001on. Let one of you find gentlemen uh call this to order if you'd like. And I'll call you education subcommittee. Right. It's both. Oh, 321. I call this meeting to order. We got time. Subcommittee of Ed services and policy. Well done, gentlemen. There you go. All right. Probably not. Um I know we just uh created a small work group to start working on our policy for human growth and development. Um this is a policy that um out of our review of our current policies, we did not have a human growth and development policy. So we tonight just have the opportunity to review our policy or the Nola policy and the two will model policies and make decisions about what we'd like to bring to uh the first read at the June policy committee. Um just
002a bit of an overview in reviewing the will model policy 30 and the Neola policy template. Those two pretty much go hand in hand. Um, by my review, there was not really too much different about those two. Uh, Niola offers option one and option two. The school board does have the option to um either direct that students not receive instruction in human growth and development or that they do receive instruction in human growth and development. The will policy just um outlines what it will be. So the board has that decision to make. Mod model policy 31 from will outlines the [Music] um essentially the state law around what the advisory committee needs to look like. This is very closely aligned to the state law around the advisory committee. So if the school board determines that
003we will be offering human growth and development, we do need to have an advisory committee. The state law outlines very specifically who can, who should, who must be on that advisory committee. Will model policy 31 very closely aligns to that state law. Um, and so as I look at these three documents that are in board docs, again, I feel like model policy 30 and the mola policy template are very closely aligned. So tonight, what I would like to do is work through that mola policy template and outline what we'd like to bring to policy first read. Um and then my recommendation would be to take model policy 31 and create an administrative guideline about the membership on that advisory committee. Um uh and that really closely like I said aligns to state law about who
004is a member on that committee. Um, so if we want to take some time, I don't know how much time um, folks have had to review the Neola template model policy 30. Um, I gave each of you a copy if you want to kind of remark what you want. Any thoughts or questions about that as sort of an introductory statement? Could you give me that policy number again that you stated? Uh, the Neola policy is policy 2414 and I feel like that aligns very closely with the will model policy number 30. And then model policy 31, I would suggest that we would create as an administrative guideline for essentially um the makeup of the advisory committee. Uh my question for you is do you think uh the board has any uh any thoughts or indication
005of just saying we we won't teach this because if that's the case uh the board should have some discussion and weigh in on that because if they say we we we we won't right we have a very short policy that that is basically the first part of that neola policy and then the selection of that option I don't know which if it's one or two is one that's number one right uh and then we're done right if the board says no uh of course we're going to continue to teach that then going through and selecting option number two and working uh the the policies together from Will and and Yola, which are really very closely aligned. Um and they all support the law. Uh and then um like Jenny said, uh taking the other uh
00631 and and using it for an administrative guideline, I think could be really really helpful because honestly, we have had zero policy on human growth and development. We don't have a policy right now. So having some kind of a policy is good. Um we have curriculum. We do have curriculum documents and we follow the law. Sure. But we don't have policy on it. Yeah. I think I don't think that we can actually say how the rest of the board feels because this is really our first attempt to even look at it. Would you agree with that Sam? Yeah, I would say that at the very least it needs to come to one of the policy meetings and or policy or at services meetings and then go to the board for discussion before we make any
007firm decisions there. Okay. Um so maybe if we bring it up as a strategic discussion point at the June meeting that'll be I don't know if that's too late though for what we're looking at. No. So I would then go along the lines of starting with the idea that we're going to develop policy mirroring what we do right now. Right. and then say here's what here's what we would put in place if we continue to teach. There is an option to do a note teach human growth and development and we would have to have the board decide on that. If we did that then um basically uh we'll go back select it and it will be an easier policy that says we we do not you know you can see it there in the yellow
008policy. Mhm. It's the only two cents I really have. Um be happy to stay. Um but I I do have to get on the road in about five minutes or so, but um and then I can, you know, log in once I get into my car and then listen as I'm driving. So, yeah. And as far as what we're doing now, we would just look at the curriculum. Is that it? So, um tonight is not a a look over the curriculum piece. I mean, it's it's policy. Um, but I I I would suggest if you're interested in understanding more what we teach and and what we're doing within the human growth and development to um align with that, then that's something that I guess you you and Jenny could put on Ed services agenda. And
009then um you know, we could certainly um have uh Jenny uh and or her team give a report on what that would look like, right? Because if we're going to write policy for what we're doing now, we'd really have to see that, right? I mean, isn't that the best way to do it or um not necessarily because uh the the policy itself is going to be pretty much aligned and and conform to the law, right? There there's not there's not a lot of in policy about what we would teach, right? Okay. You're saying we follow the law now and that Okay, I get you. Got you. But we want to have uh you know a policy in place that pretty much says we follow the law and here's the the the pieces within that, right?
010That we're comfortable with that does uh aim some of the instruction, right? But um we're interested into hearing what what you want for us to do as we move forward, right? And then that will guide uh not only the um the advisory committee but the advisory committee also has a role in talking about what will be taught if it's taught right has a large role in that in statute. Uh and um recommending that to the board is their is their aim. Right? You as the board still have the ultimate decision on whether we teach that or not. Right? They don't take your power away. Uh and um then um after that happens, it goes into the classroom and then they they they teach from that. But I know they use the language age appropriate, but
011would we be looking at you know defining age appropriate? Yeah. Yeah. That's that's the main question that I have. I think just how do we how do we uh figure that out because there are definitely people who have different thoughts on what's age appropriate and I think that well I mean this is getting into a little bit of discussion but I think that the only suitable standard for when you're talking about age appropriate and dealing with other people's children is you have to appeal to the I suppose highest standard of what is age appropriate in the sense that if I'm okay with you teaching my kid about about certain sexual behaviors and Dan is not. You can't teach my kid about those behaviors just because or you can't teach Dan's kid about those behaviors just
012because you're teaching my kid about it. So I figuring out how we define that would probably be a a good decision. Yeah. Some of the things that we talk we used to talk about when um uh you know how we how we looked at movie ratings in the past, right? And we used to at the middle school high school level talk about PG-13. Right. And and people would say, well, PG-13, you can teach that in the middle school because we have 13 year olds at the middle school. And the the answer we generally came to is like maybe, but high school definitely, right? You would have mostly above 13 year olds at the high school level. Yeah. And so that became like more of a like you can show PG until high school. PG-13. And
013that's that's like like you said, forcing the higher standard. Mhm. Right. Yeah. I think I think that's a good solution. I suppose even and I'm not trying to to to uh to pick on the point or anything, but even then, I mean, I think that gets difficult. I think we heard from someone a few months ago who was talking about how they were like, "Hey, I really prefer my kid to not watch PG-13 movies." And my kid was shown a PG-13 movie, and that was a number of years ago that it happened with his child. But even then, I think there's still kind of an issue because then you're appealing to the people who determine that a PG-13 movie is appropriate. Sometimes I see PG-13 movies and I go, "Really? You show this to a
01413-year-old? This seems pretty pretty uh risque to show to a 13-year-old." So, working that out is definitely something that we should focus on. And I think if we can find some clear standards and clear lines that we can put in, that would be good. But yeah, I think we're generally on the same page of we should not uh we should not be doing something that's going to disappoint or frustrate parents. Um but then the actually the main thing that I think would and I think this would help and head a lot of that off at the pass is I think well model policy 30 is great. The only changes that I would make in that because you could almost adopt it wholesale with how it lines up with 2414 and and replace 2414 just with
015the language here. The only thing I would change is uh I would change it from opt out to opt in. And I think that can't you cannot opt in. You can't have an opt-in option for no the state statute um in uh five I can't remember the number um [Music] 118.019.019 subsection 4. Yeah. Uh it says exemption and it says in order uh for a parent to exempt they have to write a have it in writing to the teacher or principal. Gotcha. And so we it's prescribed by law. We can't do optin. We have to do an exemption. So, I'm looking at that right now. And the language reads, "No pupil may be required to take instruction in human growth and development or in specific subjects under subsections 2 and 2mm. If the pupil's parent
016or guardian files with the teacher or school principal a written request that the pupil be exempted, so that's if it's but this is talking about when human growth and development is a required class within the school. It's not saying that you must have an opt out function. It's saying that if you have a requirement, the parents must submit a written request. So, would it be possible to make human growth and development an optional class that people opt into the same way that you have electives? No, because you have to determine whether or not it is going to be part of the curriculum or not part of the curriculum is is my understanding by the statute. Okay. Then, and help me to understand this because I'm still not quite seeing it and I but please help
017me to get there. So when we have electives, there are certain years where electives elective courses do not take place. Uh you're trying to compare human growth and development to an elective. Electives aren't the same law as human growth and development. So I I don't want you to draw a false uh you know distinguishing between the two, right? Human growth and development has its own statute, right? Uh and um it has its own statute for a reason, right? Right. And in that statute, it outlines things like, you know, um how the curriculum is chosen, everything else, right? Uh and that curriculum then uh has an advisory committee. That advisory committee brings the recommendation to the board so on, right? And so in its own statute is where it's different than all other electives. Okay? I
018understand that because it becomes either part of the standard curriculum or not within a community. So where where does it say that if you provide human growth and development instruction that it be a required class? I I don't understand. That's that's where I'm that's where I'm confused. So I think that it it's not a required class, Sam. And this is just me spitballing, but because human growth and development would not cover a whole elective cycle, right? No. So they it's like two days of instruction. They fit it into other classes that especially in the elementary and middle school level. Those are just fit into like the day-to-day operations of the class. Like today instead of doing reading, we're gonna practice, you know, we're going to talk about body self-care. Yeah. Or something like because that's
019what we talk about at fourth grade level, right? Sure. So, I don't think it can be an elective for the district just because it wouldn't be enough to cover the course material. And it's not like electives are you get a credit. No, a student does not get a credit for human growth and development. It's just the district's decision on if they're going to allow or if they're going to offer human growth and development. Offer that subject or not. Well, and so that's that's where I'm that's where I'm confused because if I'm offering something to someone, they have to choose to take it from me. They don't just automatically get it. And that's where I'm No, no, they don't have to choose to take it from you. Yeah. They have to choose to not take it
020from you by law. I I And I don't see that in the law here. It says that in the exemption. So this is so yeah number four extension for individual if you offer it you're offering it as part of the standard curriculum at the school districts part of the standard curriculum of human growth and development. It would be part it would be part of the health curriculum. Okay. Gotcha. Right. So as part of the health curriculum if you choose to offer it right it will be offered as part of the K12 health curriculum. Right. If you choose not to offer it, it will not be part of the K12 health curriculum and nobody will get it. If you offer it, everybody gets it unless a parent wants to in writing exempt. And my understanding is
021the statute does state that there needs to be notice to the parent. So, it's not like the child's going to come home and been like, "Oh, we learned about, you know." No. Well, that's interesting because that's exactly what happened to me in eighth grade in this school district. Oh, okay. Yeah. This is exactly what happened to me. Oh, wow. Oh, now it's uh 16 years ago. Well, I'm sorry that happened to you, but that's not our practices. And I can show you an email uh that I got just the other day for my four-year-old or fourth grader, excuse me. I understand my fourth gra I'm not saying that that's your standard. I'm not saying that that's what you're doing, Jared, just to be clear. But what I am saying is just a month and a
022half ago, we had a parent barely catch the fact that their student was going to be administered a political survey that they didn't want want their student student to participate in. if they hadn't caught it, they and everyone else's kids would have been administered that survey. And although they were given notice of it, it was not necessarily sufficient. So this is my concern is in providing that. So I would say I'm not comfortable on moving forward with this unless we get a verification that this is required in the way that you're describing it under law. I'm not trying to be there is a publication that the DPI puts out about opt out versus opt in for human growth and development. Um, Miss Boris can provide that to you and or if you want our attorney
023to call in, uh, we can, uh, have them do a call-in on the subject matter. Yeah, I I would prefer to see that going forward because I Is that uh the the will of the subcommittee? I'd like to see it. Yeah. Okay. Yeah. And I just I'm looking at the DPI guidance um human growth and development that's put out. It's volume five and it does talk specifically Wisconsin statutes do not provide and legislative history does not support the use of parental optin method by local school districts in which parents give consent for their child to participate. I am happy to reach out to our attorney and get further clarification on that. We can get them to to write us a brief on it if you want. I I think it's, you know, uh it's going
024to be money just to have that done. And if that's what you need to, you know, hear hear my voice, then I guess that's what you need to hear my voice. I understand what you're saying. I don't understand how that comes across when it's talking about the exemption of individual pupils from a required class. I I guess I just I'm confused as to why it's in this binary of it's either uh not presented at all or it's absolutely required because I don't see it saying anything about it having to be either not provided whatsoever or being required of all students apart from exemptions. That's where my confusion is. If if there's already this opt in opt out explanation printed somewhere, I don't know why we have to get it from our lawyer. We share it
025in the statute. we shared here, you know, uh more information uh from from the from the DPI. If you if you need it in writing from a attorney, I don't I don't care. I I just want to help you move along. My job is to help you move along. Well, for now I would like to for now I would like to set that aside, talk about some of the other elements that we might want to see between the advisory committee and this and uh whether or not we get um uh whether or not we talk to the attorney, maybe we can discuss that in the next week or two and we'll we'll determine that at a later date. Okay. All right. So, I gotta You're gonna Yep. And and I will try to get on
026the Zoom here in just a few minutes. Okay. Thanks. You bet. Thank you. All right. So, if we want to take a peek at 2414, Sam, I heard you say uh just take model policy 30. If we don't mind just walking through 2414, I do believe that they are like almost identical in the language. I didn't see a ton of difference. But for the sake of we're picking option two, what I like about 2414 is it delineates between like what is required by state law and what options the board has. Whereas model policy 30 just offers it all up. Um so I'm going to just say we're for the sake of uh drafting for tonight we'll say option two. Obviously there'll be some additional discussions between option one and option two. So the following things
027are recommended. Um so I would say checking such instruction will include the following. And you'll note that they have A and you can pick one through eight. B you can select and then select 1 through 4 and then there's the drafting note that these are not required numbers 5 6 7 but you can choose to include those. However, according to state law, if we choose to pick anything from A or B, or actually if we choose anything from A, we're required to do A through H. Um, and so I guess where I'd like to spend some time is just discussing as a draft A and B under option two and just get feedback from you guys. Um, if that seems like a natural place to go. Again, this will all go through policy and then
028uh the full board as well. Can I ask a quick question on board currently our human growth and development does it touch all of these that are already in here right now? So the current human growth and development was um and again we as Dr. Burke said we um want to talk about what our policy is moving forward. We don't currently have policy, but we are um operating under the um work that was done um with a advisory committee that dates back to 2005. The elementary curriculum, there is a note that was updated in 2015. Um and so that is what we're currently operating under. I would be happy and Dan, you and I can take a look at ED services where we would review what's being currently taught. um that is all available to
029our parents and I'd be happy to walk through that with our ED services committee too. Um but for the purposes of this evening kind of focusing specifically on this rather than um diving into what the curriculum is I think would be a better use Oh yeah. I don't want to like dive in. I was just wondering if what we're currently offering does or potentially does include all of this. Do you know what like I don't want details or anything but um I if we've been operating in the past offering all of this as part of our human growth and development or if we're unsure if we're hitting all these bullet points I will tell you A through H for sure that the pieces that we are required life law um are definitely covered especially in
030our high school curriculum um so okay that there y thank you So such instruction will include and if I look at policy 30 model policy 30 the same medically accurate and age appropriate instruction in the following topics um importance of communication about sexuality between the student and the student's parents or guardians. I'm guessing we're checking that one. Yes. Okay. Uh number two and they have it numbered differently for 13. um reproductive sexual and sexual anatomy and physiology including biological psychosocial, emotional and intellectual challenges that accompany maturation. Is it worded exactly the same and will so I'm going to assume yes. Okay. Three benefits of and reasons for abstaining from sexual activity which shall stress the value of abstinence as the only reliable way to prevent pregnancy and sexually trans infections and shall identify the skills
031necessary to remain abstinate. Yes. Um yes. All right. Methods for developing healthy lifesty life skills including setting goals, making reasonable decisions, communicating and managing stress. Yes. I I I don't personally see how that's related to teaching human growth and development. I understand how it's tangentially related to the practice of intimacy, but I don't see how that's related to teaching kids about reproduction. Well, when I look at that, I think that this is the appropriate place to teach about bullying, how to combat, you know, bullying, you know, a selfimage. You don't see that? I personally no. I think human growth and development needs to be about human growth and development. It should be very focused on biology and anatomy and that should be the that should be the centerpiece of it. I think if we're talking
032about emotional social skills, I think that that's kind of a that's kind of a different category. Personally, I feel like there is a possibility, Sam, that that might be part of state statute, that bullet point, because I briefly recall like going over um the statute. Well, it's recommended in the statute, not but not required. Okay. I think because of the way Miola has it, I would I would say it's recommended but not required. Yeah, that's Yeah, that's what it says on the drafting note as well. Well, and I would I would say that if I'm if I'm looking at development, I'm looking at it from both the the physical as well as the psychological perspective, which would be inclusive of that. I think there are other classes that can address those things. I don't think
033that it's uh directly related to the reproductive discussion about human growth and development. If we're talking about, you know, the human life as a whole, I mean, are we at that point we're teaching what in the sociology class, an anthropology class? I mean, that gets pretty wide. You know, that discussion of healthy life skills, setting goals, making responsible decisions. That's like a leadership class. I think I guess I'm looking at a middle school curriculum. Where would you put that? Uh there are leadership classes at most middle schools. I I work with a number of uh middle schoolers in my line of work and a number of them are actually in these leadership classes where they talk about making good decisions, setting life goals, making responsible decisions, managing stress, things like that. So, I think that
034there's a number of other classes where those sorts of discussions happen. And I think that I think that we should just keep the focus of a human growth and development class, which is typically centered around the concept of reproduction and the anatomy that goes along with that and the growth of human beings as they are born, go through puberty, and mature into adults. I I don't know that the psychological element is is all that relevant. I know. I would say that in here it also talks about drug use and things like that, things that can affect the body. Um, and so I I don't perceive human growth in development and again different perspectives as being holistic of just that part of the process. I think it's it's the consideration is as someone grows, matures, and
035develops, what does that what does that look like? And and I I think it'd be c I'd be curious to know and and this is a conversation for another day, Jenny, to your point, maybe add services to talk about what how is that currently taught because we're we're seeing a bullet point around that and you know around the the point Sam that you're making about what you perceive to be leadership focused, so healthy life skills, goal setting, responsible decisions to see how that is actually brought to life in a in a classroom environment. I have a question. Mhm. So, so if if if a parent chooses to opt out of this and that means that they're opting out of everything that we designate as human growth and development. And if they opt out of that,
036where else are they going to get their methods for health developing healthy skills? Shouldn't I I shouldn't this be in a general non-controversial category? I think there is actually a stipulation in the statute that states if you remove them from human growth and development as a whole, there are still certain bullet points that have to be hit even if you op your child out. Like if you look at the will policy um at the bottom, it says that if the parent opts the child out, they still are required um to have instruction on hygiene, sanitation, the effects of controlled substances and alcohol on the human system, symptoms of disease, and the proper care of the body. Okay, that depend on knowledge of effective means to recognize, avoid, prevent and help physically or psychologically intrusive or
037abusive situations which may be harmful to students including child abuse, sexual abuse and child enticement unless exempted. That makes more sense. Thank you. And and there are some materials that the district accepts that are alternatives to, you know, to the classroom. So like uh focus on the family has a program that you could uh send for and use that as a replacement for this. Okay. So I suppose my view is human growth and development is the name that we give it but it is a class about puberty and reproduction and if the item doesn't relate to puberty and reproduction I think that that should really be in its own category and I generally see that in this district and in other districts. I certainly do not see a lack of information being provided to students
038outside of human growth and development class regarding healthy life skills, setting goals, responsible decisions, communicating, managing stress. I think that those are provided in many other areas. There are many other resources for children in our district on that front. I I agree just going to K through 12 education would give them some of those skills. And if we want to talk about providing those things in other areas, certainly I have no problem with it. I just think that we should keep our this sort of policy and this sort of curriculum focused. So number four, should I check or not check? And again, this is for discussion at policy, so we don't it's not like we're making a final decision here. Uh put a question mark for it. How I'll see if Lynn can do that.
039She works a lot of yarn. Okay. Okay. Number five, how alcohol and drug use affect responsible decision- making, which is somewhat related to number four. And I think that it's great to give students resources and help them understand the concerns that come along with uh doing drugs and drinking, but I don't think it's related to human growth and development. I think that that's a life skills question. I would say five doesn't really have its place in a puberty and reproduction class. Do we have a life skills unit at in any of the I would certainly say there are pieces of life skills being taught throughout. Um I know like for example like some of the um the um like executive functioning skills and whatnot are taught throughout. So um I know there are pieces should
040I put a question mark next to number five as well or a point of discussion at policy? Yes. Okay. Impact of media and one's peers on thoughts, feelings, and behaviors related to sexuality. That's also I mean I'm going to say I don't think that that's directly related. I think it's closer to being related because it's talking about specifically how it affects the way that you think about those things. And again, I don't think that those are bad discussions for kids to have with their parents and perhaps in the right context within the classroom. I just don't know that it really has anything to do substantially with reproduction and puberty. It's only tangentially related. Okay. If you want a question mark, Dan, that's fine by me. Yeah. Okay. You know, it would be nice if Craig
041were here because, you know, his wife teaches at the middle school and we could, you know, get get him to find out. I guess I am more I just want to see the current curriculum that like what I understand it's not available. So no absolutely available. It's not it's not on our desk. Like it would be easier to assess do we need this content or not if I could reference the said materials that are currently being utilized to cover bullet six. And here's the other piece that I this is a little bit along the lines of the curriculum discussion we had previously. Of course, I've been in contact with our teachers who are teaching this. I know that they are very anxious to be a part of uh MAVA policy 31, which is the advisory
042committee um and have um lots that they are willing to contribute as a part of that as we start thinking about that about what the materials are that are being taught. Um I really did want to try to keep tonight focused on the policy versus the curriculum to try to keep those two separate. Um, I know that they are willing now we're coming up on summer. I know they're very willing to come in and talk through those pieces and share what it is that is being taught. Um, and so I just I want to get through the policy piece because in my mind I'm thinking about like planning for the next year. Um, and how these pieces are all going to fit together as we adopt the p the policy book. Um, so I there
043is no reluctance on the part of our teachers to come share that information so that folks can see what that is. Um, but I just wanted to keep it focused on the policy tonight. Well, and there's no guarantee that we keep that curriculum. That curriculum could change in the future. So, this is more like these are the standards. These are what will be included versus what will not be included. And that's kind of the purpose of the policy is like to give you a broad picture of it. And then the curriculum uh the the curriculum selection is a little bit more, you know, zoomed in, right? I so I I guess I me personally, Sam, I'm not opposed to children learning about how media can affect how they could view sexuality, right? Which would go
044in human growth and development as like if we're talking about reproduction and things like that, right? Like I'm kind of thinking like maybe that should be discussed, but if I don't know what is being presented, that makes me a little leerary like so maybe further specific. Totally understand. It's not a jab of the setup of the meeting. I'm just saying for me to make a decision offend me. So what I'm hearing you say, and I'm not checking this, but the way you say that makes me feel like you are saying I would like to check number six. I just want to be certain when we get through the the curriculum piece of it that I'm comfortable with what the curriculum piece of that is. That's what I'm hearing you say. Yes. I am not saying
045I'm going to check it. I will put a push there for the policy committee to discuss it. But by what you are saying to me, it sounds to me like yes, I would like that to be a part of it. I just want to feel comfortable with what is actually being taught with that, right? Yes. Yep. I understand that. Like essentially like what you hear in the media. Yeah. Take it with a grain of salt. And uh somewhere this year I do want to talk about that book that we were presented about the dangers of screen time for the kids and so forth and you know so we have to find a place where we can present that to the kids. Yeah. And again I just think that that's not really relevant to discussing reproduction
046and puberty. I know I'm going to say it over and over again. It's going to you're going to be dreaming about me saying the phrase reproduction and puberty. It's going to be No, I am not kidding. Number seven, adoption resources, prenatal care and post-natal supports. Yes. Okay. I think that's pretty clear. Then nate, the nature and treatment of sexually transmitted infections. Yes. Yeah. Okay. And then B, instructional programming will also include the following. Address self-esteem and personal responsibility, positive interpersonal skill, and healthy relationships. I would like to discuss exactly what that looks like. I so I maybe we could have a little bit more specificity than the way that it's written right now. So am I understanding like that is yes something that you would be interested in including but you would want to feel
047comfortable in seeing that within the curriculum. Yeah. And maybe adding some of that language which we'll talk about in policy maybe adding or refining that language. So another question mark number one. Yeah. Okay. Um, identify counseling, medical, and legal resources for survival of sexual abuse and assault, including resources for escaping violent relationships. Yes. Again, I think that we should maybe even list the resources that we're going to provide in the policy. Um, but yes. Okay. Identify the following counseling, medical, and legal resources and then have a list. Okay. All right. Three. Address positive connection between marriage and parenting. Yes. Um I actually believe that that is um pretty clear in the bulleted point below as well. Number four, present information about avoiding stereotyping and bullying, including how to refrain from making inappropriate remarks, avoiding engaging
048in inappropriate physical or sexual behaviors, and how to recognize, rebuff, and report any unwanted or inappropriate remarks or physical or sexual behaviors. So, what are what does the word stereotyping mean in this subsection? I'm not you're not the one who wrote it. I was going to say I'm just a little I'm a little confused about that. I mean, that that confuses me. Stereotyping and bullying. Not that bullying isn't bad. Not that we shouldn't teach those kids about it. It's just again if the purpose of the class is to teach kids about the nature of growth, how we go through puberty, and the purposes of our bodies in reproducing, I don't understand what stereotypings and bullying have to do with it. So, I would say yes, question mark on those two items and how they fit
049in there and whether or not we keep those in or they're better suited for other classes. And what I continually feel like I hear is ensuring that the board is comfortable with what's being taught. And so it's not number four in and of itself, but just truly understanding what is being taught. Is that a fair statement? Uh, no. I think Sam wants to strike stereotyping and bullying from the content and everything else after that he would be comfortable with. Am I wrong? Yeah. So I'm generally I'm generally uh affirming of number four. Okay. I'm just not sure about stereotyping and bullying and how that fits in. And I would generally like to strike those unless we have some very specific reason to have those in there in regards to this. So, it's a little bit
050more like that still a little bit more nuanced, I suppose. Okay. What I will do is I will put the check mark that we are including it with a question mark. Um, and I'll see if we can somehow underline those two words for further discussion. But that was a true statement you made. Yeah. Yeah. Fair. Yep, that is fair. Okay. Um, number five through seven, it says these are permissive. Um, they removed as a part of our statutory requirement. So, we may still include these. Um, and I've kind of kept lost track of how this correlates with uh 30. [Music] Um, okay. Okay. I guess that maybe isn't updated as closely. I wonder if there's a is there a copyright on these little ones? No, there's no copyright because this one looks like it's been
051updated in 2022. So perhaps that wasn't updated as recently. Okay. Puberty, pregnancy, parenting, body image, and gender stereotypes. Permissive areas of instruction, but we're allowed to discuss them. Yeah, I would strike body image and gender stereotypes from the end of that. I think the rest are fine. Although the only concern I have there is that those first three items are kind of contained in the earlier ones we went through. So consensus to keep number five but strike the last two. I personally think that body language does need to be discussed especially with young girls constantly on the internet watching filtered individuals. I think that would go along with human growth and development to understand like hey like what you see online that's not real guys I suppose yeah I mean again I think that we
052get a better idea of it when we have the curriculum alongside the policy my concern is that obviously body image is a pretty wide discussion body image can be a discussion about gender stereotypes it can be about how not everyone has this body part even if they are this you know so that's where I think I don't know that body image. Body image is more like almost philosophical or psychological and it's not quite so much anatomical perception. I don't mean to interrupt. Oh, but I rudely interrupted. Please do. No, no. I I a reminder that at the end of the day, the board also has the right um to approve the curriculum. Yeah. And so if there is something even if we approve something here that the board will approve the curriculum. So the the
053p the the um committee brings forth a recommendation and the board approves the curriculum. And so if there's something within that that the board is not comfortable with at that point then there can be a discussion about specifically that. Um so I just want to be clear about that if that's fair. Isn't body image covered in six? It doesn't really say that, but it basically describes what you just said, Tammy, that you know about about the media's influence on your Yeah. On your self-image. So, isn't that really already covered? Like in the bolts above in six. Yes. Yeah. Yeah. I would say that it would be Yes. So I guess it to me one is more related to to specifically in six it says specifically to sexuality where I feel like body images is a
054little bit more inclusive of you know how one feels about their anatomical appearance. Yeah. And the ambiguity of that is why I think it would be best to leave the discussion of body image to other areas. I understand what you're saying about the effect of media and uh and stereotypes in that sense on on how people feel about themselves. I just don't know that it's clear enough. So let's say check five. These two need further discussion at policy or well body image needs further discussion at policy. Gender stereotypes can be struck off and maybe we can talk a little bit more about clarifying the phrase body image. Okay. Number six, health benefits, side effects, and proper use of contraceptives and barrier methods approved by the federal drug and food and drug administration to prevent pregnancy
055and barrier methods approved by the federal drug food and drug to prevent sexually transmitted infections. Yeah. Okay. Seven, the skills needed to make responsible decisions about sexuality and the sexual behavior throughout the student's life. Yeah. Okay. I think that it needs to be discussed, but I think generally speaking, something like that as an appropriate place for discussion in there. I think that's pretty relevant to discussing puberty and becoming a sexually mature adult. Okay. I think I think when we get to see um you know the grade level age appropriateness of the curriculum will be helpful. I suppose I just want to help you guys with saving time when you're looking at curriculums because if you have a clearer idea of what the rubric is there then it's going to be easier to be like okay
056well this rubric fits this one doesn't. So, this is kind of like, like I said, it's like the big picture. Kind of heads things off the past. Saves a little bit more time in the future. Last thing you want is to have like a curriculum make it all the way to the end of the process and then have the board go like, "Whoa, wait, what?" And then you have to push it back to the beginning. We don't like doing that, right? That's a That's not a fun situation to be in. Yep. All right. The next ones are all required by state law if we are teaching it. So, there's not much discussion there. Just wanted to take a peek at that. This is where it talks about the citizens committee. Um, and it says in
057accordance with board policy 9140, the citizens advisory committees. Um, and then the state statute. I will say um I looked at board policy 9140. does not specifically I mean I will check that but board policy 9140 does not specifically outline the um makeup of that citizens advisory committee so much as model policy 31 does. Um and so I would not mind here saying and AG and I'm going to make this up and going to fix it for me later. I'm going to call it AG 2414. That's usually how that works. So, administrative guideline um in which case I will adopt this model policy 31 that talks through um the advisory committee. Um I want to take a look a closer look at model policy 31 though. I just want to make it through this first.
058Um and just to be clear that it citizens advisory committee must take must have staff, parents, health care professionals, members of clergy and other residents of the district. It's very clear that no one group can take up more than one fifth except parents can have more than one fifth and the school district can have no more than one quarter of the makeup of that group. So that really starts to increase the size of that group very rapidly. So I was starting to map that out. If I include myself, a high school teacher, a middle school teacher, an elementary teacher, and our school nurse, we're already at five district employees, any member of the school board would be a sixth. And so then you multiply that out, you're already going to have 24 people on that
059committee. Um, so it's not a small group of people. Um, and so I just want to give people a sort of a sense of that size. I don't know whether or not a school board member is going to feel like they want to be on that, but that does count towards members of the staff. And Will's model policy does say that um no more than one quarter of the committee may be made up of employees of the school district or their spouses or members of the school board or their spouses. Yes, those spouses are included. Yes. So if any of your spouses want to get on that, that starts, you know, making it even bigger. Um, so we just have to keep that in mind. We don't have to outline that tonight, but when I
060started like mapping out like who might be on this committee, it starts to get pretty big pretty quick. Um, I appreciate that the like if someone is a parent and an employee of the school district, like you can go beyond 15 for the parent side of things. So we can have more parents on or someone's clergy and a parent. It doesn't like count against it in that way or medical professional and parent. Um so you can have more than one of parents but it just starting to do the math on that I was like well we're going to need a bigger room. Um so the role is to advise the board on the design and implementation of the curriculum and to review the curriculum. So then um the board authorizes or does not authorize the
061committee to submit a recommendation on separating students on the basis of gender when appropriate. I would advise that this that we would authorize this committee to submit a recommendation on that. Um I know we've asked about current practice and at the elementary level I know we do separate based on gender for certain portions of it. Um so unless the board feels very strongly that we would not separate on a vendor, I would say that um we would authorize them to make a recommendation. The board still has the final decision on that. Then the next page, the board shall provide annual and outline of human growth and development. Um, and the child's grade level is informed. Information of how they may inspect the complete program and instructional materials. Prior to use in the classroom, the program
062shall be made available for parents for inspection. The district has notified the parents in advance of the instruction given them an opportunity prior to instruction to review the complete program and instructional materials and their right to have the child excused from the instruction. um it shall state that they're excused, they shall still receive instruction unless exempted under specific state statutes. So that is that. So I'll work with Glenn to get that updated for that June uh policy meeting. And then if we look at model policy 31, which I would argue should be the administrative guideline 2414. So can I ask you? Yes. Um, so like hyp I'm a parent and a board member and I know that the committee can go over one of parents, but because I'm a parent and a board member, that
063would automatically increase side of the school district. Correct. It's not like I am you can choose to show up. Yeah. Like forget it. I'm not a board member tonight. No, Tammy. No, I think you have to you would count towards that. Okay. The only question I have, the only comment that I have about that I should say that is and it's a little bit ambiguous from the composition of the sentence is when it says where it says that it says no more than one quarter of the committee may be made up of employees of the school district or their spouses or members of the school board or their spouses. And I can't tell if that's saying all of those together or if each of those cannot make up more than you know what I'm saying.
064I ran the whole I ran that through in my mind too. And I read it as sort of anyone who is sort of employed by the school district can't make up more than one quarter. But I know what you're saying. I read it that same way. Like can employees of the school district make up one quarter and the school board make up one quarter? I read it as in total employees of the school district and schoolboard members can't make up more than one quarter and that's how I read it initially too but it is a little ambiguous ambiguous so could uh board members attend the meetings without being on the committee I believe that they are um need to be noticed and would be open to the public yeah so yes in that case I
065I think that makes sense Yeah, but I would assume it would be run like this where if you're not on the committee then you would be there to listen rather than contribute would be how I would assume how that would work. Yeah. Okay. Like any other committee? Yeah. Like any other committee. Now would their um recommendation go to a committee or to the full board? So in my mind, we would work it the way we talk through the curriculum piece, which is we'd first bring it to that curriculum review committee. We'd then bring it to Ed services. We'd then bring it to the full board is how I would work it in my mind. Now, I will say like we are currently teaching human growth and development. We have a current curriculum. I cannot envision
066a way that over the summer we're going to get through all of this and on September one we're going to have a newly approved human growth and development curriculum. And so I feel like we need a year where we're going to in my mind and this is the board's decision in some way continue with the status quo of what we've done where we always offer people opt out where we always provide the curriculum for them while we are working um while we are working through this process and then it would be the 26 27th school year where any changes would be made would be implemented um cuz I can't imagine in a world in which we would make it all the way through. Um, if we can get all 24 people on board by next
067week, we can get it done. I am gone for a week though. I would say that if you can get access to the current curriculum to the board [Music] members now so that we can at least look at it, that would be a really good start. the more lead time we have, the uh I think the less stressful all of that gets. I agree with that. Uh Charity did put in the comments um state statute uses or instead of and maybe worth considering uh state statute language for administrative guidelines. So um and that's as it relates to it says no more than one quarter of the members of the committee may be made of of employees of the school district or their spouses or members of the school board or their spouses. So do you
068read that charity that the way we were talking about it where it's like one quarter is board and collectively with board employees spouses everybody makes up no more than 25% given the or Okay. Okay, that's I think how I read it too. Okay. Um, so make a note. And how would we choose those people? So there is uh DPI does provide some like guidance and letters. The idea is like you're looking for folks who are um interested in the topic, willing to um willing to engage in conversation and read a compromise. Um so they they have some simple letters that I can send out to people. Um Sam, you were going to say something. Um I was just going to clarify because the only question I had left I was going to say the exact
069same thing, but I might have meant something different. what's the like mechanism by which the ultimate committee, the final committee is chosen because it specifies that we send out applications. I might just be missing a line in here. I might just be glazing over a line, but it doesn't specifically say like the board will then approve the committee. Yeah, interested individuals can request to be considered for the committee through the application form by the de date set by the school board, but it doesn't I guess I guess it doesn't necessarily lay that out, but it might be later on and I just didn't pick up on it. Well, so I just want to make sure we have a clear like the board is going to like there's going to be a day when the board
070votes and decides who is on that committee, I would think, is the way that we do that. But you remember we were asked to uh provide names of several people who would be on that you know that committee when we met earlier. We might do something like that. Sure. Sure. Yeah, that makes sense. [Music] Yeah. There is nothing in state law, nor is there anything I believe in um this will policy that says like the school board approves. In my mind, it's a bit like the working committee that we talked about with the curriculum review committee um where administration would work through that process on appointing that. I mean, at the end of the day, the school board is the one making the decision as to whether or not that curriculum is being taught or
071not. And so, this committee could bring forth to the curriculum. And if it's not something that so there's a legal analysis at the bottom that says an advisory committee must be appointed by the board to review and [Music] recommend the design and implementation of the HGB curriculum. So I think that the applications go out and before any sort of committee convenes it is the board that decides off of the applicants who will be appointed to the committee is what I read on the legal analysis. I could be they put statute 1180195 as the reference. I on Hey Jared, we're having a conversation about the makeup of the committee, the advisory committee and whether that um is something that the school board is voting on before that begins or how that works. I don't know if
072you have experience of that in your previous district on how we would do that here. Can you hear me? Yep, we can. Thank you. Yeah. So, uh, in general, how I've done that in the past, uh, and I I believe is outlined in the statute is that the the board has the right to do that if they would like. They don't have to do it. So I always took the list of individuals to them said this is the the plan just like we do for any other curriculum review uh Jenny that you do like when we did uh the curriculum review uh for uh the reading materials let's say you you put here's the committee right uh and then you take that to the board and say here's the committee here's here's generally when we
073plan to meet uh and and so on and they approve of that process and and approving the process they also approve the committee members and I was like I said previously I started playing around with like the number of slots and like how many like how many would fall under each area. Um and so I can certainly put something more formal together once the board has moved forward with approving this curriculum and more of an outline as to what that might look like um and who um might be on that. You know, like I said, the DPI just suggests you're looking for a cross-section of the community, folks who are willing to have have conversations uh come with open perspective um in mind, understand that they're following the policy that the board um adopted, understand
074that at the end of the day, the board is the one who's approving that curriculum. Um, and I think that that I mean really truly the state law outlines quite specifically what can and cannot be taught to. So yeah, and it does say uh u according to enforcement accountability, if a parent or district taxpayer believes there is an issue with the advisory committee, they shall submit a request in writing to schoolboard. So, a taxpayer or a parent could say, "Uh, I have question about this person." So, I do have a question about that piece in here. I appreciate that you brought that up. Um my concern about that is um what I don't want to have happen is it feel like uh like become a personal attack on any one individual who is on this
075advisory committee. I appreciate any person who wants to step forward um and volunteer to be on that advisory committee. What I don't want it to feel like is I'm going to be the subject of a uh schoolboard meeting agenda within 60 days. Um there are ways in which folks can um bring concerns forth um through uh other policies that I believe that we talked about last time during the curriculum review. Um and again at the end of the day it is the school board that adopts that curriculum. Um, and so my my concern about that is that someone would be hesitant to step forward to be on that because they I would be concerned that um if there was a person who felt like there's a specific member and there's a concern about a specific
076member. Now certainly if there's a concern about a specific member like I don't want someone to feel like they can't bring that forth to Jared who can bring that forth to board leadership but um the school board must in include the concern on a school board meeting within 60 days of the letter being received. That's my I read that and I was sort of like I think that the way that that gets structured is like what we had happen recently where uh it becomes a well actually I don't know if that would apply because it's not an employee. it becomes an item where we discuss the composition of that committee as a whole. And I do think that we need to leave the ability to select the composition of that committee within the boundaries of
077the of this policy. I think we need to leave that ultimately in the board's hands. So I would say uh you know if Jared wants to make a list if he wants to go through and uh select the people who are most appropriate in in his eyes and then bring them forward to the board and allow the board to look through that. I think that's great, but I think that that needs to stay ultimately a decision of the board. I don't I am not arguing that. I don't want to I don't want you to misjudge that. What I am concerned about is that third to the last paragraph. There's an issue with the advisory committee to request is writing to the school board. Um explain what the concern is um and include any applicable state
078laws or regulations. Upon receipt of the letter, the school board must include the concern on the schoolboard meeting agenda within six days of the letter being received. What I don't I'm sure if there's an advisory committee member who is like the owner of a curriculum company that sells human growth and development curriculum, I would have that concern as well. Um, but I just I don't want anyone who's going to volunteer to be on that committee to be concerned that like there's going to be a letter written to the board and a an agenda item on a schoolboard meeting about their personal belonging on that. That's what my concern is. I suppose I do think that if you're stepping forward to join a committee where you discuss what exact topics of a sexual nature are taught
079to other people's children, that is automatically putting you in the public eye for scrutiny already. I understand what you're saying about do people want to feel like they're singled out. I don't know if that's really the way that it's worded. Perhaps I'm reading into that. Yeah. I mean, because if it I I would say if it says if they take issue with a member of the advisory committee, that member must be placed. I would be like, uh, that's a little that's getting a little that's getting a little touchy. Um, it almost like I my initial thought was like, wow, that almost sounds like a contemplative closed session type of situation. but because they're not an employee, I don't think that that would apply. Yeah. Um I think it's more about having the general concern brought
080forward and the advisory committee as a whole gets brought on as a discussion point. I think that is what I read when I read that. But again, there's language is always going to have some gray in it. So I definitely hear what you're saying. I still think that uh I think it's important to keep that I think it's important to keep that avenue open for people though. I mean if people feel like wow this advisory committee is not doing its job. It's got a special interest conflict sort of thing going on. Um or if they feel like oh hey wow this guy got on and it seems like no one noticed but he's got some or she has something in their past that is not good you know and I don't think that I trust
081their judgment. I don't know. I think people need the ability to bring that forward and how does that get brought forward to the board effectively? Um I don't know Jared, but I think that you'd be able to speak to that a little bit. Um because it's kind of a wide ranging question and it does have to do with uh the area of um complaints or comments by the public to the district. Do you have any thoughts? And it might be hard for him because if he can't see what we're looking at, it's hard for him to comment. you did. No, I I I I can I can just share these these thoughts which is I think um there's merit in having some of that uh discussion. We probably you know want to do um one
082of the things that even will suggest which is hey this is this is inspiring words from us. Please check with your attorney. And so I think uh maybe you know u Sam and I working with uh Renee who does all of our policy work or most of our policy work uh along with us to say hey what if we wanted to have some kind of a process by which the public could say I'm worried about the makeup of that committee how would we best outline that in policy and give them the the ability to share with us that information. Um because I think there might be some wording. Um I I too was a little um you know questioning like how it's worded and will but I don't disagree with the idea. I will work
083with the um AG on that and we can have further discussion at first policy. Yeah that sounds good. All right. And if she is there then maybe we can talk to her about the opt- in opt out distinction as well. She'll be coming. Okay. Um, oh, sorry, you broke out a little bit there, Jared. With an opinion on that. Sorry, I didn't quite hear. Oh, I'm sorry. There it goes again. I already texted Renee to see if she could help us. Okay, I was just going to say, "Sounds great, Jared." Yeah, thank you. I already texted Renee. Sorry, I told you guys it might be spotty. Uh, I already texted Renee to on opt out versus opt-in and is there any way at all within the statute that we could? Okay, gotcha. Thank you, Jared.
084I appreciate that. Okay, awesome. Okay. Um, that is all looking at this for now. What What do you have? That is all I have. Okay. Um I one other tiny point and this might not be the place to put it. At the beginning of model policy 30 the first line uh says the school board shall determine on a yearly basis whether students will receive instruction in human growth and development. This kind of goes along with the regular review idea that we've talked about um kind of leading up to this subcommittee. And I do think that maybe it's not on a yearly basis, but on a regular basis, maybe we can find a time that works for that um where it gets reviewed and the board decides, you know, periodically on if they would like to
085change, if they'd like to move forward, things like that. What I like about this is uh it does say like whenever a substantive change or update is considered, the advisory committee must review the change and make a recommendation to the board. Um, I appreciate that about this because I do feel like that is one thing that [Music] um will be nice to have an administrative guideline. Um, I do wonder like once we get all of this policy in place, the idea of I know previously we like went through a rotation of all the policy where we're reviewing it and all like how quickly we'll get through a review of all of it. Um, so if you want me to put on there five-year basis, I don't want I don't know that we want to put
086that in policy because at any point the policy committee can pull this up and change change it, right? So to say every five years, I don't know that we want to necessarily say that because if someone wants to review it before that, I don't know that we want to be tied to every five years, right? Do you see what I'm saying? I suppose you could put it something um at least every five years. Yeah, at least every five years or cuz you know 2005 that's a my oldest son's older than right around that age. So I think we should hold oursel to some sort of standard in the policy. State law used to require a um an like a a time frame and I don't remember what it was, but that note is no longer
087in there. Um this will will determine whether or not they'll receive it. Go ahead, Journ. The time frame used to be every five years. Every five years. This says every whether or not they'll receive it versus like how often it will be reviewed. Do you know what I'm saying? I don't know if we nec I suppose maybe you'd want to review it every year since the board makeup could change every year. Yeah, that's the that's the thing I think. But as far as like reviewing the curriculum, I think there should it should be written, you know, in that we will review it at least a minimum of every 5 years. You know, if it can be that way it doesn't allow the board not to look at it sooner, but setting the expectation that it
088will be reviewed at least every five years. But if the board make up changes and they want to move away from human growth and development for whatever reason, I'm not saying I'm in support of it. I'm just saying that if that was the case, do we really want a new board to have to follow the old policy, but they could bring it up whenever they want anyways? Right. The policy committee. Mhm. Do you really want to put that? Yeah. Do you really want to put a specific hard time on there? I It's It's something to consider. I like the idea of adding some the language. The school board shall determine on a basis on a on a regular basis on a periodic basis whether students will receive instruction in human growth and development. So whatever
089that specific time period is that we that we would select, but having that language in there would be good just so we have the kind of standard that the board sticks to where they don't just set it and forget it. Um because I think that was kind of one of the discussions that led up to us talking about this advisory committee um was how long has it been since the last time this was looked over? I mean I don't know. Do you off the top of your head? 5 this year. Yeah. So, this has been around since the since like what I talked about elementary 2015. So, okay. Well, there you go. It's a little more updated. So, elementary. I don't know that it went through like the full advisory committee in 2015, but there
090was like a change or something in 201. Um, but the middle school and high school stuff that they're teaching today is the stuff that they were teaching me when I was in eighth grade, which means I definitely think it needs to be looked at because, um, I wouldn't want them saying those things to my kids. Um, so maybe I make a comment within the advisory or within the um advisory committee about I can work on like an every five-year statement that it's reviewed. Okay. Now, as far as these question marks are concerned, we're going to discuss them at ed services policy. Ed policy. That's what I would understand. Okay. Uh, and will you be at policy? You won't. Okay. No, but you're So, should we schedule it for when you're back? Um, it's up to
091the group. My worry is the longer we wait, the longer it is before we start. Um, yeah, I'm not I'd be more than happy to have you there, but I do think that we need to at least have that discussion. Again, it goes to policy and it comes at most to the full board for a first read. So, it's not like it's not like Jenny's going to show up at the full board meeting and be like, "What? What did you guys do?" Oh, no. And then we pass it and, you know, the entire world falls apart. There will still be another month before the whole world falls apart if you know at worst. So, you broke. What do you know? I don't know, man. Um, and Jared will be there um as well. So, yeah.
092Okay. I appreciate that, though. Yeah. Thank you. And then you and I can talk about um a time for ed services to review with our teachers and I can work on getting the materials to the board to look at uh before then too. Yeah, because I'll never be able to attend an end service meeting. So if somebody could please send me the documents so I can look them over, I'd appreciate it. Y All right. Any other questions? When are you and I going to get together about that? Uh June meeting this can take a time. Yeah. All right. All right. Uh I I adjourn the meeting. I call the second. Yeah. All right. All in favor? I it is. Thanks everybody. Talk to you later. Yar. All right. ends.