Family Life Education Community Review of New Materials

Recommended Family Life Education Instructional Materials Available for Community Review

Recommended Family Life Education (FLE) materials (media and lesson objectives) to support instruction are available for community review from May 10, 2018 through June 8, 2018 (close of business). Recommendations affect grades 4, 8-12.

To comment on the recommendations, please email FLEcomments@fcps.edu. The comment period begins at 8 a.m. on May 10, 2018 and continues through close of business on June 8, 2018. All comments received during the comment period will be shared with School Board members prior to the vote on the recommendations June 14, 2018.   

For more information, please call the Office of PreK-12 Curriculum and Instruction, Health, Family Life, and Physical Education at 571-423-4550.

The full report is available on Board Docs.

Grade 4 Recommendation:

Media: You Are in Charge of Your Body (2014), Human Relations Media, 31 minutes

Part One: Recognizing Sexual Abuse

The concept of body boundaries is introduced and the difference between safe and unsafe touches is illustrated. Three examples of safe/unsafe touch are told using stylized animation.

Part Two: Stopping an Abuser

This program teaches students what to do if their body boundaries have been crossed. Using the same scenarios from Part One, students are taught NO and GO; how to say NO assertively and how to GO safely and quickly.
 
Part Three: Telling Someone

Part three teaches students how to create their personal safety network.  It’s a list of trusted adults to go to for help in an emergency including parents, teachers, and others.  Viewers learn how to tell a trusted adult what happened using the real names of body parts. Acted out scenarios demonstrate exactly how to do this.  Students are reassured that sexual abuse is never their fault or something to keep secret.  If someone touches you inappropriately, tell a trusted adult.

To support:

4.3 Students will recognize threatening or uncomfortable situations and how to react to them.

Descriptive Statement:  Situations will include, but are not limited to walking alone, opening doors to strangers, receiving obscene telephone calls or email, facing dangers in public places, and sexual abuse or incest. Ways of protecting oneself and recognizing and reporting such threats are stressed.

Note: This title is currently used in grade 3. If approved, the media will be used in both grades 3 and 4.

Recommended Lesson Objective Changes

Note: (HGD) refers to lesson objectives included in the FLE unit, Human Growth and Development and (ESH) refers to lesson objectives included in the FLE unit, Emotional and Social Health.

Grade 8 Recommendations

  1. The Family Life Education Curriculum Advisory Committee (FLECAC) recommends moving grade 8 Emotional and Social Health unit objective 8.4 out of FLE to general health instruction:
    1. 8.4 (ESH) Students will demonstrate strategies for resolving conflicts that arise in families and peer groups.
      Descriptive Statement: This includes learning effective communication and conflict resolution skills and applying them through role play to situations involving family and peer relationships. The importance of taking responsibility for resolving conflict in ways that show respect for self and others is emphasized.
  2. Change lesson objectives in grades 8, 9, and 10 to strike biological sex/gender and replace with sex assigned at birth.
    Note: This affects the wording in 8.5 lesson objective descriptive statement; for consistency, lessons in grades 8, 9, and 10 will reflect use of “sex assigned at birth”
    1. 8.5 (ESH) Students will identify that development of individual identity occurs over a lifetime and includes the component of sexual orientation and gender identity.
      Descriptive Statement: Instruction will include factors that influence the development of individual identity such as capabilities; areas in need of personal growth; understanding and accepting oneself; and the effect of gender roles and expectations on individual choices and emphasizes that while attitudes about gender roles differ among families, cultures, religions, and individuals, stereotyping individuals based on gender can limit opportunities.  Individual identity will also be described as having four parts – [remove biological gender] [insert: sex assigned at birth], gender identity (includes transgender), gender role, and sexual orientation (includes heterosexual, bisexual, and homosexual).
    2. 8.4 (HGD) (Sex Separate): Students will describe the consequences of teen sexual activity and explore the benefits of abstaining from sexual activity until marriage.
      Descriptive Statement: Instruction includes exploring the reasons why some teenagers may become sexually active; discussing the physical, social, emotional, and financial impact of premarital sexual activity and teen pregnancy; and identifying positive alternatives to sexual activity. This includes making responsible decisions that are consistent with one’s personal and family values and supportive of personal health and the well-being of others. [Add] Students will learn to set personal boundaries and respect the boundaries of others through means such as consent. 

Grade 9 Recommendations

  1. 9.1 (ESH) Student will identify the family as a basic unit of society and his or her responsibility as a member of the family.
    Descriptive Statement: Topics may include the function of the family, [Add: different types of families,] family strengths, family influences on society, identification of roles within a family, and how those roles change throughout life. Students will compare and contrast their roles now with their possible roles in the future.
  2. 9.3 (ESH) Students will identify effects, prevention strategies, and appropriate resources for help and reporting for sexual abuse.
    Descriptive Statement: Topics will include sexual assault, rape, intimate partner violence, incestuous behavior, molestation, gang sexual abuse, human (teen sex) trafficking, and incest. [Add: Instruction will include bystander awareness and intervention strategies.]  Resources for help and reporting [Add: for self and others] include parents, school personnel, religious leaders, health care providers, and community resources.
  3. 9.4 (ESH) The student will identify factors that contribute to healthy relationships in families, friendships, and dating.
    Original Descriptive Statement: Topics may include communication skills, decision making, respect for self and others’ (establishing personal boundaries), and conflict resolution.

    New Descriptive Statement: Topics may include communication skills, conflict resolution, respect for others’ decisions, identification of coercive behaviors, (establishing and maintaining personal boundaries), and affirmative consent.
  4. 9.3 (HGD) Students will identify sexual abstinence as the appropriate choice for adolescents and identify appropriate methods for expressing feelings and affection.
    Original Descriptive Statement: Instruction will include benefits of choosing sexual abstinence, consequences of sexual activity, and appropriate methods for expressing feelings and affection. Students will learn that anyone who has been sexually active can make a new decision for premarital abstinence. Instruction will include effective strategies for promoting and maintaining self-worth and resisting peer pressure, such as communication, assertiveness, and refusal skills.

    New Descriptive Statement: Instruction will include benefits of choosing sexual abstinence, consequences of sexual activity, and appropriate methods for expressing feelings and affection. Students will learn that anyone who has been sexually active can make a new decision for premarital abstinence. Instruction will include effective strategies for abstinence, maintaining respect for self and others, such as communication, assertiveness, and recognition of personal boundaries.
  5. 9.4 (HGD) Students will examine methods of contraception.
    Original Descriptive Statement: Instruction will include barrier, hormonal, and surgical contraceptive methods; identification of effectiveness for prevention of pregnancy and disease prevention; and misconceptions regarding contraception. Abstinence will be emphasized as the only 100% effective method for preventing pregnancy and disease.

    New Descriptive Statement: Instruction will include barrier, hormonal, and surgical contraceptive methods; identification of effectiveness for prevention of pregnancy and minimizing risk of sexually transmitted infection; and misconceptions regarding contraception.  Abstinence will be emphasized as the only 100% effective method for preventing pregnancy and the most effective method for preventing sexually transmitted infection.
  6. 9.5 (HGD) Students will review information about bacterial, viral, and parasitic sexually transmitted infections to include prevention, transmission, diagnosis, and treatment.
    Original Descriptive Statement: Instruction will include review of bacterial, viral, and parasitic STIs; and prevention, transmission, diagnosis, and treatment. Community resources for testing and treatment will be identified. Abstinence from sexual activity will be presented as the only 100% effective method for prevention of sexually transmitted infections.

    New Descriptive Statement: Instruction will include review of bacterial, viral, and parasitic STIs; and prevention, transmission, diagnosis, and treatment. Community resources for testing and treatment will be identified. Abstinence from sexual activity will be presented as the most effective method for prevention of sexually transmitted infections. Abstinence from intravenous drug use and use of condoms and use of pre-exposure prophylaxis (HIV prevention) as means of prevention will also be presented.
  7. 9.6 (HGD) Students will recognize development of sexuality as a lifelong aspect of personality.
    Original Descriptive Statement: Instruction will include that individuals are sexual beings from birth to death and that sexuality evolves from infancy to old age. Sexual orientation terms heterosexual, homosexual, and bisexual; and the gender identity term transgender will be defined. Students with questions or concerned about their sexual orientation or gender identity will be advised to talk with a parent, member of the clergy, or counselor. Emphasis will be placed on tolerance and nondiscrimination of all people.

    New Descriptive Statement: Instruction will include that individuals are sexual beings from birth to death and that sexuality evolves from infancy to old age. Sexual orientation terms heterosexual, homosexual, and bisexual; and the gender identity term transgender will be defined. Students with questions or concerned about their sexual orientation or gender identity will be advised to talk with a parent or trusted adult. Emphasis will be placed on tolerance and nondiscrimination of all people.

Grade 10 Recommendations:

  1. 10.5 (HGD) Students will examine the most common bacterial, viral, and parasitic sexually transmitted infections (STIs).
    Descriptive Statement: Instruction will include review of bacterial, viral, and parasitic infections; and prevention, transmission, diagnosis, health consequences, and treatment of STIs. Abstinence from both sexual activity (including oral and anal sex) and intravenous drug use will be presented as the [change from] only way to eliminate [to] most effective way to minimize the risk of contracting STIs. [Add] Use of condoms and use of pre-exposure prophylaxis (HIV prevention) as means of prevention will also be presented.  Risk factors discussed will include the effects of alcohol and drug use on decision making. Community health resources for further information, assistance, and support will be identified.
  2. 10.6 (HGD) Students will recognize development of sexuality as an aspect of one’s total personality.
    Descriptive Statement: Instruction will include how sexuality develops throughout a lifetime and how sexuality encompasses attitudes, values, and behaviors. Sexual orientation and gender identity terms will be discussed with focus on appreciation for individual differences. [Add] Students with questions or concerns about their sexual orientation or gender identity will be advised to talk with a parent or trusted adult.
  3. 10.7 (HGD) Students will examine teen dating relationships, teen dating violence, and human (teen sex) trafficking; and strategies for risk reduction, prevention, and available support services prevention and help.
    Original Descriptive Statement: Instruction will include dating violence (verbal, physical, emotional, sexual abuse, and sexual assault); Internet exploitation; sexual consent; and how dating relationships may result in human (teen sex) trafficking. Strategies for prevention of sexual violence and abuse including and dealing with abuse, violence, and human (teen sex) trafficking will be discussed. Community health resources for further information, assistance, and support will be identified.

    New Descriptive Statement: Instruction will include elements of healthy dating relationships including affirmative consent. Instruction will include elements of unhealthy and abusive dating relationships to include (verbal, physical, emotional, and sexual abuse); Internet exploitation; and how coercive dating relationships may result in coerced sex and human (teen sex) trafficking. Instruction will include that abuse is never the fault of the victim and that responsibility for abuse lies with the person perpetrating abusive and coercive behaviors.  Instruction will also include risk reduction strategies (establishing personal boundaries and being respectful of personal boundaries and the boundaries of others) and available resources for further information, assistance, and support. 

Grade 11 Recommendations:

  1. 11.1 Students will identify how sexually transmitted infections are contracted and how to prevent contraction.
    Descriptive Statement: Topics include sexual and nonsexual high-risk behaviors that may cause contraction of bacterial STIs (gonorrhea, chlamydia, syphilis, trichomoniasis) and viral STIs (herpes, hepatitis, HPV, and HIV); signs and symptoms of infection; treatment methods; and prevention methods including abstinence from sexual activity, abstinence from intravenous drug use, use of condoms, [Add] and use of pre-exposure prophylaxis (HIV prevention).
  2. 11.2 Students will identify methods of contraception.
    Original Descriptive Statement: Instruction will include review of barrier, hormonal, and surgical methods; identification of effectiveness for prevention of pregnancy and disease; how to obtain various methods, and misconceptions regarding contraception.  Abstinence will be emphasized as the only 100% effective method for preventing pregnancy and disease.

    New Descriptive Statement: Instruction will include review of barrier, hormonal, and surgical methods; identification of effectiveness for prevention of pregnancy and minimizing risk of sexually transmitted infection; how to obtain various methods, and misconceptions regarding contraception.  Abstinence will be emphasized as the only 100% effective method for preventing pregnancy and the most effective method for preventing sexually transmitted infection.
  3. 11.3 Students will examine healthy and unhealthy relationships, dating violence, and strategies for risk reduction, prevention, and available support services prevention and help.
    Original Descriptive Statement: Instruction will include controlling behaviors, sexual assault, digital abuse, human (teen sex) trafficking, coercion, and sexual consent. Refusal and prevention strategies will be discussed. Discussion will include the risks associated with substance use and emphasize the value of sexual abstinence. Family, trusted adult, and community health resources for further information, assistance, and support will be identified.

    New Descriptive Statement: Instruction will include identification of controlling behaviors and coerced sexual activity including human (teen sex) trafficking and digital/social media abuse. Instruction will also include establishing and reinforcing personal boundaries regarding sexual activity including affirmative consent and risk reduction strategies to help prevent abuse including risks associated with substance use. Family, trusted adult, member of the clergy, and community health resources for further information, assistance, and support will be identified.

Grade 12 Recommendations:

  1. 12.2 Students will explain prevention and transmission of sexually transmitted infections. Students will be able to describe the physical, emotional, and social impacts of sexually transmitted infections on self and others.
    Descriptive Statement: Topics will include local and national statistics, high risk behaviors, abstinence from sexual activity and intravenous drug use, [Add: use of condoms and pre-exposure prophylaxis,] and the effects of substance use on decision making and the developing brain. Instruction will include considerations for current and future settings (high school, college, work environments).
  2. 12.3 Students will identify factors that influence use of contraceptives.
    Original Descriptive Statement: Instruction will include review of methods and effectiveness of contraceptives for pregnancy and disease prevention. Students will explore considerations for choosing contraception to include how the method is used, partner’s opinion, availability and cost, and personal values/beliefs. Abstinence will be emphasized as the only 100% effective method for preventing pregnancy and disease.

    New Descriptive Statement: Instruction will include review of methods and effectiveness of contraceptives for pregnancy and minimizing risk of sexually transmitted infection. Students will explore considerations for choosing contraception to include how the method is used, partner’s opinion, availability and cost, and personal values/beliefs. Abstinence will be emphasized as the only 100% effective method for preventing pregnancy and the most effective method for preventing sexually transmitted infection.

FLECAC Recommendation to the School Board:

FLECAC recommends that the School Board support implementation of instruction for grades 11 and 12 students about opioid/heroin use prevention that is outside of Family Life Education instruction conducted in Social Studies so that all students may benefit from the instruction.

Suggested lesson objectives:

Grade 11

Students will identify how use of opioid drugs may impact their future.
Descriptive statement: Instruction will include review of the short- and long-term effects of opioids on the body. Emphasis will be placed on a message of hope for the future with support and treatment for substance use disorder. Instruction will include strategies for self-advocacy when discussing medical care and prescription medications with health care providers. Resources for help will be shared.  

Grade 12

Students will identify Virginia laws related to opioid/heroin possession and distribution.
Descriptive statement: Instruction will include the use of and access to Narcan/Naloxone. Discussion will include impact of substance use disorder and addiction and resources for help now and post-secondary.