[Van der Kloot]: 来自我的学校委员会成员。
[Unidentified]: 完美的。
[SPEAKER_00]: 再见。
[Van der Kloot]: 嗨，苏西。
[Unidentified]: 来自我的学校委员会成员。 完美的。
[SPEAKER_00]: 你今天得到了我，保莱特。
[Van der Kloot]: 再说一次，保罗？
[SPEAKER_00]: 你得到了我。
[Van der Kloot]: 是的，我看到了你，现在我看到了珍妮。 因此，在我们三个人这里，我要继续开会。 如果我们都可以说效忠的承诺。 我承诺效忠美利坚合众国的旗帜和它所占据的共和国，一个国家的一个国家，不可分割，自由和正义。 谢谢。 我要去卷。 成员格雷厄姆？ 这里。 成员必须参加，但Ruseau成员在她缺席的情况下参加。
[SPEAKER_00]: 我在这里。
[Van der Kloot]: 谢谢。 现在我要去 阅读段落。 您可能会认为这一点，我们真的应该贴上胶带。 我们应该考虑一些更聪明的东西，但是我认为我们任何人都不会觉得我们会读这么长时间。 无论如何，会议日期，5月31日，5至6.30。 请告知。 从5-3到6-30，将有一个课程小组委员会。 这次会议的目的是审查梅德福公立学校的健康教育和体育课程。 根据贝克州长2020年3月12日的命令，该命令暂停了公开会议法的某些规定， 总督2020年3月15日命令对可能聚集在一个地方的人数施加严格的限制。 梅德福学校委员会的这次会议将通过远程参与尽可能远。 可以在梅德福市网站www.medfordmass.org上找到特定信息和远程参与远程参与的准则。 在本次会议上，希望听或观看会议的公众可以通过评估本文包含的会议链接来进行。 将不允许公众的面对面出席，但是将尽一切努力确保公众能够通过技术手段实时充分评估诉讼程序。 如果我们尽了最大的努力仍无法做到这一点，我们将在梅德福市和梅德福社区媒体网站和音频上发布 会议结束后，或其他录音，成绩单或其他全面记录。 可以在下午4点通过Comcast Channel 22和Verizon Channel的Medford Community Media观看会议。 有一个缩放链接。 会议ID是93008727811。 Onetap Mobile是19292056099。 好的。 而且，总的来说，议程是我们将审查健康教育和体育课程。 今天与我们一起是体育和健康教育主任和助理体育总监。 雷切尔（Rachel），但雷切尔·佩里（Rachel Perry）。 所以雷切尔，我知道你有一个演讲。 我们将首先讨论哪个领域？
[Perry]: 我们将从健康教育开始。 好的。 那我现在可以把它交给你吗？ 当然。 我只需要能够共享我的屏幕。
[Cushing]: 你应该很好。
[Perry]: 没有。 再试一次。 不，这不允许我。 哦。 那里可能会去。 出于某种原因，它不会出现。 彼得，你能从那里做吗？
[Cushing]: 如果您与我分享演讲，我绝对可以做到。
[Perry]: 好，一秒钟。 我们去。 好吧，我们去了。 你应该得到它。
[Unidentified]: 共享屏幕。
[Cushing]: 是显示还是没有？
[Perry]: 不。
[Cushing]: 刚刚起来。 对于成员范德克洛特（Van der Kloot）的观点，您认为有14个月的时间，我们将遇到我们的技术困难。
[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]: 雷切尔（Rachel），请稍等一下。 我只是在继续前进之前就想到，对健康教育作品提出一些问题可能很有用。
[Edouard-Vincent]: 我们可以这样划分吗？ 因此，如果我们这样分配，我们只需要认识到时间，因为我们在540岁。 我认为，PE的部分不会是更不言自明的，因此给出所有描述的时间不会很长，我们可以做 您知道，标题是关键在年级水平之间发生变化，但我确实想确保我们在让我们彻底允许的健康课程中，委员会知道委员会知道健康教学从幼儿园到高中的发展。 因此，这就是为什么我们想确保我们对此非常详尽。
[Van der Kloot]: 好的，此时对健康教育有疑问吗？ 偏好是什么？ 珍妮，您想做什么？ 您想继续前进还是想去？
[Graham]: 我认为现在问一些问题是有意义的。
[Van der Kloot]: 好吧，我们会看时间。 是5.41。 让我们像10分钟左右的时间一样这样做。 好吧，保罗，我看到你的手。
[Ruseau]: 谢谢，是的。 因此，我正在审查从去年2月25日起的演讲，就在开始的几天结束之前。 我意识到，这就是您提出的国家标准，每个不同的核心概念，并且知道它们发生在哪里，哪个年级水平。 这个演示是一个 详细说明了这一演讲，那就是颗粒状得多。 我只想知道，我知道，我没有听到的一些事情是性别认同。 我的意思是说，告诉老年人关于性别认同是某种程度上的，告诉一个80岁的退休事件。 有点像，是的，他们已经听说过。 而且我只想确保，您知道，我们将其列出，它将在六到八个。 我们是在六到八个还是在八个还是八个还是？ 在他们可以教给我们性别认同之前，我们真的不会谈论它吗？
[Perry]: 因此，我们在六年级谈论性别和性别认同。 这很简短。 我确实想确保您还知道《性国家准则》刚刚改变。 因此，我实际上需要拆开这些包装，并查看其中的情况。 而且我可能必须将它们带到您面前，以进行任何更改。 他们这样做，但在六年级时就性别和性别认同。
[Ruseau]: 好的。 我认为性别的原因，整个进步中我唯一记得的是围绕老年人，您知道，了解性别以及性别如何影响一切。 嗯，我的第一个反应是，不是因为幼儿园和一年级学生已经决定，不，那是男孩，那是针对女孩的，嗯，等到他们的前辈似乎 奇怪的是迟到，但也许只是在演讲中，对吗？
[Perry]: 这个高年级更深入。 我们确实在六年级时就谈到了它，但它更深入。 我们还在性爱的作品中作为性新生探讨了它。
[Ruseau]: 好的。 嗯，然后我的另一个问题是，嗯，嗯，我知道，我在小部分中听到了很多单词，当我看时，您知道，您知道，您知道，围绕同意书，嗯，嗯， 如您所知，您知道拥有正确的语言，一种一致的语言，它一直在整个过程中发展，因此您知道，您进入中学，老师和员工的语言并没有完全不同。 而且我没有听到同意一词。 我听到了所有同意。 但是，您知道，我读到的是，我们应该教书，显然不是，您知道，关于性同意的幼儿园，而是关于触摸和使用该词的同意，以便它实际上是 他们都知道的一词，当他们变老时，这对他们来说并不陌生。 我们还在这样做吗？
[Perry]: 我们在小学上做到了适当的触摸。 是的，我们不称其为同意，但这是适当的触摸。 好的。 在有准则和指导方面。
[Ruseau]: 是的。 那么，我们是否特别教授积极的同意？ 您知道，肯定同意，我认为实际上就是所谓的。 对不起。 仅仅因为女孩说不的不够好。
[Perry]: 在中学，是的。
[Ruseau]: 好吧，很好。 然后我的最后一件事是，我一直听到的是，我听到了150次戒酒，而不是150次，但我听到的是比其他任何单词更多，大概比任何其他单词都要多三到四次。 而且我显然没有任何禁欲的问题。 我只是，感觉有点像 这是所有不好的东西，好像性不是一件好事。 这个电话中的每个人都是成年人，我不知道您的个人生活，但是我会肢解，我们并不是所有人都认为性是一件坏事。 我们是否曾经以积极的眼光谈论性？
[Perry]: 因此，我们确实促进了禁欲。 同意年龄为16岁。 我们确实有16岁以下的学生，我们需要确保我们促进禁欲，并且他们知道法律和类似的事情。 我们确实谈论健康的人际关系，与您所爱的人在一起，这是一件积极的事情。 但是，如果回答您的问题，我们还需要确保我们遵循指南，标准和法律。
[Ruseau]: 是的，听起来我们有课程使父母开心。 我们没有一个将孩子作为主要考虑因素，这可能是整个国家的每个健康课程。 但是我的意思是，我对你并不失望。 一旦您上大学，我对整个方向感到失望，那么您可以发现性别并不是一件可怕的事情。 以及教孩子的所有心理健康后果 他们的身体连续12年不良。 我很高兴Stacey没有来电。 我想那是我唯一的其他评论。 谢谢。
[Van der Kloot]: 好的。 珍妮，你有任何疑问吗？
[Graham]: 我认为我的问题真的是关于为什么课程的原因？ 为什么我们认为这是那里最好的课程？ 有更好的课程吗？ 这是我有点吃惊的是，我们正在使用消费产品公司的视频来教孩子有关青春期的知识。 这样有点令人震惊。 我还听说，如果您是我的年龄，并且去了梅德福公立学校，那么您会观看同一视频。 而且我只需要觉得我们在2021年就已经取得了进步。 所以我，我，我，我， 挣扎着这是我们可以为学生提供的最佳代表。
[Perry]: 绝对地。 我明白。 因此，该视频不是五年级使用的密歇根州模型的一部分。 这实际上是在前进。 这是我想与护理总监合作的事情，以真正解开该课程，并查看国家标准，看看我们的差距在哪里以及我们如何在这个级别上做得更好。 因此，这不是密歇根州的模式。 然后选择了密歇根州的模型，因为它是基于技能的模型。 我查看了其他地区学校和地区，看看他们在使用什么。 实际上，我们在每个级别都在这里尝试了一年，我们的老师们真的很喜欢它。 因此，这就是为什么我们选择密歇根州健康模型，因为它确实涵盖了我们想要的所有内容。
[Ruseau]: 珍妮，我可以打断一秒钟吗？ 当然。 我们是否仍在向女孩，女孩的视频和男孩，男孩的视频展示？
[Perry]: 我相信他们处于五年级。 我必须在护理部门确认这一点，但我相信它们是。 这再次是值得一看的东西。
[Ruseau]: 是的，我的意思是，我认为我们需要紧急看一下。 我的意思是，这个国家的法律是由不知道妇女身体的男人撰写的。 而且我们实际上是在加强这一点。 而且我认为我们需要紧急确保男孩不认为 月经是这种憎恶，甚至无法提及他们。 我的意思是，我们等不及要在50年前再等一年或两年或三年了。
[Van der Kloot]: 瑞秋（Rachel）可以，嗯，您可以向我们发送视频。
[Perry]: 是的，我可以向您发送链接。
[Van der Kloot]: 也许您可以与我们分享。 因此，我们可以看到它们如何处理。 那是你的东西。 我的意思是，这是烦恼的，我听说你提到了托尼。
[Perry]: 那跌倒在哪里？ 因此，护士一直在介绍这一课，而不是体育老师，尽管在某些学校，我认为男性体育老师正在展示视频以帮助护士，但我们不一定，这不在我们的课程中。
[Van der Kloot]: 好吧，苏西。
[Perry]: 这是我们可以看的东西。
[Van der Kloot]: 苏西，我看到你的手，苏珊。
[Galusi]: 我只是想澄清成员卢梭的评论，即在某些情况下，当这些视频出现时，校长与家人合作。 如果有过渡或跨性别的学生，学生正在选择， 他们想参加的青春期视频，并与之相关。 所以我只是想清楚这一点。 是的，护士通常仍然将其交给女孩，而体育老师会把它交给男孩，否则他们会以这种方式将他们分开。 但是学生可以选择他们最相关的视频。
[Van der Kloot]: 查看是否有一个视频实际上会立即向孩子们解决所有这些问题，这肯定会很有趣。 我的意思是，我们走了很长一段路。 因此，我想说的是，我们现在要研究它是有意义的。 保罗？
[Ruseau]: 是的，我只是想添加一个。 如果这在发展上有意义的话，我当然没有将学生分开的任何问题。 但是，他们只会看到一半人类的故事的一面是我的一部分，我真的很高兴听到这是因为我们将它们分开了，因为对于过渡的学生，我们允许他们选择最有效的人，我认为我认为很棒。 而且，如果学生被二元性别分解， 那仍然需要继续。 但是他们看到的视频是我的问题。 谢谢。
[Van der Kloot]: 我想问一个关于曾经有一个约会暴力的部门的问题。 我记得一个外部小组进来并进行演讲。 那还是吗？
[Perry]: 作为新生课程的一部分，我们是导师和预防暴力。 实际上，我们的健康老师接受了导师和预防暴力的培训。 因此，我们不再有外部小组进来了。 因此，他们解决了这些课程。 是的。
[Van der Kloot]: 好吧，太好了。 好的，所以我认为在这一点上，我们继续体育是有意义的。 最后，如果有人想到了更多问题。 如果我们有时间，我们可以回来。 因此，如果您这么友善。 我保证这会更快。
[Perry]: 好吧，从基础体育开始，请转到下一个幻灯片。 我们去。 好吧，在基础上，我们的目标是教学学生的基本技能和概念，使他们能够以成功和享受参加各种体育活动。 随着基本技能的学习，它们适用于各种游戏，舞蹈和健身活动。 您会注意到每个年级，我们都有相同的单元。 随着学生的进步，然后进入高年级，这些技能变得越来越困难。 因此，我们做的是将学生分为K年级，然后将三到五个。 在K到2中，我们正在做一些基本的事情，例如运动技能，步行，跑步，跳过，跳跃，跳跃，跳跃，操纵技巧，脚手架投掷和捕捉，用脚运球，控制球，摇摇晃晃，摇摆球，打球，击打球，击打球，棒球，棍棒，我已经说过棒，我已经说了棍子操纵，合作，合作，合作，合作，合作，，合作，，合作，，合作，，合作，，合作，，合作，，摇摆 我们做降落伞游戏，空间意识游戏，健身，舞蹈和运动以及瑜伽。 就像我说的那样，这就是基本层面。 当我们进入三到五年级时，我们将事情纳入了更加困难的事情。 例如，我们正在完善我们的运动技能，也许会跳跃，跳跃，跳过或周围以使事情变得更加困难。 我们正在打击和踢球。 我们正在击球球。 这样的事情是像网一样在物体上进行操作和射击。 而且我们还融合了更多的游戏玩法。 因此，这是我们基础体育课程的基础。 而且，如果您愿意，如果您可以仔细阅读每个年级中的每一个。 搬到中学。 所以下一个幻灯片。 谢谢。 中学体育课程课程基于实践K至5年级的知识和技能。 我们的目标是教授更多高级技能和概念，使学生能够继续提高和发展自己的技能基础。 您会在所有中学成绩再次注意到相同的单元。 但是，随着学生进入高年级，技能更加先进。 您可以阅读它，但是我会给您一些不同的例子，然后我继续上高中，以便你们有时间。 我知道你还有另一次会议。 例如，当我们查看六年级的目标游戏，保龄球和弹球时，我们将介绍历史和三步方法。 第二年，我们将回顾历史，我们将进行得分。 在八年级时，我们将进行五步的方法，得分，罢工和备用。 因此，我们在这些基本信息之间扩展了。 例如，入侵游戏，足球，我们将从历史上传球，陷阱和运球开始。 然后，我们将继续进行射击，防守和5V5足球。 进入八年级，我们将进入5V5至7V7足球。 教学生前往开放空间并进行付出和这样的策略。 因此，这是在整个中学课程中编织的。 我们从基本开始，然后继续他们在八年级时应该做的事情。 这些也基于我们的国家标准。 因此，您可以看到每个年级的标准以及学生应该在哪里。 在最近在我们中学课程中添加的两件事中，这是舞蹈和瑜伽。 这些是我们真的没有太多的事情，因此我们想确保我们遵循所有标准，而这些都是我们添加的东西。 因此我们可以转到下一个幻灯片。 我们将继续接受高中体育教育。 不，我认为您点击了其中一个链接，是的。 好吧，高中体育计划基于小学和中学教授的知识和技能。 大一新生的体育课程是基于健身的，可让学生了解健身，健身测试，如何提高健身以及如何建立自己的健身常规的五个组成部分。 我们最近在新生体育中添加的是如何在水和基本游泳技术中保持安全。 大二体育，称为健康活动。 本课程旨在通过参与解决领导，决策，承诺，冒险，压力管理，同情心和个人健身的活动来向学生介绍健康的七个维度。 对于大三和体育教育的大三学生，正如您在这张幻灯片的大二学生下看到的那样，我们有急救和CPR，变得健康，变得健康 救生员培训，终身活动，户外活动，团队运动，水上游戏和瑜伽。 我们的大三学生和前辈可以选择他们想要接受的体育教育。 他们在大三的时候参加了一个班级和一堂课。 我们的急救，CPR和我们的救生员培训，您实际上可以通过参加这些课程获得认证。 这对我们的学生来说是一个很好的机会。 如您所知，我也监督游泳池。 我的一些警卫已经通过体育部门上课，并在游泳池雇用。 这对他们来说是一个很好的机会。 对于急救和心肺复苏术，我们有很多学生可能在营地或日托和兼职工作中工作，他们实际上可以在学校获得认证并为此获得信誉。 因此，这也是一个很好的机会。 变得健康，我们做一些步行，我们做一个瑜伽单元，我们使用健身中心进行许多不同的锻炼。 户外活动，当我们有雪时，户外准备就绪，远足和雪鞋行走。 嗯，然后我们继续进行团队运动。 我们有一个不同的团队运动游戏单元。 我们还为可能对此感兴趣的学生添加了一些教练和主持。 嗯，我们最近也添加了水游戏。 我们在游泳单元的一部分中制作水安全部门，然后进入可以在水中和我们的瑜伽中玩的不同游戏。 我们从介绍开始，进入初学者，然后实际上也开始进行更多中级瑜伽练习。 我们还做的是我们正在做的日记练习。 在每个班级结束时，学生日记在上课前的感觉，上课后的感觉以及可能发生的事情。 这只是他们反思的机会，看看班上的去看以及他们最终的感觉，这是一个很好的机会。 嗯，您可以转到下一个幻灯片，嗯，以评估所有这些课程。 嗯，我们正在做体育教育的技能评估和专栏。 继续专业发展。 除了该地区提供的服务外，嗯，为专业发展，今年的体育和健康教育教师还完成了CPR认证。 他们，我们刚刚在三月完成了。 急救认证将于6月完成。 他们还参与了放松技术和自我保健。 那是塞思·蒙克（Seth Monk）的演讲。 我不知道你们是否记得他。 他在为我们做一些放松技巧之前为我们做了演讲，我们的员工可以用来将这些技巧带给学生，但在现在发生的一切过程中也为自己使用。 嗯，您实际上可以移至下一个幻灯片。 谢谢。 嗯，如此向前迈进，我知道过去我们谈论过的，嗯，雇用了一名中学健康老师，以便我们在每栋建筑物中都有一座。 嗯，所以我们正在寻求添加它并聘请自适应体育老师。 我们还希望添加它。 在课程下，我们还无法做到这一点。 嗯，您知道，我正在与护理总监一起审查始终不断变化的青春期课程。 而且我还想回顾我们的特殊教育学生的Flash课程，以确保我们具有包容性。 专业发展，我们希望提供一些性教育专业发展，就像我之前所说的那样，标准已经改变。 我们可能需要对此进行更多的培训，并拆除这些培训，并为整个体育人员提供自适应的PE专业发展。 我只想补充说，由于大流行，必须对健康和体育课程进行调整以满足学生的需求。 健康教育涵盖了时间管理技能，缓解压力和瑜伽等事情。 现在我们亲自亲自向您展示了今天我在这里向您展示的课程套装。 体育课程和体育课程中有不包括设备的课程。 因此，一开始，我们正在做健身，瑜伽，放松之类的事情，因为孩子们在家。 他们不一定在家设备。 我的老师使用他们能够让学生活跃的事情做得很好。 您可以转到下一张幻灯片。 我相信就是这样。 我认为这是您的问题幻灯片。
[Van der Kloot]: 伟大的。 谢谢你，雷切尔。 雷切尔，这次我将开始询问。 您现在在最后一部幻灯片上做到了最重要的问题。 自适应PE，我们将在哪个水平上提供并满足特殊教育学生的需求？ 例如，自闭症学生。 您提到了Flash课程，对特殊ED有好处吗？ 但是，当我们经历所有班级时，这正是我对此感到好奇。 例如，如果我们在高中举行了基本分开的高中课程，那些接受健康教育的学生是否适当地修改？
[Perry]: 因此，我们确实有一些学生参加健康课程，我们确实有一些学生 可能会分开某些事情。 这取决于他们的IEP要求。 我们正在改编我们的健康教育部门。 我们确实使用了一些较低等级的单元来适应。 Flash课程专门针对特殊教育学生。 因此，我想看看这一点，以便我们可以将我们现在拥有的东西进行比较，看看这对我们来说是否是更好的选择。
[Van der Kloot]: 那是外部课程吗？
[Perry]: 这是。 这是一个在线。 这实际上是免费的课程。
[Van der Kloot]: 免费吗？ 是的。 我耳边的音乐。 是的。 我认为那是。 有办法吗？ 您能给我们发送一个链接，以便我们看到吗？ 绝对地。 好的。 因此，对于珍妮或保罗来说，您对雷切尔有什么问题？
[Graham]: 我只是关于健康课程还有一些其他问题，但是如果我们在骑自行车之前，我会延迟有关P的问题。 好吧，所以。 我觉得自己完全不完全，也许这只是我进入了这次对话的地方，但是当您说我们尝试过并且我们喜欢它时，我不完全理解我完全理解。 我不明白该方法是什么。 我们是否尝试过两件事，我们更喜欢这个？ 您认为当有专门的卫生专业人员，尤其是在中学阶段而不是进行此培训的指导委员会时，这种意见会发生变化吗？ 我的意思是，总的来说，就像对课程的描述没有什么脱颖而出的一样。 也许这只是描述，我不确定，但是我只是好奇，就像我们拥有的课程有什么好处吗？
[Perry]: 因此，这是一个基于技能的模型。 这就是我们国家标准所要求的。 因此，我们正在使用基于技能的模型，这就是我们想要的。 我确实有指定的健康老师，这些老师是在高中任教的卫生老师，在中学任教。 他们确实尝试过，并且真的很喜欢课程。 他们确实在此之前使用了第二步。 那已经过时了。 而且这不是很容易遵循的事情。 它没有解决所有技能 当时我们需要解决。 这就是为什么我们使用密歇根州的模特。 就像我说的那样，我确实看了其他地区在做什么，这也是其他地区推荐的。
[Van der Kloot]: 因此，珍妮过去几年来，这是一次深刻的对话，因为我们正在研究课程并认为这还不够。 因此，关于 查看我们的课程并查看密歇根州的模型，该模型像奶油一样升起，谈论这一点，从我们的校长和老师那里获得反馈。 我想说的是，审查课程并确保它们仍然满足我们的需求总是很重要的。 但是我确实想说这是 我不知道那是。 在学校委员会一级彻底谈论。
[Graham]: 我只是。 这似乎是如此。 从何时涵盖主题和我的情况下对我来说，我慢了。这只是我的反应。 我。 有四年级的女孩得到了期间。 所有这些事情，例如我们可能想要这些 人生决定将作为成年人推迟。 我们可以想要我们想要的一切，但为学生做好准备是教育的工作。 而且我没有巨大的舒适水平，我们目前正在为学生做好准备。 这并不意味着课程没有能力。 我不知道。 我还没有一个巨大的差距 能够根据这次对话进行和解。 而且我只想确保如果您需要让我们真正感觉很好，而您是专家，所以我更关心您的想法，而不是我的想法 确保我们正在为学生做好准备的生活，无论我们是否准备他们。 但是，我们需要这样做，如果那是该课程，那是一个很棒的消息，它已经在房子里了，但是如果需要其他东西，我只希望我们尽快将其确定，以便我们可以将其设置在适当的位置。
[Edouard-Vincent]: 负责人？ 我只是想说，日后图回应您的一些评论，是的，密歇根州的模型绝对是尊敬的模型之一。 再一次，这是基于技能的事实 瑞秋（Rachel），女士 佩里（Perry）分享了遵循国家标准，而不是国家标准，因为我相信国家，国家课程可以追溯到99。 这是在更新的过程中，但还没有发生。 因此，国家标准是国家标准 人们应该关注这是技能空间的事实。 因此，我只想让您知道密歇根州的模型至少是其中一个更强大的计划之一，这肯定是尊重的。 关于您的第二次评论，女孩正在年轻时，尤其是有色学生的青春期发展和击中青春期。 黑人和布朗在击中，学生们在年轻的年龄中遇到青春期。 因此，这是一种事情，但是从健康伞或健康角度来看，研究也在讨论有关健康饮食重要性的教育，因为目前某些食物目前，您知道， 不是医学专家说的人是在说是玉米或鸡肉的激素，还是您正在吃的任何东西，激素也几乎使年轻女孩陷入了年轻和更早的年龄的青春期。 因此，我确实认为健康饮食，健康生活方式的方面， 您知道活跃，因为所有这些，并且您知道青春期的青春期也与体重有关，因此，如果有早期的肥胖和其他或其他迹象，那可能会触发另一个可能会触发另一个东西的东西，所以它绝对是您知道的，我们确实必须倾听它，我们确实必须听取的声音。 医疗指导，但我只是想让您知道，我们知道有很多因素以及它如何影响社会。 因此，我只是想将该评论添加到您之前所说的内容中。 谢谢。
[Van der Kloot]: 好的。 女士还有其他问题吗？ 佩里？ 瑞秋（Rachel），保罗（Paul），不，珍妮（Jenny）。 好的。 伟大的。 好的。 因此，非常感谢您，雷切尔（Rachel），也感谢其他所有人都参加了谁。 我真的很感激。 我们举行了一次会议，学校委员会会议，从几点开始，六点钟？
[Edouard-Vincent]: 七点钟。
[Van der Kloot]: 七点钟。 伟大的。 因此，我们将在七点钟见到大家。 太感谢了。 休会的动议。 休会的动议。 休会的动议。 第二。 保罗·鲁索？
[Unidentified]: 是的。
[Van der Kloot]: 珍妮·格雷厄姆（Jenny Graham）？ 是的。 Paulette Vanderkloop？ 是的。