Heather Shea New York Civil Liberties Union Alexis Karteron, Esq

Transcription

Kings Park 001
Kings Park 1
Heather Shea
From:
Sent:
To:
Subject:
Attachments:
Capobianco, Patti [capobiancop@KPCSD.ORG]
Monday, January 24, 2011 12:19 PM
Aiexis Karteron
FOil Request
PREVENTiON iNSTRUCTiON POLICY NYClU
REQUEST.pdf
New York Civil Liberties Union
Alexis Karteron, Esq.
125 Broad Street, 19th floor
New York, NY 10004
January 24,2011
Dear Ms. Karteron,
As requested in your FOIL request for a copy of our policies on the topics of gender identity, sexual anatomy,
sexual behaviors, sexual decision-making, healthy relationships, puberty, contraception, pregnancy, pregnancy
options and sexual orientation, attached please find the Kings Park Central School District Policy # 8211 Prevention Instruction.
I will get back to you as soon as I can with regard to the balance of your request.
Thank you.
Sincerely,
Patti Capobianco
District Clerk
Kings Park Centrai Schooi District
180 lawrence Road
Kings Park, NY 11764
631 269-3314
Kings Park 002
Kings Park 2
2008 8211
10f3
Instruction
KlEB
SUBJECT:
PREVENTION
INSTRUCTION
Acquired Immune Deficiency Syndrome (AIDS) Instruction in Health Education
The Board of Education shall provide a health education program that will include appropriate
instruction for all students concerning Acquired Immune Deficiency Syndrome (AIDS). Accurate
information concerning the nature of the disease, methods of transmission, and means of prevention
shall be provided in an age-appropriate manner and shall be consistent with community values and
will stress that abstinence is the most appropriate and effective premarital protection against AIDS.
A representative community
Board members, parents, religious
in order to make recommendations
instructional program. Appropriate
advisory group consisting of appropriate school personnel, School
representatives, and other community members shall be established
for curriculum content, implementation, and evaluation of an AIDS
training will be provided for instructional staff.
No student shall be required to receive instruction concerning the methods of prevention of
AIDS if the parent or legal guardian has filed with the Principal a written request that the student not
participate in such instruction, with an assurance that the student will receive this instruction at home.
AIDS instruction in the elementary grades shall be taught by the regular classroom teachers,
while such instruction in the middle and high school grades shall be a part 'of the required health
education curriculum.
Substance Abuse - Prevention Instruction
The Board of Education recognizes the need to educate students on the hazards of alcohol,
tobacco and/or drug abuse. An educationally sequential health prevention program, utilizing as
appropriate community, staff and student input, will be developed to inform students of:
a)
Causes for substance abuse;
b)
Physical and psychological
c)
Avoidance of alcohol, tobacco and drugs;
d)
Dangers of driving while under the influence of alcohol or drugs.
Environmental
Conservation
damage associated with substance abuse;
Instruction
The Board of Education supports and encourages the development of a District-wide,
curriculum of environmental conservation integrated into other program disciplines.
(Continued)
articulated
Kings Park 003
Kings Park 3
2008
8211
2
on
Instruction
K/EB
SUBJECT:
PREVENTION INSTRUCTION
Fire and Arson Prevention/Injury
(Cont'd.)
Prevention/Life Safety Education
The Board of Education directs the administration to provide instruction in fire and arson
prevention, injury prevention and life safety education relating to protection against injury or death
and property loss or damage as a result of criminally initiated or other preventable fire.
Such instruction shall include materials to educate children on the dangers of falsely reporting a
criminal incident, an impending explosion or fire emergency involving danger to life or property, an
impending catastrophe, or a life safety emergency.
Student Safety
Instruction in courses in technology education, science, home and career skills, health and safety,
physical education, and art shall include and emphasize safety and accident prevention.
Safety instruction shall precede the use of materials and equipment by students in applicable
units of work in the courses listed above, and instructors shall teach and enforce all safety procedures
relating to the particular courses. These shall include the wearing of protective eye devices in
appropriate activities.
Emergency Planning
The School District shall maintain updated plans and operating procedures to be followed in the
event of natural or manmade disasters or enemy attack. Students shall be provided instruction to
respond effectively in emergency situations.
Instruction on Prevention of Child Abduction
All students in grades K through 8 in District schools shall receive instruction designed to
prevent the abduction of children. Such instruction shall be provided by or under the direct supervision
of regular classroom teachers and the Board of Education shall provide appropriate training and
curriculum materials for the regular classroom teachers who provide such instruction. However, at the
Board's discretion, such instruction may be provided by any other public or private agency.
The Commissioner of Education will provide technical assistance to assist in the development of
curricula for such courses of study which must be age appropriate and developed according to the
needs and abilities of students at successive grade levels in order to provide awareness skills,
information, self-confidence, and support to aid in the prevention of child abduction.
(Continued)
Kings Park 004
Kings Park 4
2008
8211
3
Instruction
K/EB
SUBJECT:
PREVENTION INSTRUCTION
(Cont'd.)
Instruction on Child Development and Parenting Skills
Instruction regarding child development and parenting skills may be offered by the
District. The curriculum shall include instruction on the consequences and prevention of
shaken baby syndrome, which may include the viewing of a video presentation for
students in secondary schools.
AIDS Instruction:
8 New York Code of Rules and Regulations (NYCRR)
Automated External Defibrillators:
Education Law Section 804-d
Civil Preparedness:
N ew York State Office of Disaster Preparedness
Fire and Arson/Injury Prevention/Life Safety:
Education Law Section 808
Prevention of Child Abduction:
Education Law Section 803-a
Student Safety:
Substance Abuse:
Instruction on Child Development and Parenting Skills
Education Law Section 804(3)(6)
NOTE:
Sections 135.3(b)(2) and 135.3(c)(2)
Section IOO.2(c)(5)
Sections 107 and 155
Section 135.3(a)
Refer also to Policies #3410 -- Code of Conduct 011 School Property
#5640 -- Smoking/Tobacco Use
#7320 -- Alcohol, Tobacco, Drugs and Other Substances
(Students)
District Code of Conduct on School Property
on
Kings Park 005
Kings Park 5
Heather Shea
From:
Sent:
To:
Subject:
Attachments:
Capobianco, Patti [capobiancop@KPCSD.ORG]
Friday, February 18, 2011 10:07 AM
Alexis Karteron
Fall Request
NYCLU FOIL.pdf
February 18,2011
NYCLU
125 Broad Street
New York, NY 10004
Dear Ms. Karteron,
In response to your FOIL request of December 3,2010, attached please find the balance of material concerning
the education of students in grades 7 - 12 during the 2009-2010 and 2010-2011 school years with reference to:
1. All records concerning lessons on the topics of gender identity, sexual anatomy, sexual behaviors,
sexual decision-making, healthy relationships, puberty, contraception, pregnancy, pregnancy options and
sexual orientations.
2. All records concerning lessons on the topics of prevention, transmission and treatment of sexually
transmitted infections and HIV/AIDS.
3. All records concerning the availability of contraception and/or condoms in schools.
4. All records that indicate when, for how many hours, and by whom health classes, sexuality education
classes, and/or state-mandated AIDS Instruction have been taught to students in each grade from grades
7 through 12 during the 2009-2010 and 2010-2011 school years, including summer school.
If you have any further questions, please feel free to contact me.
Sincerely,
Patti Capobianco
District Clerk
Kings Park Central School District
180 Lawrence Road
Kings Park, NY 11754
631 269-3314
1
Kings Park 006
Kings Park 6
KINGS PARK CENTRAL SCHOOL DISTRICT
William T. Rogers Middle School
97 Old Dock Road' Kings Park. New York 11754
631/2.69-3369· FAX631/269·3282
'~ Tradition of Bxæûenæ"
Principal
John T, Craig
November 30, 2010
Dear Parent/Guardian,
Assistant Principals
Joanne Kelleher
Lauren Moreno
During the month of January, the seventh grade students at William T. Rogers Middle School will be participating
in a program titled, "More Growing Up Healthy". This annual program is designed to provide an opportunity for
students to better understand and to be better prepared to handle the facts, feelings and concerns related to healthy
sexual development. The program is being presented by Cynthia A. Proscia, R.D., C.D.N.,·C.H.E.S. Ms. Proscia is
currently a Clinical Adjunct/Director of Health Student Teaching and Senior Adjunct Professor/Health Educator at
Adelphi University. Her diverse health background and wann and open approach with young people foster greater
self-acceptance, respect for individual differences and positive relations with peers.
We are pleased to invite you to attend the Care Provider Only orientation session with Ms. Proscia on January 6,
2011 at 7:00 P.M., in the William r. Rogers Middle School Library. This session will enable you to get to know
Ms. Proscia, to learn about how she introduces the topics of healthy sexuality to seventh graders, and to discuss the
ways in which you can effectively respond to the questions and concerns of these young people while encouraging
on-going open communication.
The seventh grade student program will be held during the regular school day during your child's Enrichment class.
As you will note, the first 80-minute segment of the program will be presented in a co-ed group covering topics of
Values/Choices/Decisions and How I Stay Safe. The second, and final, 80-mirmte segment will. cover HIV/STI. and
non-consensual advances. èJ.LffiJdents must tum in a signed pennisslon fonn located at the lower portion of this
letter. Students who are not granted parental permission to attend the program, will simply stay with one of his or
her team teachers during that time. The schedule of these presentations can be found on our district's website,
www.kpcsd.org,
We know that you will find the Care Provider Orientation informative and we do look forward to seeing you Onthat
night. Should you have any questions or concerns, please do not hesitate to contact me at 269-3369.
±?::
John T. Craig
Principal
PLEASE COMPLETE AND RETURN TO YOUR CHILD'S TEACHER BY JANUARY 10,2010.
__
I give permission for my child to participate in the "More Growing Up Healthy" program.
__
I DO NOT give permission for my child to participate in the "More Growing Up Healthy" program,
Student's Name:
----------------------------~-----------------
Parent/Guardian's Signature:
Kings Park 007
Kings Park 7
More Growing Up Healthy
Overall Objectives of the.Program
By the end of this workshop, the students will be able to:
a. Clarify their individual and family values regarding decision making
b. Explain abstinence and safest choices and practices
c. List the five most common STIs (sexually transmitted infections)
d. Reiterate the differences between persuasion, coercion, force and pressure
Segment One: Two seventh grade classes will meet at the same time for eighty minutes to include
the following:
'
*Values/Choices/DecIsions - "I Find that Offensíve- ....1 Don't"
O BJECnVES:
• Students will be able to list positive and negative influences in their decision making
.. Students will identify and explain their values
• Students will reiterate ways in which they place value on certain behaviors
"Non-Consensual Advances - "When No Means No"
OBJECTIVES:
•
•
•
Students will be able to explain that intimidation is not something to use in a
relationship, ever.
Students will identify ways to reduce the risk of being in a situation that is against their
will and values.
Students will differentiate between persuasion, coercion, force, and pressure.
Segment Two: Two seventh grade coed classes will meet at the same time for eighty millutesto
include the following:
·klnV/STl~ "How You Can't Get HIV/STI"
OBJECTIVES:
•
•
"
Students will be able to list ways from which you cannot contract HIV/STI
Students will reiterate that HIV/STI are communicable and behavior choices
Students will be able to identify the five most common STIs
*IIow Do 1. Stay Safe? - "Safe/Safer/Safest"
OBJECTIVES:
"
•
•
Students will be able to identify abstinence and that this is the safest preventive tool
Students will be able to explain the differences between safe/safer/safest protection
from unwanted outcomes
Students will be able to demonstrate how to use the P.O.W.E.R. model for decision
making and abstinence
During each segment, the students will receive approximately one half hour of education - strictly facts
and dispelling myths. The remainder of the time will be working in small groups to apply the verbal
education to worksheets and various activities to evaluate if the objectives have been met
'2..
Kings Park 008
Kings Park 8
STATION FOUR
How You CAN''! GET HIV/STI
WORKSHEET
1. LIST: IN ORDER FROM MOST COMMON STI TO LEAST COMMON: HPV,
HIV,
CHLAMYDIA, GONORRHEA, GENITAL HERPES
MOST COMMON:'
NEXT:
NEXT:,
~_~
_
__
NEXT:,
__
LEAST COMMON:
_
2. LIST WAYS YOU CANNOT GET STI's (AT LEAST 6 FROM EXAMPLES PICTURES - PROVIDED)
A.,
~B.~,
_D.~---,----~--
C._.
E.,
F.
~
:
3.
------~-
LIST WAYS yOU CAN GET
STI's
------
(AT LEAST
6 FROM EXAMPLES - PICTURES
PROVIDED)
I
¡
A •.,~
C.
E.,
,
-----B.
0.,--
__
--------F.,-----------4. WHY
DO YOU THINK YOUNG PEOPLE AGED
. RISK FOR GETTING AN
5.
15~24 ARE AT THE GREATEST
STI?
WHAT IS THE BEST WAYTO PREVENT THE SPREAD OF
HIV ¡STI?
------------------------. ------------------------------
Kings Park 009
Kings Park 9
~
Kings Park 010
Kings Park 10
Proscia,
Kings Park Sexuality,
2009
STA~rION THREE
HOWDOISTAYSAFEWORI{SHEET
SAFE/SAFER/SAFEST
Answer the following questions as a group based on the facts provided to you at your table
and read together as a gn.mp:
How could someone protect hün/hersdf horn these odds?
What is the best way to avoid pregnançy?
What is the best way
to
avoid S']]/HIV?, __
...__
._~_ .._..__ "__,_
~ ........
_,~~_~_~"~, __ .~ ......
__ ..__
"
~
..__
.._~ .."~._.. ,,._.
__ , ""~~,_
What do you think of the following as a g1:OUp? 1)0 not answer .,..,. it is a fact - but DISCUSS
it as a group and ,'lYdte 'Vha.ty:Q!l fcel ru:".!hink about this fact, , .
1, One in Eve males fathers a child while they are a teenager
---_ ..__ -,-",--....
._
--,..
-_ _-~~--"-~-----,,...,~-_.__ .,,--_ ...__ _--..
.....
".T
_
2. Half of all teen pregnancies (lCCU! within the. first six months after a coup le go all the way
for the first time and 20% happen within the first month __ """.~,_.................
_~ __
---'_."---------------------------------------------------------), FoUl:out of every len girls under the age of 20 becomes pregnant each yeár
._~_,_
..__
4, 8YVo of adolescents state they abstained from sex because they were afraid to become/get
someone pregnant.
_,
....
_
__
5. The top 4- other reasons why young people abstain ate: parents, religion, too young, not
in love .....can you think of any others?
_-~~
,----,~-~"'..
HC)\X! DO
I STAY
SAFE:_
.."-,,,..
,,.~,,
.._,---~"-_.-,-_.,,'----,_..."-----" .._ ..-~-_._--,-_._-_._'''""'~".., _
_,,_ _~_""""'"
How do I stay safer:_,_,,,~_._._
flow do I stay safest,___
,,"
,
'''''''__
.
,.__
.
~__
"
__.._.._
,''"',,
_,.._,,~~_
_
....
,~
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s
Kings Park 011
Kings Park 11
Proscia, Kings Park Sexuality, 2007
Nmne.
~
~
___
Class
--------
Care P:wovidel."Homewol'k
One of the most valuable resources a young person has is their care provider (expert).
Find the time when both of you can sit down together and discuss and write in the
answers to the following questions. Please return it with you for the next session. .
1. What characteristics do you feel are necessary to have/develop
relationship and why?
What Ithink: __
~~
~_.
a healthy
~ __
What the adult thinks:
~_~
~
--.,---------~-_._----~----------~
.._2. How should teenagers show affection to a significant other (boyfriend/girlfriend)
at this stage of their life?
What I think.
---------_
~
"
_
-----------~-----------------------~
..
What the adult thînks:.~
~
.•
.
~ __
3. How do you feel about teenagers who choose to be sexually active before
. ?
marnage.
What I think:
~
~ __
-----------------------------~------------~------.--~~---What the adult thinks:
~
_
1
b
Kings Park 012
Kings Park 12
4. What can adults do to help young people avoid unwanted pregnancies, sexually
transmitted infections or emotional heartache from an unhealthy relationship?
What I think:
~
~_
.~--~---'--_---~~--_._-•...
~
~
_
5. How is dating different in the 21 st century compared to when the adult dated?
What I'think:
~
...,.........-----~----.~~--
..
_
,
-------------------------------~-------------------_.
6. What I learned talking to my care provider about healthy relationships:
--------------------------~---------------------------
--~---------_.--------------------------------.----7. What I learned talking to a young person about healthy relationships:
-------------~----------------"_.
Both of you please sign below to ensure that this worksheet was reviewed by both an
adult and young person.
Adult Signature
Date
Student Signature
Date
2
r:
I
Kings Park 013
Kings Park 13
Proscia, Care ProviderSexuality
Resources, 2007
KINGS PARK CARE PROVIDER RESOURCES
MORE GROWING UP HEALTH CURRICULUM
The below listed sources are for adult education. You should review the books and websites
so that you are aware what our young people need to know andi or already know. It is
important to be informed. Education is power. First the adults need to be educated and then
the young people.
PRINT:
1. Roffman, Deborah. Sex and Sensibility: The thinking Parent's Guide to Iall):lug Sense
About Sexuallty. 2001, Perseus Publishing.
2. Haffner, Debra and Tartaglione, Alyssa. Beyond the Big Talk: Every Parent's Guide
1.9 Raising Sexually Heru.tby Teens. fromMkLdle School to College. 2001. Newmarket
Press.
3. Hatcher, Robert, Colestock, Shannon, Pluhar, Erika and Thrasher, Christian, Sexual
Etiquette 101 ang. MQre (Bridging the Gap Communications). 2001. Candlewick Press
4. Giannetti, Charlene and Sagarese, Margaret. What are You Doing in Thete? 2003,
Broadway Books.
5. Miron, Amy and Miron, Charles. How to Talk With Teens About Love~ Relajjonships¡
{!x, S.:E-X: A Guide (9r Parents. 2002, Free Spirit Publishing.
INTERNET:
1. http://www,ªmartersex.Qrglindex.asp
covers many' health tapies in relation to
sexuality such as HIV, STI's, Date Rape, etc. r would not share this site with a young
person until you review it. It provides simple facts for you to be able to chose what
you'd like to educate further on.
2. http://wwwAgirls.gov/
covers general health tapies including changing bodies, self
esteem, relationships for girls.
3. http.....;Llwww.4,paœnts.govI covers general health topics for both boys and girls about
abstinence, conversation starters and how to get them talking.
4. http.JLwww.kidshealth.orglteenlsexuªl~"health/
covers body changes, commonly
asked questions by young people, STI's and contraception.
5. ht!];2:Ilwww. teenwire.cQ.mLaboutbm·.parents.php provides information so that the care
provider can and should be the main educator of the young person. Suggestions on
how to include your values and morals.
6. http://www.iwannaknow.org/
[tom American Social Health Association lists STI's,
patents guide, abstinence and youths keeping themselves protected against pregnancy,
STI's and poor decisions in relationships.
7. http:!¡setiouslysexuality.com/
from SEICUS which lists simple questions with simple
answers that are usually ve:!.)'difficult for us as adults to explain to younger people.
~
Kings Park 014
Kings Park 14
Proscia, Kings Park Sexuality, Non-Consensual Sex, 2007
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Kings Park 15
Proscia, Kings 'Park Sexuality, Non-Consensual
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Kings Park 016
Kings Park 16
;~
HOW DO I STAY SAFE WORKSHEET
SAFE/SAFER/ SAFEST
Answer the following questions as a group based on the facts provided to you at your table
and read together
as a gíOUp:
1. How could someone protect him/herself
a.
from these odds?
b.
2. What is the best way to avoid pregnancy?
a.
b.
3. What is the best way to avoid STI/HIV?
a.
b.
---------------------------------
What do you think of the following as a group? Do not answer - it is a fact - but discuss it
as a group and write what you feel or think about this fact, ..
1. One in five men fathers a child while they are a teenager
I
I
Four out of every ten girls under the age of 20 becomes pregnant each
2. ye~
i
!
i
i
i
_
.
3. 83% of adolescents state they abstained from sex because they were afraid to
become/ get pregnal1t,
i
---
_
:=.
z;;
4. The top 4 reasons why young people abstain is: parents, religion, too young, not in
love - can you think of any others?
-------------------------------_.----------------------------6, How
DO
I STAY
SAFE:
How do I stay safer:
How do I stay safest;
----
.".
,_--
__
--
_
_
II
Kings Park 017
Kings Park 17
How You CAN'T GET HIV/STI
WORKSHEET
1. LIST: IN ORDER FROM MOST COMMON STI TO LEAST COMMON! HPV,
HIV, CHLAMYDIA, GONORRHEA, GENITAL HERPES
MOST COMMON: __
NEXT:
-
_
~_~
NEXT:,
~
NEXT:,
_
~
_
LEAST COMMON:,
_
2. LIST WAYS YOU CANNOT GET STPs (AT LEAST 6 FROM EXAMPLES _
PICTURES - PROVIDED AT YOUR TABLES)
A.
C.
E.
B.
-
D.
F.
3. LIST WAYSYOU CAN GET STl's (AT LEAST 6 FROM EXAMPLES - PICTURES
PROVIDED kr YOUR TABLES)
A.
C.
E.
__________________ ~B.
,__
--:-
D.,
F.,
_
~--
~
4. WHY DO YOU THINK YOUNG PEOPLE AGED 15~24ARE AT THE GREATEST
RISK FOR GETTING AN STI/HIV?
------------------------------------------------~
5. WHAT IS THE BEST WAY TO PREVENT THE SPREAD OF JUV/STI?
\l-
- .-
_ ..
""~
Kings Park 018
---
Kings Park 18
--
--------
- -
--------¡\
IMORE
GROWING UP HEALTHy-l
\
INSTRUCTIONS
Care Provider Orientation Meeting
2011
\
1
\
\
Cynthia A. Proscia, Clinical Professor, CHES
I
Adelphi University
~
-
i
L-_______
--,-
--------------
-
-
Department of Health Studies
--
.....
-------------
,----_........
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-----
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"-
Kings Park 019
Kings Park 19
------------------
,-------._---¡
¡
-
---._~-
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------,,--
-
-----..,-
---"---
Tonight's Objectives
i
I
i
Care Providers will...
I
I
. 1. discuss techniques for talking to young people
about sexuality.
2. review the curriculum for the caregivers and coeducational sessions on sexuality.
3. identify further resources for sexuality
education.
---
=:
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____
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._.
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._.
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._.
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Kings Park 020
Kings Park 20
-
-----------
.,,-..-----
..
-....
_-. --"-1 ¡
-----------------
....•.
_ ....
_--
i----
\
Goals for Sessions With Students:
• To provide accurate information about the physical,
emotional and social changes during developrnent.
• To develop a comfortable and trusting classroom
atmosphere so that discussion about decision making
can take place.
• T o identify people students can go to if they have
future questions about sexuality.
• To foster communication between students and their
families.
1---------
.
...--..........
,----------_..
-
-
--
l
----,-----
----_._-----~
~
!
i
l
.-r-i
Kings Park 021
Kings Park 21
-..
I
~StudentsNeed ...
-A have students identify their clear set of
values
-Accurate information
•A strong sense of self-worth
I
I
- Decision-making and communication
skills
.~_
----_
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-
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----- ._---------_.--
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.-_._------------------
---------
Kings Park 022
Kings Park 22
-----,--------------_.
-
"'.'
-
,
··------------1-i
Changes That Occur¡
.. Coed/unsupervised
socialization
.. Increased interest in romantic
love
• Desire for autonomy
• Unpredictable changes in
• Desire to be accepted and liked mood
hy peer groups
.. Increased attention to physical
appearance
.. Conf~,si~n about what "the
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Kings Park 23
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Kindergarten-12th grade. N ationai
Guidelines Task Force. 2004.
Effective Programming requirements
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4. Provide basic and accurate information
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b. Non-Consensual Advances - When No
Means No
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values
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--Students will be able to list ways from which you
cannot-contract HIV/STI
• Students will reiterate that HIV/STI are
communicable and behavior choices
• Students will be able to identify the five most
common STI's
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How do I Stay Safe ...
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session
one:
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b.Care provider homework
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c.P.O.W.E.R. decision making model=- small
group
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MORE GROWING UP HEALTHY
INSTRUCTIONS
Care. Provider Orientation Meeting
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2011
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Cynthia A. Proscia, Clinical Professor, CHES
Adelphi University
Department of Healtñ Studiesi
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Tonight's Objectives
Care Providers will ...
1. discuss techniques
for talking to young people
about sexuality.
2. review- the curriculum for the caregivers and coeducational sessions on sexuality.
3. identify further resources for sexuality
education.
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Kings Park 39
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Goals for Sessions With Students:
• To provide accurate information about the physical,
em.otional and social changes during development.
• . To develop a comfortable and trusting classroom
atmosphere so that discussion about decision making
can take place.
. • To identify people students can go to if they have
future questions about sexuality.
• T o foster cornrrmrrication between students and their
families.
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Kings Park 40
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• A have students identify their clear set of
values
• Accurate information
• A strong sense of self-worth
• Decision-making
and communication
skills
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Kings Park 41
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Changes That Occur
• Coed/unsupervised
socialization -
• Increased interest in romantic
love
• Desire for autonomy
• Unpredictable changes in .
• Desire to be accepted and liked mood
;
by peer groups
• Increased need for privacy and
• Increased attention to physical peer involvement _ adults take
appearance
the back seat
• Confusion about what ''thep
. e
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" ..
• ressure J.tom peers,
nOnTI
1S.••
•
"b.
."
and .SOC1Cty
to . e mature
• Experimentation - could
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include mind altering
• Curiosity
substances
• Belief in the! "myths"
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Kings Park 42
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HELP!!!!!!!!!!!
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What are our roles?
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society?
ß7hat do we say, avoid, include, omit?
I
How do I keep these young people safe
I
and healthy?
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Kings Park 43
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Guidelines for Comprehensive
Sexuality Education, 3rd Ed .
. Kindergarten-12th grade. N ational
Guidelines Task Force. 2004.
Sieens ..(Sexuality Information and Education
i
Council of the United States)
Effective Programming requirements
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Kings Park 44
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1. Reducing sexual behavior that can result in
pregnancy, HIV or STI.
z.
U se health related behaviors such as decision
making, self esteem, and values to target sexual
topics.
3. Deliver messages regarding abstinence and
safe choices - these are considered to be 2 of
the most important characteristics that define
an effective progratn.
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Kings Park 45
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4. Provide basic and accurate infonnation
about the risks of teen sexual activity, ways
to avoid all types of sex, and rnethods of :
protection for pregnancy, HIVand STI
i
,
t
-.
5. Include social and media pressure
6. Provide examples of clear communication
about ones personal needs and refusal
7. Keep things general enough but relevant to
them so they can personalize
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Kings Park 46
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8. Keep things age appropriate
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9. Students need to be educated on this
more than once and more than a few
hours / school year
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10. Use educators that are well-versed in
this area and trained
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Kings Park 47
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The students will meet with the educator for
two 80 minute coed groups.
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I
I
The first session will cover:
a. Valnes /Decisions /Choices
b. Non-Consensual Advances - When No
Means No
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Kings Park 048
Kings Park 48
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The second session will cover:
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a.How you can't get HIV/STI
b.How to stay Safe/Safer/Safest - Abstinence
as the first choice
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Kings Park 49
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Values / Choices /Decisions
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Students will be able to list positive and negative
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•
Students will identify and explain their personal
values
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I
•
Students will reiterate ways in which they place
values on certain behaviors
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I
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Kings Park 50
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• Students will be able to explain that intimidation is
not something to use in a relationship, ever
• Students will identify ways to reduce the risk of
being in a situation that is against their will and
values
• Students will differentiate between persuasion,
coercion, force and pressure
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Kings Park 51
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• Students will be able to list ways from which you
cannot contract HIV/STI
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.• Students will reiterate that HIV/STI are
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• Students will be able to identify the five most
!
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How do I Stay Safe ...
• Students will be able to identify abstinence and that
this is the safest and most preventive tool
• Students will be able to explain the differences
between safe! safer! safest protection from unwanted
outcomes
• Students will be able to demonstrate how to use the
P.O.W.E.R. inodel for decision making and
abstinence
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Kings Park 053
Kings Park 53
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The following handouts will be distributed
•
session one:
a.Sexuality and Values -large group
b. Care provider hotnew-ork
c.P.O.W.E.R. decision making model- small
group
d.Force
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Talking to a Young Person About Sexuality
The following handouts will be distributed
•
section two:
.a.Saíc/Safer/Safest - small group to large
b.How you can't get HIV j STI - small to large
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Kings Park 55
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Kings Park 056
Kings Park 56
TALKING ABOUT SEXUALITY AND VALUES HANDOUT
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• Teens: Be honest in answering the questions,
this is anonymous .
• Teens: complete this form by writing in the
appropriate column the age at which you would
feel comfortable engaging in the behavior. Use
this age range: 10, 11, 12, 13, 14, 15, 16, 17,
18, 19, 20, 21, in love or marriage. Choose
R~ly one per activity.
.
When is i t okay
to
... Remember
choose
.9..N~Y01flE AGE
Notes
Preteen/Teen
-
Hold hands
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Kiss on the lips
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-
French kiss
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Participate in petting
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n
did
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Go out in a group of
friends
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Date
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Have sexual
intercourse
~
Enter a committed
relationship with
someone
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..,......
Notes to Teens
As you do this exercise and discuss your responses, please listen to each other.
Remember that these are individual values, not eternal truths; so, you can be open to
different views and avoid being critical or judgmental.
~I
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VALUES WORKSHEET
YOU'RE WRONG --_ .. NO, YOU'RE WRONG
1. Define Value:
_
2. What influences your values?
*
*
*
*
*
*
*
3. How do you use these values to make decisions?
*
*
*
*
*
*
4. According to young people surveyed around the country, what are the 4 most important factors
that make up a healthy relationship?
*
*
*
*
5. What do these 4 factors have to do with your decision to move or not to move into a more
maturerelationship?_~
~ __
---"----'--'-~--._---------~----------------
1
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f'o,
Kings Park High School
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Lesson Objectives Overview
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f¥JAum:.~tomy
1C'1.CI
Relationships
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Sex & Sexuality
Reproduction
STD's & AIDS
Birth & Delivery
Relationships,
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Sex &. Sexuality
Students will analyze and discuss the cnaracterlstlcs of healthy versus
non-healthy relationships.
Students will see how perceptions &; opinions regarding relationships
and sexual relations vary &. the consequent concerns
students will analyze the influences that support or threaten the
decision to be abstinent
Students will develop strategies to resist media and peer pressures
that threaten the decision to be abstinent
Students will practice self-awareness, self-talk and self-control skills to
plan and protect their decisions regarding healthy choices
Students will establish goals for personal integrity
Students will examine very important issues regarding sex &. the law
STD's &AIDS
Students will research the cause and effect of various sexually
transmitted diseases and the risk for unwanted pregnancy
Students will view the video "Time to Walt for Sex" - How Abstinence
is the only 100% effective method for prevention of STD's and
Pregnancy
3. Students will participate in an exercise that demonstrates how easily
communicable diseases spread and how to best protect themselves
against such risky consequences
4.
Students will take a eloser look at HIV, how it effects the immune
system and leads to the condition of AIDS
5:
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Sexual Anatomy
N
Reproduction
IV
Birth il Delivery
1. Students will examine and complete illustrations regarding the basic
form and function of male and female reproductive anetomv
2. Students will understand & apply knowledge of the basic hygiene,
nutrition and personal health habits required to maintain reproductive
health
3, Students will observe the process of birth and delivery and complete a
worksheet that shows the process from conception to birth.
4. Students will complete worksheets that examine the choices they have
regarding sexual relations and the consequences of each.
') LI
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Lesson
N
Relationships
I
Health 9-12
Objectives:
1. students will analyze and discuss the characteristics of healthy Vs nonhealthy relationships.
Agenda:
1. Bell Work - Write a paragraph describîng the best relationship you ever had
.or what is your Idea of the perfect relationship?
2. Divide into 5. Of 6 groups and have each group come up with 7 characteristics
of a good/healthy relationship. How many did they match?
3. Each group will have to define 7 healthy characteristics assigned (diSCUSSand
come up with
a
definition for each). Each group will share their definition on
one. We will compare these to the definitions according to the experts.
4. Students will look at and discuss how and why relationships go wrong In
contrast to what we say we value and want. Overwhelmingly, we all agree to
some very similar values and ideas about what we want In
a
relationship. So
why ls It so difficult to obtain relationships with those qualities? Where and
how do we go wrong? Students will break into groups and examine these
questions.
5. Students will view a video "But He Loves Me" (a dramatization of a teen
relationship that demonstrates the subtle to obvious manipulative, power &
control Issues that lead to an abusive reletíonshtp. Students are asked to
follow the guides for such signatures of a bad relationship and answer
questions that require them to reflect on what they are observing.
6. Closure: Hand in video worksheets and discuss reactions to the video.
Materials: Relationship Info, Unit packets, video and media equipment
s~
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Lesson Relationships
II
Health 9..12
1. Students will see how perceptions & opinions regarding relationships and
sexual relations vary.
2.. People can Interpret the meaning of Sex and Sexuality very differently;
students will examine and report on the consequences of associating. different
meanings (as thoughts vary among IndIviduals) ascribed to the Idea of Sex
and Sexuality.
3. Students will analyze the Influences that support or threaten the decision
be abstinent
to
Agel'tda:
1. Anticipatory set: Word association - (opinions varv) Sex Vs Sexuality (MlF
dJfferent?) one male and one female will collect word associations from the
class keeping genders separate, we will compare.
2, Inrespcnss to our word association activity write a paragraph explaining
what the consequences may be for couples who engage in sexual activity
when each individual has a completely different Idea of what Sex or Sexuality
mean.
3. We have a discussion regarding who gets hurt when we interpret the meaning
of sex &/or sexuality In different \\assumlng1i ways.
4, Students will view
a discussion that takes place between two teens with
different Ideas about what a "long" "Committed Relationship" means. They
discuss their Ideas In the company ofa psychologist who has several critical,
forward looking questions to
ask them. The teens are encouraged to look
down the road at the potential and possible consequences of their decision to
engage In sexual relations. It is a classlc and real portrayal of how they were
not really willing or thought it necessary to look Into tomorrow, but once they
did, their genuine, jaw dropping, eye opening reaction, offers students a
chance to see that reality through their eyes. Teens tend to re...evaluate their
choices.
5. Closure: The importance of being willing to look down the road and make
choices for life alterIng declslons, before the heet of the moment, and commit
to ourselves what we need and value for self respect, Critical Questions are
given
to' examine and support for such decIsIons Is Ilsted as wall.
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Relations III
1.
Sex Bt The Law
Students will examine very Important Issues regarding sex & the law
2., Students will examine the clear signs that someone has crossed the line and
violated
an individual's rights.
3. We will analyze the difference between Abusive relationship, Sexual
Harassment and Date Rape
4. Students will list their rights & strategies to stay safe.
S. Students will practice assertíva responses and resistance skills to protect their
decisions toward personal Integrity and character
Agenda:
1. Bell - How would you define sexual harassment?
2. Students will share their view of this issue and compare It to what we have
discussed in prior lessons regarding abusive relations.
3. Students will read
an article
"sex and the law" and respond to questions on
the matter
4. They will know where to find the resources available regarding the districts
policy for sexual harassment &/or assault.
5. Students will describe In their own words how they understand their rights,
along with strategies to stay safe.
6. Students will practice assertive responses and resistance skills to protect their
decisions toward personal integrity and character
7. Help-llnas, Hot-lines and other proactive agencies for victims will be made
available for future reference If need be.
8. Clo$ure:
Proactive Policy and Prevention Measures highlighted.
S~7
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Lesson> STDfs & Unwanted Pregnancy
Objectives:
1. Students will research the cause and effect of various sexually transmitted
diseases and the risk for unwanted pregnancy
2. Students will share their findings (for each type of STO)
Agenda:
1. Bell Work - Students will look at statistics regarding STD's.
2. Students will research the cause and effects of sexually transmitted
disease.
3. Students will observe a power point presentation that graphically
illustrates the consequences of STO's .
4. Students will share their findings on tapies assigned while fellow students
complete graph charts and notes
S. Closure: STO Jeopardy
Materials:
Text, SID info sheets, sro graphs to fill in
Power Point, 1V, VCR, and video
s£>
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Lesson ....STD's II
Objectives:
1. Students will complete research and oral reports on SID's
2. Classes will view the video "Time to Wait for Sex" - How Abstinence is
the only 100% effective method for prevention of STO's and Pregnancy
3. Students will engage in an exercise that demonstrates how easily
communicable diseases spread '
I
Agenda:
1. Bell: Complete any missing notes from last class from your fellow
2.
3.
4.
5.
6.
students
Students will complete any missing sro report information
Students will observe the video "Time to Wait for Sex" which highlights
Abstinence, the only 100%effective way to stay STO and Pregnancy free.
Closure option - (with limited time) Students will fill out a closure card
regarding their feelings about the film.
Closure option with time- Index card shaking hands activity, to see how
easily HIV can spread. Students will engage in an exercise that
demonstrates how easily communicable diseases spread (a handshake
activity is used as representative of making contact with others, some
abstain, some where gloves, and some risk all without protection)
STD assessment quiz next class
'
Materials
"Time to wait for sex" video
Index card activity
Si
\
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Lesson
N
HIV &. AIDS
Objectives:
1. Students will take an assessment quiz on STU's
2. Students will examine the components of a healthy immune system
3. Students will take a closer look at HIV, how it effects the immune system
and leads to the condition of AIDS
4. Students will engage in an exercise that demonstrates how easily
communicable diseases are spread (if time was not available for this
activity last class)
Agenda:
. 1. Bell Work - Study for STO's quiz &/or catch up on any missing notes if
absent last dass
2. Take SID quiz
3. Complete Immune system worksheet, with affects of AIDS on the back
4. We will go over the components of a healthy immune system and contrast
that with what happens when HIV enters in
5. Students wUl view and describe how HIV dismantles the immune system
leading into the condition of AIDS·
6. Students will receive current notes and information regarding AIDS
7. Closure -thoughts and opinions, how easily spread and how to prevent
8. Closure option II - The index card activity if left over from last class
Materials:
STDquiz
AIDS note sheets
Interactive index cards
bD
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Kings Park 66
.\~
lesson
tv
Sexual Anatomy
St Reproduction
Objectives:
.
1. Students will examine and complete illustrations regarding the basle form and
function of male and female reproductive anatomy
l. Students will understand & apply knowledge.of the basic hygiene, nutrition
and personal health habits required to maintain reproductive health
3. Students will read chapter 16 In the text and respond to Identification and
critical analysis questions.
.
Agenda:
øen Work - Take a Reproductive Anatomy illustration handout to complete
using the illustrations In the textbook for Male and Female anatomy
Go over bell work
Students will complete reprecucnve anatomy paragraphs that explain the
form and function of the male and female system
Chapter 16 - read and answer questions
We will discuss and complete notes regarding the basic health, nutrition &
hygiene habits necessary for reproductïve health - top on the list of habits is
abstinence for reproductive health as many STDis lead to infertility
Closure - Cömplete a closure card indicating a personal health habit you will
commit to in order to care for your reproductive health
1.
2.
3.
4.
5.
6.
Lesson
tv
Heredity,
Sirth and Delivery
Objectives:
1. Students will finish chapter 16 and respond to questions regarding heredity
2. Students will observe the process of birth and delivery (video) and complete a
worksheet that shows the process from conception to birth.
3. Students will complete worksheets that examine the choices they have
regarding sexual relations and the consequences of each.
Agenda:
i
1. Bell Work - Pinlsh reading chapter 16 and complete heredity note sheet.
Students will examine the nutrItional needs for an expectant mother & baby
3. Students will observe the gestational, emotional and physical changes that
occur to mother & baby leading up to Birth and Delivery video (30 rnín.)
4. Students will analyze the choices they have to make in life regarding sexual
actIvity In relattonships and the consequences of each choice and decision. As
students work through each possible scenario, they will look at the resulting
consequences they would feel most comfortable or uncomfortable with and
the need to decide in advance of EI pressure situation.
5,
Students willidentlfy effective strategies to deal with temptation and the best
strategies to prevent unwanted pregnancy and STO's
6. In addition to the decision to remain abstinent, birth control methods for the
risk reduction/prevention of STD's and pregnancy wIll be covered.
1. Closure Card: What are you willing to promise to yourself for the best
future?
Z.
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Heather Shea New York Civil Liberties Union Alexis Karteron, Esq

Transcription

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