKER_00]: Ou te resevwa m '.
[Van der Kloot]: Wi, mwen te wè ou e kounye a, mwen wè Jenny. Se konsa, ak twa nan nou isit la, mwen pral ale pi devan epi yo kòmanse reyinyon an. Si nou tout ta ka monte pou di angajman fidelite. Mwen pwomèt fidelite nan drapo a nan Etazini nan Amerik ak nan Repiblik la pou ki li kanpe, yon sèl nasyon anba Bondye, endivizib, ak libète ak jistis pou tout moun. Mèsi. Mwen pral pran woulo liv la. Manm Graham? Isit la. Manm Mustone se kapab ale nan, men manm Ruseau ap patisipe nan absans li.
[SPEAKER_00]: Mwen la.
[Van der Kloot]: Mèsi. Epi, koulye a mwen pral Li paragraf la. Ou ta panse nan pwen sa a, nou reyèlman ta dwe te kole li oswa yon bagay. Nou ta dwe te panse sou yon bagay ki pi entelijan, men mwen pa panse ke nenpòt nan nou tout tan tout tan konnen nou ta dwe li li sa a lontan. De tout fason, dat reyinyon an, 31 me, 5 a pa pita pase 6.30. Tanpri avize. Sou 5-3, ki soti nan 5 a 6-30, pral gen yon soukomite kourikoulòm. Rezon ki fè reyinyon sa a se revize edikasyon sante ak kourikoulòm edikasyon fizik nan lekòl piblik Medford yo. Dapre Gouvènè Baker a, 12 mas 2020 lòd sispann sèten dispozisyon nan lwa a reyinyon louvri, ak Gouvènè a 15 Mas, 2020 lòd enpoze limit strik sou kantite moun ki ka ranmase nan yon sèl kote. Reyinyon sa a nan Komite Lekòl Medford la pral fèt atravè patisipasyon aleka nan limit ki pi gran posib. Enfòmasyon espesifik ak direktiv jeneral yo pou patisipasyon aleka pa manm nan piblik la ak oswa pati ki gen dwa a ak oswa kondisyon yo ale nan reyinyon sa a ka jwenn sou sit entènèt la nan vil Medford nan www.medfordmass.org. Pou reyinyon sa a, manm nan piblik la ki vle koute oswa gade reyinyon an ka fè sa pa evalye lyen ki reyinyon ki nan dokiman sa a. Pa gen okenn prezans nan-moun nan manm nan piblik la ap pèmèt, men yo pral tout efò yo dwe fè asire ke piblik la ka byen evalye pwosedi yo nan tan reyèl atravè vle di teknolojik. Nan evènman an ke nou yo kapab fè sa malgre pi bon efò, nou pral afiche sou lavil la nan Medford ak Medford sit entènèt kominote medya ak odyo oswa anrejistreman videyo, transkripsyon, oswa lòt dosye konplè nan pwosedi pi vit ke posib apre reyinyon an. Reyinyon an ka wè nan Medford Kominote Media sou Comcast Chèn 22 ak Verizon Chèn 43 a 4 p.m. Genyen yon lyen rale. ID reyinyon an se 93008727811. Onetap mobil se 19292056099. Oke. Apre sa, li te di tout nan sa, ajanda a se nou pral revize edikasyon sante a ak kourikoulòm edikasyon fizik. Ak avèk nou jodi a se direktè a nan edikasyon fizik ak edikasyon sante ak asistan direktè atletik. Sa se yon tit long, Rachèl, men Rachèl Perry. Se konsa, Rachèl, mwen konnen ke ou gen yon prezantasyon pou nou. Ki zòn nou pral diskite an premye?
[Perry]: Nou pral kòmanse ak edikasyon sante. Oke. Se konsa, mwen ka vire l 'sou ou kounye a? Asire w. Mwen jis bezwen pou kapab pataje ekran mwen an.
[Cushing]: Ou ta dwe bon yo ale.
[Perry]: Non. Eseye li ankò. Non, li pa pèmèt mwen. Oh. Up gen petèt. Ak pou kèk rezon, li pa vini. Pyè, ou ka fè li soti nan la?
[Cushing]: Si ou pataje prezantasyon an avè m ', mwen ka definitivman fè li.
[Perry]: Ok, yon dezyèm fwa. La nou ale. Tout dwa, gen nou ale. Ou ta dwe resevwa li.
[Unidentified]: Pataje ekran.
[Cushing]: Èske li montre oswa non?
[Perry]: Non.
[Cushing]: Li te jis moute. Pou manm pwen van der Kloot a, ou panse 14 mwa nan, nou ta dwe nan difikilte teknik nou yo.
[Perry]: There we go. We got it. Awesome. Thank you so much. Problem. All right. So I'll just talk a little bit about the presentation topics first, then we'll dive right in. First, we're going to talk a little bit about the MAS frameworks. We'll move on to national health education and physical education standards. And then we'll go into the elementary, middle and high school health curriculum and the physical education curriculum, talk a little bit about professional development and then moving forward 2021 and beyond. Moving to the next slide. And next one. Thank you. So I'm gonna talk a little bit about our program description and then we'll talk about the frameworks. The goal of the Physical Education and Health Education Department of Medford Public Schools is to enhance the well-being of the school community by creating a culture that integrates and balances the six dimensions of wellness, social, physical, intellectual, occupational, emotional, and spiritual. The department strives to encourage an active, healthy lifestyle, healthy decision-making, and a lifelong commitment to wellness. The Massachusetts state health education and physical education frameworks were last updated in 1999. Since these frameworks are not up to date, Medford Public Schools health education and physical education curriculum are aligned to the physical education, health education, and sexual education national standards. Medford Public Schools health curriculum is based on the seven health education skills. analyzing influences, accessing information, interpersonal communication, decision-making, goal-setting, practicing health-enhancing behaviors, and advocacy. We will revise our curricula to follow updated standards as they are released. You will find links to the state and national standards at the bottom of the slide. Right now, from what I understand, the Department of Education is doing an update and an edit to the frameworks, and then that's going to be put out for public opinion. Then they'll do another edit from there, and then they will be released. I don't know how long those will take, but once we get them, I will unpack them with my staff, and then we'll have to align what we're doing to those standards. Then I imagine I'll be coming before you all again to talk about what those changes are and what changes we need to make in our curriculum. You can go to the next slide, please. Thank you. Health education. So the skills-based Michigan model curriculum is used in grades K to 12. The health curriculum is also supplemented with the catch vaping curriculum and the mentors and violence prevention curriculum at the middle and high schools. Throughout this presentation, you can access the health and physical education scope and sequence by clicking on the grade levels in each slide. We can move to the next slide. Elementary health education. At the elementary level, the Michigan model social emotional units are taught at each grade level by classroom teachers. Social and emotional learning is a process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Goals of an SEL program are to promote students' self-awareness, self-management, social awareness, relationships, and responsible decision-making skills, and to improve students' attitudes and beliefs about self, others, and school. The social-emotional lessons start off in kindergarten with lessons on showing respect and caring for each other. Students learn how to apply please, thank you, excuse me, and I am sorry to appropriate situations. Students identify and practice strategies to forming friendships and learn how to identify caring touch, how to ask for a hug, how to respect other people's boundaries, including people of various ages, ethnic groups, and physical abilities. Students learn about different kinds of feelings and identify strategies to maintain strong feelings. Students will learn how to demonstrate giving and accepting a compliment and appreciation. And students demonstrate ways to be responsible at home in school and to identify and locate people who can help at home in school. Moving on to first grade. Students in first grade will also continue to apply skills and apply please, thank you, excuse me, and I am sorry to appropriate situations, giving and accepting a compliment Students will describe ways family members and friends help each other and explain the role of listening and paying attention in building and maintaining friendships. Students will apply effective listening and attention skills. Students will also explain decision-making and problem-solving steps and apply steps to making a decision or solve problems. In grade two, lessons consist of recognizing a variety of personal feelings and analyzing why it's important to identify failings to maintain personal health and healthy relationships. Students will also learn how to express failings respectfully. Students will identify and practice strategies for effective listening and identify ways to show respect for failings, rights, and property of others. Students identify caring touch as a comfortable and important part of a positive relationship and demonstrate the ability to manage strong failings, including anger. Students will identify and practice decision-making and problem-solving steps and identify people who can help them with their decision-making and problem-solving. In grade three, lessons consist of identifying characteristics of positive role models, analyzing how friends influence others' behaviors and well-being, describe the benefits of positive friendships, and practice strategies for making and keeping positive friends. Students recognize that each person has a unique talent or skills and identify a personal unique talent or skill in one of another person. Students will describe ways to show acceptance of differences and demonstrate the ability to support and respect people with differences. In fourth grade, social emotional learning lessons consist of describing strategies to manage strong failings, the practice, the use of positive self-talk to manage failings, Students will describe the effect of teasing and bullying on others and explain what to do if you or someone else is being teased or bullied. Students will express intentions to stop bullying as a bystander, someone who bullies others or the target of bullying. Students will practice making a decision or solving a problem using criteria to evaluate solutions and describe and apply characteristics and practice steps of conflict resolution. Moving on to grade five. The social emotional learning lessons consist of practicing strategies to continue managing strong failings to continue. They will describe how harassing and bullying behaviors are harmful to others. They will demonstrate how to communicate assertively and listen effectively and identify situations that might lead to trouble, including violence. Students will identify decision-making and problem solving steps and identify people who can help. Students will also analyze the importance of telling an adult if there are people who are in danger of hurting themselves or others and describe how to get help for that person. Students will also set a personal goal and plan steps necessary to achieve that goal. In fifth grade, we also have the PALS program that are presented by the Medford Police Department. That actually replaced our old DARE program that was also outdated. They also review lessons on self-awareness and management, responsible decision-making skills, understanding others, communication skills, and handling responsibilities and challenges. Another piece to fifth grade is actually presented by the nursing department. And that is one lesson that's introduction to puberty. And that is using the Procter and Gamble always changing curriculum. The assessments we are using in elementary school, part of the Michigan model, we have pre and post tests provided to assess our student learning. Moving on to middle school health, if we can go to the next slide. Thank you. So middle school health is taught by a health teacher and guidance Councilors. Guidance Councilors teach the social-emotional learning units at each grade level. And students have half a year of health and half a year of guidance in the middle school for sixth, seventh, and eighth graders. Starting with our sixth grade, I'll go through the units and just briefly describe each unit for you. The first one for sixth grade is drugs, tobacco, and alcohol. In this unit, students learn the effects of alcohol, drugs, and tobacco. and analyze why individuals choose to use or not use substances, and describe negative side effects of substances. Students learn effective persuasion skills to encourage others not to use tobacco, vapes, alcohol, and other drugs, and analyze family, peer, societal, and media influences on these substances. Students learn school policies and community laws related to the sale and use of tobacco, vapes, and drugs, and develop personal strategies to resist or refuse influences to use these substances. Students will recognize behaviors that indicate alcohol or other drug impairment in order to avoid riding with an impaired driver. Students will develop a warning label and slogan that addresses misconceptions and promotes the benefits of being substance free. Sixth grade next unit would be nutrition and physical activity. In this unit, students will learn about safe personal food handling practices to prevent foodborne illnesses and the benefits of healthy eating and being physically active. Students will learn federal dietary guidelines and the amount of physical activity recommended for one's age in order to achieve health benefits. Students will describe the relationship of self-perception, body image, body weight, and physical activity, and analyze how one's own perception of weight influences healthy eating and being physically active. Students will describe strategies for dealing with personal preferences, restrictions, and barriers, related to healthy eating, adequate sleep and physical activity. Moving on to the safety unit, students will learn about personal safety and advocate for others to stay safe in public, in a vehicle and on the internet. Students will explain and demonstrate the ability to escape safety hazards in public places when weapons or dangerous objects are present. Students will apply school rules and procedures to hypothetical school crisis situations. and learn the procedure for reporting the presence of weapons at school. Students will demonstrate the ability to ask a trusted adult for help when feeling personally threatened or unsafe, including while using the internet. Students will describe appropriate and inappropriate touch and explain the importance of respecting personal space and boundaries. Moving on to the social and emotional wellness unit for sixth grade. In this unit, students will analyze how friendships may involve positive and negative risks and analyze the importance of getting help from an adult when it is needed. Students will demonstrate effective listening strategies and recognize appropriate times to use assertive communication skills. Students identify criteria to determine whether another person is able to help one make a healthy decision and solve problems. Students will also learn conflict resolution and healthy decision-making and problem-solving skills. They will review common causes of stress and health effects of stress and identify strategies to reduce stress. Students will also develop a personal plan for stress management. The last unit in grade six is our sexual health unit. Students will identify anatomy and physiology of the male and female reproductive system and define puberty and the physical, social, and emotional changes that occur during puberty. Students will learn how to identify medically accurate sources of information about puberty, adolescent development, and sexuality. Students will define sexual intercourse and examine viewpoints of parents and other trusted adults regarding teen relationships, abstinence, and sexual decisions. Students will demonstrate the use of effective communication skills to support one's decision to abstain from sexual behaviors. moving on to grade seven health. The first unit in grade seven is tobacco free unit. And when I talk about tobacco free, we also talk about, uh, vaping devices as well. Um, vaping was added to this curriculum. We also added the catch curriculum, uh, two years ago in this unit, students will analyze how tobacco use vaping and exposure negatively impacts the users, friends, family members, and community members. Students will evaluate environmental and social factors, especially advertising strategies, which may influence young people to use tobacco and recognize risky situations that may lead to trouble. So one can protect oneself and others from tobacco use and vaping. Students will apply problem solving skills to hypothetical situations to protect oneself and others from tobacco and vaping use. Students will locate resources in one school and community and on the internet for information and assistance regarding tobacco and assess the validity of these resources. Students will demonstrate ways to support people who are abstaining from and are trying to quit tobacco or vaping use. Students will describe a variety of needs young people may have, explain healthy ways to meet these needs without the use of substances and make a personal commitment to remain tobacco free. Moving on to healthy eating and physical activity, building off what we did in sixth grade, students will summarize the benefits of healthy eating and being physically active and keeping the body hydrated and the potential consequences of not doing so. Students will be able to describe federal dietary guidelines for teenagers and the recommended amount of physical activity needed to achieve health benefits. Students will also evaluate a typical day's food intake according to the federal dietary guidelines for teenagers. Students will describe moderate intensity activities that are personally enjoyed and that can be enjoyed for a lifetime. Students will analyze the influence of television, computer, and video games on physical activity and demonstrate the ability to access resources regarding healthy weight management and unhealthy eating patterns and assess the validity of these resources. Students will use nutrition information on food labels to compare products and select food for specific dietary goals. Moving on to our safe and sound unit, students will examine different characteristics of stress and recognize personal stressors and understand and promote stress management techniques. Students will apply skills to manage strong feelings and demonstrate effective listening skills and the ability to be empathetic and to use I statements. Students will examine situations where adult help is needed, including depression. Students will also identify different forms of bullying, examine how to get help and the best way to reduce bullying and examine the role of bystanders in reducing bullying and examining school rules and state laws. Students will define and identify different forms of sexual harassment and examine how reporting sexual harassment is the best way to reduce it. Students will also apply four optional ways to manage conflict with friends, including walking away and examining the characteristics of a negative or abusive relationship. The last unit in grade seven is a sexual health unit. These units, the sexual health units were just updated in the spring. So we have one in each sixth, seventh and in eighth grade. They will define sexual abstinence, define sexually transmitted infections identify, sorry, sexually transmitted infection symptoms, types, and transmissions, locate sources of accurate information and assistance in one's community, analyze behaviors that may result in increased risk of STIs, summarize the benefits of staying within behavioral limits and remaining abstinent, set personal boundaries and limits related to physical intimacy and sexual behaviors, and create a plan to stay within behavioral limits and remaining abstinent. Moving on to eighth grade, this is the drug-free unit we're starting with in eighth grade. We're analyzing internal and external influences on behavior and social norms, analyzing how alcohol and other drugs and exposure negatively impact the user as well as friends, family members, and community members, and locate resources in one school and community and on the internet for information and assistance regarding alcohol and other drug use and assess the validity of these resources. Students will demonstrate how to follow directions for the correct use of over-the-counter and prescription medications and apply effective verbal and nonverbal communication skills to enhance health. Students will also demonstrate refusal skills to counter pressure the use of any kinds of substances. They'll recognize risky situations that may lead to trouble so that one can protect oneself and others from substance use. They will apply problem-solving skills to hypothetical situations to protect oneself and others from substance use as well. Moving on to nutrition and physical activity in eighth grade, building off of what we've done in sixth and seventh grade. Here students will describe how to access nutrition information about foods offered in restaurants in one's community, analyze characteristics of restaurant menus and methods of preparation of food. Students will evaluate the availability the ability of nutrient dense foods in the school cafeteria and throughout the school environment and demonstrate skills for dealing with pressure to eat in ways that are not healthy. Students will make a personal plan for improving one's nutrition and incorporating physical activity into their daily routines. The next unit is choosing who I am. Students will examine internal external factors that help to determine how a person acts and chooses he or she makes. Students will define the terms of value and character trait and describe how character traits impact behavior. Students will identify six essential character traits needed for personal success and well-being. And students will distinguish between passive aggressive and assertive communication skills and practice writing assertive statements. Students will define the term stress and identify sources of stress for middle school youth and examine signs of symptoms that indicate a person is under stress and create a menu for stress management techniques that students will identify. Students will also review the elements of empathetic listening and practice empathetic responses. Moving on to the last unit in the screen is sexual health. In this unit, students will define sexual intercourse and its relationship to human reproduction, describe signs and symptoms of pregnancy, Identify medically accurate resources about pregnancy prevention and reproductive health. Analyze situations where assertive communication and refusal skills can be used to avoid or escape risky situations. Demonstrate the use of effective communication skills to support one's decision to abstain from sexual behaviors. Describe the steps to using a condom correctly. Describe potential negative consequences for having sexual intercourse in ways to reduce risks, including abstinence and condom use, and to create a plan to reduce risks of having sex in the future. Assessments for middle school health, we are using rubrics and pre and post test provided with a Michigan model curriculum to assess student learning. We can move on to the next slide, I'm gonna be moving on to high school health education. High school health is taught by health teachers and students here at the high school have half a year of health and half a year of physical education every single year. We start off with Freshman Health, which is called Introduction to Health. For freshmen, this course is designed to introduce students to personal health concepts. Topics covered will include mental health awareness, healthy relationships, disease prevention and sexual education. Starting out with increase social emotional awareness through team building exercises. We do that at the start of every health class in high school, and that helps promote a safe learning environment with clear learning expectations. Students will understand what health and wellness, I'm sorry, the meaning of health and wellness, and begin to evaluate their own personal meaning of what those words mean to them. Students will visually represent the importance of health and wellness through a creation of a vision board to help motivate them to reach health-related goals. Moving on to a mental health lesson. Again, this is also brought through all four years at the high school, so I won't repeat it when I go over the next grades. At this level, students will identify stress, stressors, common causes of stress, side effects of stress, and ways to manage stress. Students will understand coping skills and what skills work for them. And they'll identify solutions to stress management and complete a personal support plan. The reason we do this through all four grades is stress can change from year to year, what affects them can change from year to year and what works on them can change from year to year. So that's why we introduce it in each year. The next unit here is healthy relationships. Students will describe criteria for selecting friends or potential romantic partners and maintaining healthy relationships. Students will explain the importance of healthy decision-making and relationships, describe different ways to communicate feelings. and students will learn the benefits of abstaining from sex. The next unit is sexually transmitted infections and diseases. Students will understand what lifestyle diseases are and how they can be prevented through making healthy choices. Students will understand how infectious diseases are spread and identify ways to prevent the spread of infection. Students will research a disease of their choice to understand what the disease, who the disease affects, how it can be spread, and how it can be prevented and treated. Students will understand STI symptoms and transmission and understand that abstinence and life monogamy are the most effective ways to prevent STIs. Avoiding risky behaviors is the next piece. Students will examine influences for risky behaviors. They will identify the law as an important influence in making decisions. Students will identify the legal age of consent, which is 16, and consequences of underage sex. Students will demonstrate communication skills and refusal skills to set limits. Students will identify ways to avoid risky situations, and they will describe ways to be a positive influence on their peers. The next unit is contraception and sexual health. Students will evaluate the economic cost of pregnancy and teen parenting. Students will conclude that pregnancy can be fully prevented by abstaining from sex. will identify ways to reduce the risks of pregnancy and STIs. Students will identify steps for correct condom use as a risk reduction strategy. And students will identify current contraceptive methods to reduce risk of pregnancy. Students will identify places to access contraceptive information, products, and services. And students will demonstrate effective limit setting and refusal skills. Students will learn about medical testing and advantages to early diagnosis of pregnancy and STIs. Moving on to our sophomore health education. For sophomores, this is healthy decision-making is the topic of sophomore health education. This course introduces students to healthy decision-making. Topics covered include how to deal with peer pressure, refusal skills, communication skills, drug, alcohol, and tobacco education, basic nutrition, body image, and fitness. As I said before, we have the introductory team building exercises, then we have the mental health lesson, then I'll go straight into the units. Nutrition and fitness. Students will comprehend the concepts consistent with the USDA guidelines related to eating healthy and physical activity. They'll be able to describe MyPlate and navigate choosemyplate.gov to identify daily servings for all food groups. Students will be able to demonstrate the ability to use information on food labels, to choose nutrient-dense food and beverages, and to avoid or limit foods and beverages that are low in nutrients or may impact health. Students will be able to demonstrate the ability to use information on nutrition fact label to choose healthier options when choosing to go out to eat at restaurants. Body image, students will understand body image, self-image, and body function. Students will understand and evaluate the effects that self-image has on our life They will identify and understand the things that influence our body image and understand that we perceive ourselves differently than others perceive us and be able to help be a positive influence on other's body image. Drugs, alcohol, peer pressure, refusal skills, and communication skills is the next unit. They'll describe long and short term consequences of substance use, clarify myths regarding substances, analyze internal and external pressures to use alcohol, tobacco, and other drugs, apply decision-making and problem-solving steps to hypothetical problems related to substances, and demonstrate skills to avoid or resist using these substances. Part of this is also the CATCH curriculum, which is the vaping curriculum that we also used in the middle school. They will review consequences and health hazards, review refusal skills and smart exit strategies to using vapes, develop a public service announcement that addresses misconceptions while promoting the benefits of being vape free. Moving on to junior health, it's called healthy lifestyles. And this course provides students with the tools needed to live a healthy lifestyle. Topics include stress management, goal setting, advanced nutrition, and consumer health. The goal setting unit, students will understand the components of SMART goals and ways to make goals. Students will identify steps in an action plan toward meeting a SMART goal, and will create long and short-term goals. Students will understand how to write an effective resume, and students will improve their interviewing skills. Moving on to stress management, students will identify stress, stressors, common causes of stress, side effects of stress, and ways to manage stress. They will understand coping skills and what skills work for them. They will identify barriers and solutions to stress management And they'll identify positive, negative, and neutral coping skills. Students will practice deep breathing and muscle relaxation techniques during this class. Moving on to consumer awareness, students will understand influences to buying behavior, including advertising techniques used to encourage sales. They'll understand how advertisements can be used to target certain groups of individuals. And they'll analyze magazine advertisements for influences on buyer behavior. Students will understand how advertising biases can influence the information provided in an advertisement. And students will create a print or commercial advertisement during that unit. In advanced nutrition, students will understand relationship between consumer health and nutrition to identify health scams. And students will review and understand MyPlate recommendations for their age group and how to read a food label. They will understand the functions of different macronutrients in the human body. and they will research and explore different diet trends and alternative diet lifestyles. Students will understand what eating disorders are and who they affect and how to manage prevention. Students will do independent research on a specific eating disorder during this unit as well. Moving on to senior health. This course provides students with the skills necessary for the transition from adolescence to adulthood. Topics covered include sexuality, Violence and conflict resolution. Self-advocacy. Assessing health and community health. Conflict resolution. Students will distinguish the difference between conflict and violence. They will describe the benefits. I'm sorry. Students will learn the effective interpersonal communication skills. They will apply effective communication skills to conflict resolution. And they'll be able to use interpersonal communication skills by creating a conflict resolution role play or skit in order to practice those skills. Accessing information. Students will demonstrate the ability to access valid information or resources in one's community and on the internet related to personal health issues and concerns. Students will be able to identify family medical history and create a family tree. They will demonstrate the ability to access valid information and resources in one's community and on the internet related to personal issues and concerns. Students will describe health practices that can prevent the spread of illness, identify and understand the factors contributing to affecting one's health, and explain the importance of regular health screenings and exams. Students will apply knowledge about symptoms related to illness to determine if healthcare is needed. Practicing the skill of effective listening, assertive communication, and asking effective questions when accessing health. The last unit for a senior health class is gender and sexuality. Students will build knowledge and understanding of gender, gender stereotypes, and how assumptions can lead to stereotypes and unfair judgments about individuals and or groups. They will have knowledge of gender biases and how they affect our lives. Students will increase knowledge of sexual gender terminology and they'll be able to react to struggles and successes of the LGBTQ community. Students will evaluate the effect of media on gender biases and gender discrimination through advertisements and music. Assessments, again, for high school health are rubrics and pre and post tests provided with the Michigan model curriculum to assess student learning. And also some of these units included some projects, which would also be an assessment of learning. We can move to the next slide. I think we are on to physical education. Thank you. And if you look at those pages there, those are actually our students. Hi.
[Van der Kloot]: Rachèl, kenbe yon dezyèm fwa. Mwen jis te panse anvan nou deplase sou, li ta ka itil yo pran kèk kesyon konsènan moso nan edikasyon sante.
[Edouard-Vincent]: Èske sa oke pou nou divize li tankou sa? Se konsa, si nou divize li nan fason sa a, nou jis bezwen yo dwe konesans nan tan an paske nou ap nan 540. Pòsyon PE a pa pral, mwen panse ke li nan plis pwòp tèt ou-eksplikasyon konsa ke li pa pral pran osi lontan bay tout deskripsyon yo epi nou te ka kalite fè a Nan, ou konnen, Tèt yo ki kle a orè ant nivo yo klas, men mwen te vle asire ke pou kourikoulòm nan sante ke nou te bon jan nan kite, ou konnen, komite a konnen pwogresyon nan enstriksyon sante soti nan jadendanfan nan lekòl segondè. Se konsa, sa ki te poukisa, ou konnen, nou te vle asire w ke nou te trè bon jan nan sa.
[Van der Kloot]: Oke, se konsa gen kesyon nan moman sa a sou edikasyon sante a? Ki sa ki nan preferans la? Jenny, ki sa ou ta prefere fè? Ou vle deplase sou oswa ou vle?
[Graham]: Mwen panse ke li ta fè sans pou poze kèk kesyon kounye a, wi.
[Van der Kloot]: Oke, nou pral gade tan an. Li nan 5.41. Ann fè sa tankou nan 10 minit oswa konsa. Oke, se konsa Pòl, mwen wè men ou leve.
[Ruseau]: Mèsi, wi. Se konsa, mwen revize prezantasyon nou an soti nan 25 fevriye soti nan ane pase, ou konnen, jis anvan fen jou yo te kòmanse. Apre sa, mwen reyalize ke se sa a, nou gen estanda nasyonal la ke ou prezante, chak nan konsèp yo nwayo diferan ak, ou konnen, kote yo te fèt, ki nivo klas la. E prezantasyon sa a se yon, Kòm detaye tankou prezantasyon sa a te, ke youn te byen lwen plis granulaire. Apre sa, mwen jis vle konnen, ou konnen, kèk nan bagay sa yo ke mwen pa t 'tande mansyone yo te idantite sèks. Mwen vle di, di granmoun aje sou idantite sèks se sòt de, ou konnen, di yon 80 ane fin vye granmoun sou pou pran retrèt. Li nan kalite tankou, wi, yo te tande pale de li deja. Apre sa, mwen jis vle asire w ke, ou konnen, nou gen li ki nan lis ke li pral nan sis a a uit. Èske nou fè sa nan sis jiska uit oswa? Èske nou reyèlman pa pale sou li jiskaske yo te ka anseye nou sou idantite sèks?
[Perry]: Se konsa, nou pale yon ti kras nan klas sizyèm sou seksyalite ak idantite seksyèl. Li trè kout. Mwen vle asire w ke ou tou yo konnen ke seksyalite direktiv nasyonal yo te jis chanje. Se konsa, mwen bezwen aktyèlman dekonprese sa yo ak pran yon gade nan sa k ap pase nan sa yo tou. Apre sa, mwen pral pwobableman gen yo pote sa yo anvan ou fè nenpòt ki chanjman. Yo fè, men nan sizyèm ane sou seksyalite ak idantite seksyèl.
[Ruseau]: Oke. Kòz tankou nan la, mwen panse ke sèks, bagay la sèlman mwen sonje soti nan pwogresyon an tout antye te alantou granmoun aje yo, epi, ou konnen, konprann sèks ak ki jan sèks, ou konnen, enfliyanse tout bagay. Um, ak mwen, premye reyaksyon mwen te, se pa sa ki pou jadendanfan ak premye ane yo anvan yo te deja deside ke, pa gen, ki nan pou ti gason ak sa a, se pou ti fi ak, um, ap tann jiskaske granmoun aje yo sanble, Etranj an reta, men petèt li nan jis ke li pa nan prezantasyon an, dwa?
[Perry]: Li nan plis nan pwofondè ane sa a granmoun aje yo. Nou manyen sou li nan sizyèm ane, men li se plis nan pwofondè granmoun aje yo. Nou menm tou nou manyen sou li kòm freshmen nan seksyèl la, nan moso nan sèks ed.
[Ruseau]: Oke. Um, ak Lè sa a, lòt kesyon mwen an te alantou, um, ou konnen, mwen tande yon anpil nan mo nan seksyon an elemantè ki, lè mwen gade nan la, ou konnen, kourikoulòm nan divès alantou mo a alantou konsantman, um, ak, Ou konnen, menm jan ou konnen, ki gen bon lang lan, yon lang ki konsistan ki ap pwogrese tout wout la nan pou ke, ou konnen, ou jwenn nan lekòl mwayen ak pwofesè yo ak anplwaye yo pa pale yon lang totalman diferan. Apre sa, mwen pa t 'tande konsantman an mo. Mwen tande tout moso konsantman yo. Men, ou konnen, sa mwen li se ke nou ta dwe anseye konsantman, evidamman pa, ou konnen, anseye jadendanfan alantou sou konsantman seksyèl, men sou manyen ak lè l sèvi avèk konsantman an mo pou ke li nan literalman Mo yo tout konnen epi yo, li pa etranje yo lè li vin yon bagay diferan jan yo vin pi gran. Èske nou fè sa ankò?
[Perry]: Nou fè sa nan lekòl primè a sou manyen apwopriye. Wi, nou pa rele li konsantman, men li se manyen ki apwopriye yo. Oke. Nan gen, ou konnen, direktiv ak.
[Ruseau]: Yeah. Se konsa, nou, nou, nou espesyalman anseye konsantman pozitif? Ou konnen, konsantman afimatif, mwen panse ke aktyèlman se sa li rele. Padon. Jis paske ti fi a pa t 'di pa gen okenn se pa bon ase.
[Perry]: Nan lekòl mwayen, wi.
[Ruseau]: Oke, bon. Lè sa a, dènye bagay mwen te, mwen te kenbe tande, mwen tande mo Abstinans la pwobableman 150 fwa, pa 150 fwa, men mwen tande l 'plis pase nenpòt ki lòt mo, pwobableman twa oswa kat fwa plis pase nenpòt ki lòt mo. Apre sa, mwen evidamman pa gen okenn pwoblèm ak Abstinans. Mwen jis, li te santi yon ti jan tankou, Isit la nan tout bagay la move, tankou si sèks se pa yon bon bagay. Tout moun sou apèl sa a se yon granmoun, epi mwen pa konnen lavi pèsonèl ou, men mwen pral soti sou yon manm, epi nou pa tout aktyèlman panse sèks se yon move bagay. Epi èske nou janm pale sou sèks nan yon limyè pozitif?
[Perry]: Se konsa, nou fè ankouraje Abstinans. Laj konsantman an se 16. Nou gen elèv ki anba 16, epi nou bezwen asire w ke nou ap fè pwomosyon Abstinans ak yo ke yo yo okouran de lwa yo ak bagay sa yo tankou sa. Nou pale sou relasyon ki an sante epi yo te avèk yon moun ou renmen ak ke yo te yon bagay pozitif. Men, nou bezwen tou asire w ke nou ap swiv direktiv, estanda, ak lwa, si sa reponn kesyon ou an.
[Ruseau]: Yeah, li jis son tankou nou gen yon kourikoulòm fè paran yo kontan. Nou pa gen youn ki pran timoun yo kòm konsiderasyon prensipal la, ki se chak kourikoulòm sante pwobableman nan tout peyi a. Men, mwen vle di, mwen pa wont nan ou. Mwen wont nan tout oryantasyon an ke yon fwa ou jwenn nan kolèj, Lè sa a, ou ka dekouvri ke sèks se pa yon bagay terib. Ak tout konsekans sante mantal pou anseye timoun nou yo ke kò yo se move pou 12 ane dwat. Mwen byen kontan Stacey pa sou apèl la. Mwen devine sa a se sèl lòt kòmantè mwen. Mèsi.
[Van der Kloot]: Ok. Jenny, ou gen nenpòt kesyon?
[Graham]: Mwen panse ke kesyon mwen an se reyèlman sou poukisa kourikoulòm sa a? Poukisa nou panse ke sa a se pi bon kourikoulòm lan deyò? Èske gen pi bon kourikoulòm? Sa a, mwen se yon ti kras pran stupéfyé ke nou ap itilize yon videyo ki sòti nan yon konpayi pwodwi konsomatè yo anseye timoun yo sou fòme. Tankou sa se yon ti kras lide-mouche. Mwen menm mwen te tande ke si ou se laj mwen epi ou te ale nan lekòl piblik Medford, ou gade videyo a menm. Apre sa, mwen jis gen yo santi yo tankou nou te pwogrese pi lwen pase pwen sa a nan 2021. Se konsa, mwen, mwen, mwen, mwen, mwen, Gen difikilte ak sa a ke yo te reprezantasyon an trè pi bon nan sa nou ka delivre pou elèv nou yo.
[Perry]: Absoliman. Mwen konprann. Se konsa, videyo sa a se pa yon pati nan modèl la Michigan ki nan itilize nan klas senkyèm. E ke se aktyèlman sou pwal pi devan. Sa a se yon bagay ke mwen vle travay ak direktè a nan retrèt sou reyèlman dekonprese sa ki leson sa a se ak gade nan estanda yo nasyonal ak wè ki kote twou vid ki genyen nou yo ak ki jan nou ka fè pi byen nan ki nivo. Se konsa, sa se pa yon modèl Michigan. Lè sa a, te modèl la Michigan chwazi paske li se yon modèl ladrès ki baze sou. Mwen gade lòt lekòl zòn ak distri yo wè sa ki yo te lè l sèvi avèk yo. Nou aktyèlman te eseye li isit la pou yon ane nan chak nivo ak pwofesè nou yo reyèlman te renmen li. Se konsa, se poutèt sa nou chwazi modèl la Michigan pou sante paske li te kouvri tout bagay ke nou te kap chèche.
[Ruseau]: Jenny, mwen ka entèwonp pou yon dezyèm? Asire w. Èske nou toujou montre ti fi yo, videyo ti fi yo ak ti gason yo, videyo ti gason yo '?
[Perry]: Mwen kwè ke yo nan nivo senkyèm ane. Mwen ta dwe konfime ke ak depatman enfimyè a, men mwen kwè ke yo ye. Epi sa a, ankò, yon bagay yo gade.
[Ruseau]: Yeah, mwen vle di, mwen panse ke nou bezwen ijan gade nan sa. Mwen vle di, lwa yo nan peyi sa a yo ekri pa moun ki pa konnen ki sa kò fanm yo ye. E nou literalman ranfòse sa. Apre sa, mwen panse ke nou bezwen ijan asire w ke ti gason pa panse Mens se abominasyon sa a ki pa ka mansyone oswa menm anseye yo. Mwen vle di, nou pa ka tann yon lòt ane oswa de ane oswa twa ane pou yon bagay ki ta dwe te 50 ane de sa.
[Van der Kloot]: Rachèl nou ka, um, se ke yon bagay ke ou ka voye nou videyo yo.
[Perry]: Yeah, mwen ka voye ba ou lyen ki mennen nan li.
[Van der Kloot]: Petèt ou ta ka pataje li avèk, ak, avèk nou. Se konsa, nou te kapab wè ki jan yo ap okipe. Epi se ke yon bagay ou ye. Ki vini anba, mwen vle di, retrèt, mwen tande ou mansyone Tony.
[Perry]: Se konsa, kote li tonbe? Se konsa, enfimyè yo te prezante leson sa a, pa pwofesè yo edikasyon fizik, byenke nan kèk lekòl, mwen panse ke gason pwofesè yo edikasyon fizik yo ki montre videyo yo ede soti enfimyè yo, men nou pa nesesèman, li pa nan kourikoulòm nou an.
[Van der Kloot]: Oke, Susie.
[Perry]: Se yon bagay nou ka gade.
[Van der Kloot]: Susie, mwen wè men ou leve, Susanne.
[Galusi]: Mwen jis te vle klarifye manm kòmantè Rousseau a ki jis nan sèten sitiyasyon, direktè lekòl yo travay ak fanmi yo lè videyo sa yo vini. Si gen elèv ki ap fè tranzisyon oswa transganr, elèv yo ap chwazi a, Videyo Puberty yo ke yo vle patisipe nan ak yo ke yo gen rapò ak. Se konsa, mwen jis te vle fè ki klè. Wi, enfimyè yo tipikman toujou bay li bay ti fi yo ak pwofesè yo PE pral bay li nan ti gason yo oswa yo pral separe yo soti nan fason sa. Men, elèv yo kapab chwazi ki videyo yo pi gen rapò ak.
[Van der Kloot]: Li sètènman ta dwe enteresan yo wè si gen yon videyo ki, an reyalite, adrese tout kesyon sa yo bay timoun yo nan yon fwa. Mwen vle di, nou te vini yon fason lontan. Se konsa, mwen ta di ke li ta fè sans pou nou gade nan ki kounye a. Pòl?
[Ruseau]: Yeah, mwen jis te vle ajoute yon sèl. Mwen sètènman pa gen okenn pwoblèm ak separe elèv yo soti pou videyo yo, si se sa ki fè sans devlopman. Men, ke yo ta sèlman wè yon sèl bò nan istwa a nan mwatye ras imen an se pati a ke mwen, ak mwen vrèman kontan tande ke depi nou ap separe yo soti, ke pou elèv ki ap tranzisyon, ke nou ap pèmèt yo chwazi youn nan ki travay pi byen se mwen panse se fantastik. E ke si elèv yo kase soti nan sèks yo binè, Sa ki toujou bezwen kontinye. Men, videyo yo ap wè se sòt de te pwoblèm mwen an. Mèsi.
[Van der Kloot]: Mwen te vle poze yon kesyon sou la itilize yo dwe yon inite sou vyolans date. Apre sa, mwen sonje yon gwoup deyò vini nan ak fè yon prezantasyon. Sa toujou?
[Perry]: Nou gen kòm yon pati nan kourikoulòm nan nevyèm ane, li nan konseye ak prevansyon vyolans. Nou aktyèlman te gen pwofesè sante nou yo ki resevwa fòmasyon nan konseye ak prevansyon vyolans. Se konsa, nou pa gen yon gwoup deyò vini nan ankò. Se konsa, yo adrese leson sa yo. Wi.
[Van der Kloot]: Oke, gwo. Oke, se konsa mwen panse ke nan pwen sa a, li fè sans pou nou pou avanse pou pi sou edikasyon fizik la. Lè sa a, nan fen a, si okenn moun te panse a plis kesyon. Men, si nou gen tan, nou ka tounen. Se konsa, si ou ta dwe konsa janti. Mwen pwomèt yon sèl sa a pral pi vit.
[Perry]: Oke, se konsa kòmanse ak edikasyon fizik elemantè, ale nan glise nan pwochen an. La nou ale. Tout dwa, nan nivo elemantè a, objektif nou se anseye elèv yo ladrès debaz ak konsèp ki pral pèmèt yo patisipe nan yon gran varyete aktivite fizik ak siksè ak plezi. Kòm ladrès debaz yo te aprann yo, yo aplike nan yon gran varyete jwèt, dans, ak aktivite kapasite. Ou ap remake nan chak nivo klas, nou gen inite yo menm. E kòm elèv yo avanse, Lè sa a, deplase nan klas anwo, sa yo ladrès vin pi difisil. Se konsa, sa nou kalite fè se gwoup elèv yo nan klas K a de, ak Lè sa a, twa a senk. Nan k a de, nou ap fè kèk bagay debaz tankou ladrès lokomotè, mache, kouri, sote, hop, kwasans, sote, ladrès manipilatif, underhand voye nan overhand voye ak pwan, ekoulman ak pye yo, kontwole boul la, manyen bwa, volleying yon boul, baton yon boul nan yon Tee, baton, mwen deja di manyen bwa baton, antrenè, baton, yon boul nan yon Tee, baton, mwen te deja di ke yo te di ke yo te pote yon boul, baton, baton, yon boul nan yon tee, baton, mwen te deja di ke yo te baton, yon boul, baton, yon boul, baton, yon boul, baton, baton, baton, yon boul, baton, baton, yon boul, baton, baton, yon boul, baton, baton, yon boul, bat tèt li, mwen te fè yon boul, bat tèt ou, mwen te fè yon boul, baton, yon boul, bat tèt li, mwen te fè yon ti boul, bat tèt li, mwen te fè yon boul, bat tèt ou, mwen te fè yon ti boul, yon boul. Nou fè jwèt parachit, jwèt konsyantizasyon espasyal, kapasite, dans, ak mouvman, ak yoga. Epi sa a, tankou mwen te di, nan yon nivo debaz yo. Lè nou deplase sou klas twa a senk, nou enkòpore bagay sa yo ki se yon ti kras pi difisil. Pou egzanp, nou ap raffinage ladrès lokomotè nou yo ak petèt so, sote, sote sou oswa alantou bagay sa yo fè bagay sa yo pi difisil. Nou ap frape ak kikin petèt nan yon sib. Nou ap bat yon boul moute. Bagay tankou sa yo ki te manyen bwa ak tire nan yon objè tankou yon nèt. E nou ap tou enkòpore plis jeu. Se konsa, ki se baz la nan kourikoulòm edikasyon elemantè nou an fizik. Men, si ou vle, si ou ka ale nan chak youn nan sa yo ak li egzakteman sa ki nan fè nan chak nivo klas. K ap deplase sou lekòl mwayen. Se konsa, glise nan pwochen an. Mèsi. Pwogram Kourikoulòm Edikasyon Fizik Lekòl Mwayen an bati sou konesans ak ladrès ki pratike klas k a senk. Objektif nou se anseye ladrès plis avanse ak konsèp ki pral pèmèt elèv yo kontinye amelyore ak grandi baz konpetans yo. Ou ap remake inite yo menm ankò nan tout klas lekòl mwayen. Sepandan, ladrès yo pi avanse kòm elèv yo deplase nan klas anwo yo. Ou ka li l ', men mwen pral ba ou yon koup la egzanp diferan, ak Lè sa a, mwen pral deplase sou lekòl segondè pou ke ou nèg gen tan sa a. Mwen konnen ou gen yon lòt reyinyon. Pou egzanp, lè nou gade nan jwèt sib, bowling ak biyar, nan sizyèm ane, nou pral ale sou istwa a ak apwòch la twa-etap. Ane kap vini an, nou pral revize istwa a, epi nou pral ale sou ki fè nòt. Nan wityèm ane, nou pral ale sou yon apwòch senk-etap, ki fè nòt, ak yon grèv ak yon rezèv. Se konsa, nou te pwolonje nan mitan ki enfòmasyon debaz yo. Jwèt envazyon, pou egzanp, foutbòl, nou pral kòmanse ak pase, pyèj, ak eklate ansanm ak istwa. Lè sa a, nou pral ale nan tire, defans, ak 5v5 foutbòl. K ap deplase nan wityèm ane, kote nou pral ale 5v5 a 7v7 foutbòl. Ansèyman elèv yo pou yo avanse pou louvri espas ak bay ale ak estrateji tankou sa. Se konsa, sa a trikote nan tout kourikoulòm nan lekòl mwayen. Nou kòmanse debaz ak Lè sa a, nou deplase sou sa yo ta dwe fè nan wityèm ane. Sa yo baze tou sou estanda nasyonal nou yo. Se konsa, ou ka wè estanda a pou chak klas ak ki kote elèv yo ta dwe. E ki ale nan tout de bagay sa yo ki te ajoute dènyèman nan kourikoulòm lekòl mwayen nou yo te dans ak yoga. Moun sa yo ki te bagay sa yo ke nou reyèlman pa t 'gen anpil nan pou ke nou te vle asire w ke nou te swiv tout estanda yo ak sa yo ki te bagay sa yo ke nou te ajoute. Se konsa, nou ka ale nan glise nan pwochen an. Nou pral deplase sou edikasyon fizik lekòl segondè. Non, mwen panse ke ou klike sou youn nan lyen yo, wi. Tout dwa, pwogram edikasyon fizik lekòl segondè bati sou konesans ak ladrès yo anseye nan lekòl primè yo ak lekòl mwayen yo. Kourikoulòm nan edikasyon fizik nevyèm ane a se kapasite ki baze sou ak pèmèt elèv yo aprann sou senk eleman yo nan kapasite, tès kapasite, ki jan yo amelyore kapasite ak ki jan yo mete kanpe woutin pwòp kapasite yo. Ki sa nou te ajoute nan nevyèm ane edikasyon fizik nou an dènyèman se ki jan yo rete an sekirite nan ak toupatou nan dlo ak teknik debaz naje. Yon edikasyon fizik sophomore, ki te rele aktivite byennèt. Se kou sa a ki fèt prezante elèv la nan sèt dimansyon yo nan byennèt ak elèv yo aprann sou dimansyon nan byennèt pa patisipe nan aktivite ki adrese lidèchip, pran desizyon, angajman, pran risk, jesyon estrès, konpasyon, ak kapasite pèsonèl. Pou juniors ak granmoun aje nan edikasyon fizik, menm jan ou wè anba sophomore sou glise sa a, nou gen premye swen ak CPR, jwenn anfòm, Fòmasyon sovtaj, aktivite pou tout lavi, akitivite deyò, espò ekip, jwèt dlo, ak yoga. Juniors nou yo ak granmoun aje jwenn yo chwazi sa yo vle pran pou edikasyon fizik. Apre sa, yo pran yon sèl klas jinyò ane ak yon klas nan ansyen ane yo. Premye swen nou an, CPR, ak fòmasyon sovtaj nou an, ou ka aktyèlman jwenn sètifikasyon ou nan pran kou sa yo. Se konsa, sa a, se yon gwo opòtinite pou elèv nou yo. Kòm ou konnen, mwen sipèvize pisin lan tou. Kèk nan gad mwen yo te pran klas la nan depatman edikasyon fizik epi yo ap travay nan pisin lan. Se konsa, sa a, se yon gwo opòtinite pou yo. Ak pou premye swen ak CPR, nou gen yon anpil nan elèv ki ta ka travay nan kan oswa gadri ak bagay sa yo tankou sa a tan pasyèl, epi yo ka aktyèlman jwenn sètifikasyon yo isit la nan lekòl la epi pou yo jwenn kredi pou li. Se konsa, sa a, se yon gwo opòtinite tou. Jwenn anfòm, nou fè kèk mache, nou fè yon inite yoga, epi nou fè yon anpil nan antrennman diferan lè l sèvi avèk sant Fitness nou an. Akitivite deyò, ki sa ki deyò preparasyon pou, randone ak snowshoeing lè nou gen nèj. Um, Lè sa a, nou deplase sou ekip espò. Nou gen yon ekip ekip diferan espò jwèt. Nou te ajoute tou kèk antrenè ak ofisye nan ki pou elèv nou yo ki ta ka enterese nan, nan ki moso. Um, jwèt dlo te yon bagay ke nou te dènyèman te ajoute kòm byen. Nou fè yon inite sekirite dlo kòm yon pati nan sa, yon inite naje, ak Lè sa a, nou ale nan jwèt diferan ki ka jwe nan dlo a ak Lè sa a, yoga nou an. Nou kòmanse ak entwodiksyon, nou deplase nan debutan, ak Lè sa a, nou aktyèlman ale nan plis egzèsis yoga entèmedyè tou. Nou menm tou nou fè yon moso nan sa a se yon egzèsis jounal ke nou ap fè. Nan fen chak klas, elèv yo jounal sou ki jan yo te santi yo anvan klas, ki jan yo te santi apre klas, sa ki ta ka ale sou ak yo. Se jis yon opòtinite pou yo nan kalite reflete yo wè ki jan klas te ale ak ki jan yo ap santi yo nan fen a, ki se yon gwo opòtinite. Um, ou ka deplase sou glise nan pwochen sou sa a, um, pou evalyasyon pou tout klas sa yo. Um, nou ap fè, um, evalyasyon konpetans ak ribrik pou edikasyon fizik tou. K ap deplase sou devlopman pwofesyonèl. Anplis de sa distri a te bay, uh, pou devlopman pwofesyonèl, edikasyon fizik ak pwofesè edikasyon sante ane sa a gen, um, fè sètifikasyon CPR. Yo, nou jis ranpli sa nan mwa mas. Ak sètifikasyon premye swen yo pral ranpli nan mwa jen. Apre sa, yo te tou pran pati nan teknik detant ak swen tèt yo. Sa ki te yon prezantasyon pa Seth Monk. Mwen pa konnen si nenpòt nan ou sonje l '. Li te fè prezantasyon pou nou anvan yo reyèlman ale sou kèk teknik detant ke anplwaye nou yo ka itilize yo pote nan elèv yo, men tou, itilize pou tèt yo pandan tout bagay ki k ap pase sou kounye a. Um, ou ka aktyèlman deplase nan glise nan pwochen an. Mèsi. Um, se konsa k ap deplase pi devan, mwen konnen nan tan lontan an nou te pale sou, um, anbochaj yon pwofesè sante lekòl mwayen pou nou gen youn nan chak bilding. Um, se konsa nou ap, nou ap chèche ajoute sa ak anboche adaptasyon pwofesè edikasyon fizik. Nou ap tou kap ajoute ke toujou. Nou pa te kapab fè sa ankò anba kourikoulòm. Um, ou wè, mwen gen revize toujou chanje kourikoulòm nan fòme ak Direktè a nan Enfimyè. Apre sa, mwen te vle tou revize kourikoulòm nan flash pou elèv yo edikasyon espesyal nou yo asire w ke nou se enklizif. Devlopman pwofesyonèl, nou ta gade pou bay kèk edikasyon sèks devlopman pwofesyonèl jan nou, tankou mwen te pale sou anvan, nòm yo te chanje. Nou bezwen petèt jwenn kèk fòmasyon plis sou sa ak anbalaj sa yo kòm byen epi yo bay adaptasyon PE devlopman pwofesyonèl pou tout anplwaye nan edikasyon fizik. Yon lòt pyès mwen jis te vle ajoute se ke, akòz pandemi an, sante ak pwogram edikasyon fizik la te dwe ajiste satisfè bezwen yo nan elèv nou yo. Edikasyon sante kouvri ladrès jesyon tan, soulajman estrès, ak bagay tankou yoga. Kounye a ke nou ap nan moun, nou ap vini tounen nan mete kourikoulòm nou an ke mwen te montre ou isit la jodi a. Ak klas edikasyon fizik yo te devan chaje ak leson ki enkli pa gen okenn ekipman. Se konsa, nan kòmansman an, nou te fè bagay sa yo tankou kapasite, yoga, detant, paske timoun yo te nan kay la. Yo pa nesesèman gen ekipman nan kay la. Pwofesè mwen yo te fè yon bon travay lè l sèvi avèk sa yo te kapab jwenn elèv yo dwe aktif. Ou ka ale nan glise nan pwochen an. Mwen kwè ke se li. Apre sa, mwen panse ke sa a glise kesyon ou an.
[Van der Kloot]: Gran. Mèsi, Rachèl. Rachèl, mwen pral kòmanse nan kesyone a tan sa a. Ou te fè sou glise ki sot pase a frape kesyon ki pi enpòtan pou mwen kounye a. PE adaptasyon an, nan ki nivo nou ofri ak satisfè bezwen elèv yo nan edikasyon espesyal? Pou egzanp, elèv yo otis. Epi ou mansyone kourikoulòm Flash la, èske li bon pou ED espesyal? Men, jan nou te ale atravè tout nivo klas yo, sa ki te egzakteman sa mwen te kirye de. Pa egzanp, si nou gen yon klas lekòl segondè ki separe ki te fèt nan lekòl segondè a, èske elèv sa yo ap resevwa edikasyon sou sante ak kijan li modifye yon fason ki apwopriye?
[Perry]: Se konsa, nou gen kèk elèv ale nan klas sante ak nou gen kèk elèv ki ta ka separe pou sèten bagay. Sa depann de sa IEP yo mande pou yo. Nou ap adapte inite edikasyon sante nou yo. Nou sèvi ak yon ti kras nan inite ki pi ba klas yo adapte kounye a. Kourikoulòm nan flash se espesyalman pou elèv edikasyon espesyal. Se konsa, mwen te vle pran yon gade nan ki pou nou ka konpare ak sa nou genyen kounye a yo wè si sa ta yon pi bon opsyon pou nou.
[Van der Kloot]: Epi se ke Lè sa a, yon kourikoulòm deyò?
[Perry]: Li se. Li se yon sou entènèt. Li nan aktyèlman yon kourikoulòm gratis.
[Van der Kloot]: Li gratis? Wi. Mizik nan zòrèy mwen. Wi. Mwen te panse ke sa ta ye. Èske gen yon fason? Èske ou ta ka voye nou yon lyen pou sa pou nou te ka wè sa? Absoliman. Ok. Se konsa, Jenny oswa Pòl an patikilye, ki kesyon ou ta ka gen pou Rachèl?
[Graham]: Mwen jis te gen kèk kesyon adisyonèl sou kourikoulòm nan sante, men mwen ta ranvwaye si gen nan kesyon sou P anvan nou sik tounen la. Oke, se konsa. Mwen pa santi mwen tankou mwen totalman, e petèt li nan jis sòt de kote mwen te antre nan konvèsasyon sa a, men mwen pa santi tankou mwen totalman konprann lè ou te di nou te eseye sa a ak nou te renmen li. Mwen pa konprann sa metodoloji a te la. Èske nou te eseye de bagay e nou te renmen sa a pi byen? Èske ou panse ke ta gen yon chanjman nan opinyon sa a lè gen pwofesyonèl sante dedye, patikilyèman nan nivo lekòl mwayen olye ke konsèy konsèy ap fè fòmasyon sa a? Mwen vle di, jis an jeneral, tankou gen nan jis pa gen anyen kanpe deyò sou deskripsyon an nan kourikoulòm lan. E petèt se jis deskripsyon an, mwen pa fin sèten, men mwen jis kirye, tankou sa ki tèlman gwo sou kourikoulòm sa a ke nou gen nan plas?
[Perry]: Se konsa, li se yon modèl ladrès ki baze sou. Epi se sa ki estanda nasyonal nou yo rele pou. Se konsa, nou ap itilize yon modèl ki baze sou konpetans e se sa ki nou te kap chèche. Mwen gen pwofesè sante ki deziyen ki gen lisans pwofesè sante ki anseye li nan lekòl segondè a ak youn nan lekòl presegondè a. Apre sa, yo t 'eseye li ak reyèlman te renmen kourikoulòm lan. Yo te gen dezyèm etap ke yo te itilize anvan sa. E sa ki te trè demode. Epi li te yon bagay ki pa t 'trè fasil yo swiv. Epi li pa adrese tout ladrès sa yo Nou bezwen adrese nan moman sa a. E se poutèt sa nou te ale ak modèl la Michigan. Tankou mwen te di, mwen te gade nan sa ki lòt distri yo te fè, e sa a te yon bagay ki te rekòmande pa lòt distri yo tou.
[Van der Kloot]: Se konsa, Jenny, nan tan lontan an, nan ane anvan yo, sa a te yon konvèsasyon gwo twou san fon jan nou te gade nan kourikoulòm nou yo ak wè li pa te ase. Se konsa, te gen anpil diskisyon sou Gade nan kourikoulòm nou an ak gade nan modèl la Michigan, ki sòt de leve tankou krèm nan nan tèt la ak pale sou sa, ap resevwa fidbak soti nan direktè lekòl nou yo ak nan men pwofesè nou yo. Li te, mwen ta di ke li te, ou konnen, li toujou enpòtan yo revize kourikoulòm ak asire w ke yo ap toujou satisfè bezwen nou yo. Men, mwen vle di ke sa a te yon bagay ki te, Mwen pa konnen si se sa. Byen pale sou nivo komite lekòl la.
[Graham]: Mwen jis. Sa a sijè ki abòde lan ak sekans sanble konsa. Ralanti m 'an tèm de tankou lè sijè yo te kouvri ak I. Sa se jis sòt de reyaksyon mwen an. I. Gen katriyèm ti fi klas ki jwenn peryòd yo. Tout bagay sa yo, tankou osi lontan ke nou ta ka vle sa yo Desizyon lavi yo dwe wete kòm granmoun. Nou ka vle ke tout sa nou vle, men se travay edikasyon an pou prepare elèv yo. Apre sa, mwen pa gen yon nivo konfò gwo ke nou ap prepare elèv nou yo kòm pi bon nou te kapab nan moman sa a. Sa pa vle di kourikoulòm lan pa kapab de sa. Mwen pa konnen. Toujou gen yon gwo espas pou mwen ke mwen pa gen te kapab rekonsilye ki baze sou konvèsasyon sa a. Apre sa, mwen jis vle asire w ke si gen nan yon bagay ke ou bezwen reyèlman fè nou tout santi bon, epi ou se ekspè an, se konsa mwen pran swen plis sou sa ou panse pase sa mwen panse, men mwen vle nou santi tankou nou yo te modèn nan apwòch nou yo ak ke nou yo Asire ke nou ap prepare elèv yo pou lavi a ke yo pral viv, si nou prepare yo oswa ou pa. Men, sepandan nou bezwen fè sa, si se sa ki kourikoulòm sa a, ki nan nouvèl fantastik, li la deja nan kay, men si gen nan yon lòt bagay ki nesesè, mwen jis vle nou idantifye ke kòm byen vit ke posib pou nou ka jwenn li nan plas li.
[Edouard-Vincent]: Sipèentandan? Mwen jis te vle di, memogram, an repons a kèk nan kòmantè ou, ki wi, modèl Michigan se definitivman youn nan modèl yo ki respekte yo. Epi ankò, lefèt ke li nan ladrès ki baze sou nan ouvèti a Rachèl, Ms. Perry te pataje sou swiv estanda nasyonal yo kòm opoze a estanda eta a paske Nasyonal la, Kourikoulòm Eta a, mwen kwè, te tounen nan 99. Li nan pwosesis la pou yo te mete ajou, men li pa te rive jis ankò. Se konsa, eta a, estanda nasyonal yo se estanda yo ki Moun yo ta dwe peye atansyon a ak lefèt ke li se espas konpetans. Se konsa, mwen jis vle ou konnen ke Michigan modèl se definitivman respekte pou omwen yo te youn nan pwogram yo pi fò yo deyò. Ak nan konsidere dezyèm kòmantè ou sou li a vre, ti fi yo ap devlope ak frape fòme nan pi piti laj, espesyalman elèv yo nan koulè. Nwa ak mawon ap frape, elèv yo ap frape fòme nan laj eksepsyonèlman pi piti. Se konsa, sa se yon bagay, men rechèch la tou ap pale de soti nan parapli a sante oswa pèspektiv sante pou nou tou bay edikasyon sou enpòtans ki genyen nan manje an sante paske sèten manje kounye a, ou konnen, Moun ki pa ekspè medikal yo ap di, se li òmòn yo ke yo te bay mayi oswa poul oswa kèlkeswa sa li se ke ou ap manje, ki òmòn yo tou prèske pouse jèn fi nan fòme nan laj pi piti ak pi bonè. Se konsa, mwen panse aspè a sou manje an sante, mòdvi an sante, Ou konnen ke yo te aktif paske tout nan sa ki epi ou konnen ak aparisyon nan fòme nan fòme li la tou ki konekte nan pwa pou um si gen nan obezite byen bonè ak lòt oswa siy nan ki tankou yon sèl bagay ka deklanche lòt la ki ka deklanche lòt la pou li li definitivman se yon bagay ke ou konnen mwen panse ke nou okouran epi nou fè gen definitivman koute um. Gid medikal, men mwen jis te vle fè w konnen ke nou okouran ke gen yon anpil nan faktè ak ki jan li jis ap afekte sosyete a an jeneral. Se konsa, mwen jis te vle ajoute ke kòmantè nan sa ou te di pi bonè. Mèsi.
[Van der Kloot]: Oke. Èske gen nenpòt lòt kesyon pou Madam. Perry? Rachèl, Pòl, non, Jenny. Oke. Gran. Oke. Se konsa, di ou mèsi anpil, Rachèl, ak di ou mèsi tout lòt moun pou ale nan ki moun ki la isit la. Mwen vrèman apresye li. E nou gen yon reyinyon, reyinyon komite lekòl la kòmanse nan, ki lè li kòmanse, sis è?
[Edouard-Vincent]: Sèt è.
[Van der Kloot]: Sèt è. Gran. Se konsa, nou pral wè ou tout nan sèt è. Mèsi anpil. Mouvman pou ajoune. Mouvman pou ajoune. Mouvman pou ajoune. Dezyèm. Pòl Russo?
[Unidentified]: Wi.
[Van der Kloot]: Jenny Graham? Wi. Paulette Vanderkloop? Wi.