2. Human Growth and Development Program Guidelines Waunakee Community School District April 14, 2009 – Parent Meeting

3. Tonight’s Staff  Chris Hetzel, Building Principal  Lynn Blackbourn, School Counselor  Janae Grunow, School Counselor  Jill Statz, Grade 5 Teacher  Stacy Starin, Grade 6 Teacher

4. As Calvin Sees Things...

8. Human Growth and Development Philosophy

9.  Parents are the primary Human Growth and Development educators of their children.  Curriculum materials supplement and further the aims of parents in providing children with a balanced and thoughtful program.

10.  Sexuality is a normal and natural part of being human from birth to death.  All individuals experience changes in their bodies, their relationships, and their sexual feelings.

11.  Society, however, often gives mixed messages and very little specific information about how to deal with sexuality.  Individuals need an opportunity to learn about human sexuality in a factual manner so they can further develop a personal standard of behavior on their family, religious, social, and educational experiences.

12. A Partnership With Parents/Guardians TEAM WORK!!!!

13.  The school’s role is to teach human growth and development and to facilitate communication between home and school  The parent’s role is to share, explain, and infuse family values.

14.  Every three years the Waunakee Board of Education is state mandated to appoint an advisory committee composed of: Parents Parents Teachers Teachers School administrators School administrators Board of Education members Board of Education members Students Students Health care professionals Health care professionals Members of the clergy Members of the clergy Other residents of the school district Other residents of the school district

15.  Parents receive information about the human growth and development curriculum. (parent letter and meeting)  Parents are invited to preview materials.  Parents may exempt their child from part or all of the human growth and development curriculum. (signed permission form)

16. Guidelines for Staff and Outside Resource Persons

17.  Students have many different kinds of questions about human growth and development.  The following guidelines help teachers to answer their questions in a safe environment.

18. Students may write questions and put them into a question box or give them to the teacher prior to the answer sessions. This gives the instructor the opportunity to consider appropriate responses to students’ questions. Students may write questions and put them into a question box or give them to the teacher prior to the answer sessions. This gives the instructor the opportunity to consider appropriate responses to students’ questions. All questions will be answered simply and factually. All questions will be answered simply and factually. If students ask questions reflecting personal, or sexual values, they will be referred to their parents/guardians or another trusted adult. If students ask questions reflecting personal, or sexual values, they will be referred to their parents/guardians or another trusted adult.

19. Not every question asked by students needs to be answered; the teacher will use professional judgment. Not every question asked by students needs to be answered; the teacher will use professional judgment. Questions regarding the sexual experiences of any particular person will not be answered. Questions regarding the sexual experiences of any particular person will not be answered. Correct terminology for slang terms will be provided whenever appropriate. Correct terminology for slang terms will be provided whenever appropriate.

20. Give-Aways Used  Each year we receive complimentary kits for girls. These kits include deodorant, feminine products, and an informational booklet.  These will be given to 6 th grade girls when they have their all girl question/answer discussion with a female staff member.

21. Human Growth and Development Objectives Grade 5

22. Media Materials Used  Video: Teen Hygiene  Video: Disney Boys & Disney Girls  Supplemental worksheets  Supplemental charts

23. Personal Health – Human Sexuality  Discuss respect for self and others.  Discuss personal hygiene.  Describe the social, emotional, and physical changes that occur when approaching puberty.  Explain the structures and functions of the male and female reproductive systems using accurate but basic terminology.  Describe menstruation and menstrual products.

24. So that students will:  Appreciate the uniqueness of their own body.  Practice good hygiene to protect themselves and others.  Discuss concerns about puberty and reproduction with a parent or trusted adult.  Understand that everyone grows and develops at different rates.

25.  Explain how diseases (HIV / AIDS) are caused by microorganisms such as viruses.  Describe how HIV is transmitted and the impact of HIV infection on the immune system.  Discuss ways that HIV infection is not believed to occur.  Describe personal and social factors that motivate healthy behavior. Prevention and Control of Disease

26. So that students will:  Become aware of the importance and function of our immune system.  Discuss any concerns about HIV / AIDS with a parent or other trusted adults.  Practice good hygiene to protect themselves and others from infection.  Avoid touching someone else’s blood – tell an adult or use a barrier (such as a non-latex glove).

27. Human Growth and Development Objectives Grade 6

28. Media Used  Video – AIDS: Facts for Kids  Video – 3,2,1 Contact: What Kids Need…  Video – Who Am I Now  Supplemental worksheets

29. Personal Health – Human Sexuality  Describe the social, emotional, and physical changes that occur during puberty.  Explain the structures and functions of the male and female reproductive systems using accurate but basic terminology.  Discuss menstruation and menstrual products.  Discuss personal hygiene.

30. So that students will:  Appreciate the uniqueness of their own body and become aware of the changes occurring during puberty.  Practice health habits and personal hygiene to promote growth and development. (such as having regular medical check-ups)  Discuss concerns about puberty with a parent or trusted adult.

31. Prevention and Control of Disease  Explain how the immune system protects the body and how infection with HIV diminishes the ability to fight disease.  Explain HIV how it is transmitted – address Myths vs. Facts regarding the transmission of HIV.  Describe personal and social factors that motivate healthy behavior. (ex: Peer Pressure)

32. So that students will:  Discuss any concerns about HIV/AIDS with a parent or other trusted adult.  Understand the importance and function of our immune system.  Practice good hygiene to protect themselves and others from infection.  Avoid touching someone else’s blood – tell adult or use a barrier (such as a non-latex glove).

33. Protective Behaviors and Safety  Explain that all people have a right to feel safe and be respected.  Discuss the prevention of child abuse.  Identify strategies to address Internet safety and prevent CyberBullying.  Recognize available resources, such as seeking an adult for help.

34. What you can do…..  Use this opportunity to talk with your child about his/her development and encourage them to ask questions.  Create opportunities for your child to learn more. Check out books from the public library or LMTC.  Some website resources for PARENTS: –www.puberty101.com or www.coolnurse.com www.puberty101.comwww.coolnurse.comwww.puberty101.comwww.coolnurse.com  Some website resources for students and parents: –www.kidshealth.org/kid www.kidshealth.org/kid  Ask your child’s homeroom teacher if you are unclear on anything related to this unit.