Human Sexuality Meeting

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[0:02] We're going to start today. I think this will be our last meeting for the year. I know it's that great. No offense, it's like we're down to that point. Yes, and we were reporting the proceedings. If we can just start one around the room, making sure everyone knows each other, and then we'll go right to our presentation before we do our orders of business that we have. And then our presenter can leave after we're done. So Adam, will you start?
[0:29] okay.
[0:30] The name is Ana Nistarsen.
[0:32] I've been here for, I'm just a new
[0:34] degree in the curriculum.
[0:37] I'm A Brooks,
[0:43] and I'm his secretary.
[0:48] I'm gone to Spira State University.
[0:51] and so I'm going to present to you today about our caregiving unit for a supplemental unit for high school health classes.
[1:01] I'm Lindsay Hazelwood, a teacher middle school health at Clayton Middle School and I'm also here as a parent.
[1:09] That essentially doesn't start till next year.
[1:12] I'm just here as a teacher.
[1:13] the staff. She was switched from teacher mode to parent mode because we need our parents.
[1:19] Yes. Thank you. Yes.
[1:22] She's the student of somebody entering kindergarten.
[1:24] No, I have a fifth and I have a fourth and fifth grader this year.
[1:27] Oh, okay. Okay. But next year we're calling you a parent.
[1:29] Yes. I guess so. So next year you could be elementary middle.
[1:35] Right? Perfect. Yeah. Even more flexibility.
[1:38] Yes. Yes. Jason Finn's principal amount in the elementary school.
[1:42] And I'm Tiffany Hall. I'm the executive director of teaching and learning. I always come here when we all learn something, but usually it's not about sex.
[1:51] I'm waiting for someone to say, I'm here because that's what I'm telling her.
[1:56] I can't stay jokes like that.
[1:58] I can't.
[2:04] Thank you for being here today and one of the things we will discuss after our presentation
[2:10] is trying to get more of the parents here at our meetings so that it's not a, you know,
[2:14] 9-1 ratio but that we'll get across that bridge when we get there.
[2:20] So let's go ahead and start your presentation. If you brought your computer,
[2:25] you can go on. Let's see.
[2:31] Do you have the link for doing the online form?
[2:40] So if I could pull it up from our last meetings chat?
[2:46] I also made some copies.
[2:55] Can you have a copy of my love? Yes, absolutely.
[3:01] I'm just gonna, I'm sure if you
[3:03] you can't find it, you can have one of the copies I've made.
[3:05] All right, okay, hi, I'm Linda Spira,
[3:09] and I live here in Solid City,
[3:11] and I work with Parent Teaching Institute.
[3:14] As an organization, it's a nonprofit.
[3:17] It starts in Illinois, which is mainly just outside
[3:22] of Chicago, is where they're based.
[3:25] Catherine Bensinger is the founder,
[3:27] and I actually went to college with her.
[3:29] So we were running buddies in college
[3:32] and that's how we became friends and then fast-forwarded 30-some odd years and we reconnect and she's
[3:40] like, we're trying to start getting this into Utah and you would be the perfect person. So it's been
[3:47] in Illinois for the last seven years. We've been in Utah for two years now. We are officially an approved
[3:56] vendor for the U.S.P.E. for health too. And we probably this year will have about 700 students who
[4:06] are currently taking this curriculum. So I wanted to talk about it. So the name is a little
[4:14] missly. We're not suggesting high school students become parents, but it really is a caregiving
[4:20] curriculum for healthy relationships. And the program starts like it's a six and a half hour
[4:30] program. Teachers get trained online in advance of teaching it in their classes. It's supplemental,
[4:37] it is not intended to like change information or to create new standards or strands. It's just
[4:47] supplemental and I'll get into with you which exact standard and strands align with Utah
[4:56] standards and strands for health too.
[5:00] The health too typically taught us 10th graders.
[5:04] Yes.
[5:04] So we're really looking for that age group 10.
[5:07] I would say eight, so we found that eighth grade through 12th grade is the sweet spot.
[5:15] So I would say eighth grade, tenth grade, and in health one, that would be your eighth grade class, seventh grade class.
[5:24] Health one is our seventh grade class, and health two they take in tenth grade usually, right?
[5:30] So what they found is that if you learn skills around being a good caregiver or a parent
[5:40] or a good friend, even if you're taking care of a sibling after school or a cousin or
[5:47] a grandparent, that your ideas about those parenting styles have not formed yet when you're
[5:55] in this age range. That eighth grade to 12th grade. So that's why we're trying to get students
[6:05] to take it in high school. Because otherwise you would say, well, shouldn't you teach
[6:09] this caregiving parenting classes when they're in college, when they're older, but you're missing
[6:15] number one, you're missing a lot of, if they don't go to college, they're not getting the class.
[6:20] Health is a mandatory course and that's why we're suggesting it for health.
[6:25] If you just do child behavior or child development or early education,
[6:32] you're just getting students that are taking that as an elective and it's not a core required class.
[6:40] So you're missing a lot of the males and you're missing a lot of students who are not interested in that type of curriculum.
[6:47] Um, but because health is required, that's why we're suggesting and promoting and that's why we approach Joey Parker about health.
[6:56] And she was like, no, go to CTE and we're like, no, this is the reason why she's like, I understand that that makes sense.
[7:02] Yeah. So that's why we're here.
[7:05] Um, and the idea is to get students when they're young, while they're impressions about caregiving are not formed yet.
[7:16] So that they're not repeating bad behaviors as they grow up.
[7:22] If you have good modeling, then it's not as big of a deal.
[7:27] But if you don't, and not everybody does, then it's really important to get skills around it.
[7:33] You know, we teach our students to drive.
[7:36] We teach them CPR.
[7:38] We teach them about the birds and the bees sometimes.
[7:42] But we don't teach them how to be good caregivers, how to listen, how to respond appropriately,
[7:50] how to take a break when things get stressful.
[7:53] And these are just super-essential skills that we think every young adult should have as they go on into their life.
[8:03] I don't know if Utah teaches ACES. I've heard that they don't. Do they?
[8:10] I've heard it's back and forth, it depends on, I don't think it's in our curriculum, like we don't have a curriculum resource for it.
[8:19] But the data and research is out there.
[8:22] Yeah, and we've learned about our, do you know what ACEs are?
[8:25] Yeah, at first childhood experiences.
[8:28] Yeah.
[8:28] We learn about it in professional development, but it's not in our curriculum.
[8:32] Right, so one of the interesting things about ACEs is they go over ACEs in the course and they talk about how if you have an ACE or two ACEs or your best friend has that it doesn't have to define who you're going to be for the rest of your life.
[8:52] But if you can look at it and go, oh wow, so that's like a thing that causes enormous stress in my life
[8:57] I didn't know what it was, but I do feel stressed sometimes and I don't want that to define me
[9:03] And so to be able to look at it, acknowledge it, and then pivot away and decide that you're gonna chart a different path for yourself
[9:13] Sometimes students taking the course will find out that their best friend has four aces and they have no idea
[9:19] and they're like, kind of get so promptly with her.
[9:21] And they have to know because she's always so disorganized
[9:25] or whatever it is.
[9:26] And then all of a sudden there's this empathy feeling
[9:28] of, I should have known that, I should have recognized that,
[9:32] or I would like to be a better friend.
[9:34] And that happens in the group conversations
[9:38] that get facilitated in the classroom
[9:40] when this portion of the instruction is being taught,
[9:44] which I think is really awesome.
[9:47] Kids that don't learn about their ACEs and don't know what's happening with them.
[9:52] The impact is enormous for them as an individual, along with them as a student.
[10:02] And then, so they do, they spend some time on the ACEs, but it's not like the biggest
[10:07] part of it, but it is important to understand resiliency.
[10:11] So teaching kids that they don't have to be defined by this, which I think is super important.
[10:23] And the research shows that really you need to learn this when you're young.
[10:29] And then this is a little video that I do want to play.
[10:36] There is, right now, a crisis in mental health with our children.
[10:43] And parents are in a great position to help prevent that.
[10:49] Parenting is the most important job we'll ever do,
[10:52] or we have access to a new education instruction.
[10:56] I think about
[11:09] the different styles of parenting that exist
[11:11] and the ones that you've seen.
[11:12] So we're relating to a child's called a parent inside.
[11:17] Parent Abel is attending parenting and caregiving education curriculum that's taught in high school.
[11:23] One of the reasons that I felt it important to have this program in our school is that we
[11:29] could see that the data was indicating that we can lower the rate of childhood abuse and neglect
[11:34] if children were taught a parenting education program.
[11:38] So the fundamental aspects of a successful life is the ability to form a main chain in respect to relationship with the main person.
[11:50] You guys write on the board what is one reason why it's important we learn parenting skills.
[12:00] Seeing some good things written on these boards, does anyone want to say there's out loud?
[12:08] I said so kids don't have a lot of toxic stress for 22 years I was the executive
[12:15] director of the Illinois Veterinal and Child Health Coalition and during that time I
[12:20] really learned how important the first few years of life for to children's
[12:26] future development and future ability to contribute to society.
[12:30] parenting education should be required for some high school. I think it's essential for
[12:36] everybody whether or not they're going to become a parent to understand how to treat
[12:42] children in a way that's going to foster them as well. The data from parent able are really
[12:46] promising because they show that children are able to learn the concept we're teaching them.
[12:51] It also demonstrates that this content can be taught in a short high school health policy.
[12:56] So it is scalable.
[12:59] I see so much promise in parenting education because if everyone knows how to provide positive parenting to children, we're going to prevent adverse childhood experiences, or at least reduce the numbers of them, which should make for much healthier children.
[13:13] My colleagues and I have encouraged integrating these concepts into public education for a long time.
[13:21] And so when we heard about parent change, we were extremely excited that this was actually changing the science.
[13:29] And taking place effectively, and it's long overdue, and it's death building.
[13:33] And the mechanism for that is public education.
[13:36] I truly believe in my classroom here.
[13:42] I'm changing the world by teaching about child development and parenting.
[13:45] If I have one student that has a child and that child's life is better, more fulfilled,
[13:53] I've done my job.
[13:56] I don't want to make mistakes, my parents did it, so the fact that I get the chance to actually
[14:03] take a unit with parenting is actually very important.
[14:06] I think the most important thing that we can teach our children is the basics of what makes a good parent, because what makes a good parent is also what makes a good teammate and a good coworker and a good leader.
[14:23] Our society has millions of people who have unrealized potential.
[14:28] So, if people learn more about how to be great parents is that it would literally result
[14:37] in a quantum leap in the productivity, creativity, and humanity in our society.
[14:57] So, just to give you an overview of some of the...
[15:00] Topics that are covered in the curriculum. There's a little list of them. And obviously, they're all on our website and I have some papers that I came from this year. It's actually, yes. I picked them up. I'll pop off the press and they've got to stay going. But these are some of the topics that are covered.
[15:36] Here are the standards that,
[15:39] that 1 through 6 instruction behavior strands, 1, 2, and 3.
[15:45] I'm happy to actually break down numbers like M-H.
[15:48] I have that which I can show you also.
[15:58] The moment I learned about the Parentage Institute
[16:01] and the Parent Able Curriculum, I was hooked.
[16:06] The great thing about this parentable
[16:08] interview training and the research base information
[16:12] behind it, it supports us in light.
[16:14] This course is for anyone, whether or educator, parent,
[16:19] a caregiver, a babysitter, or just interacting with others.
[16:23] This helps us improve our perspective taking
[16:26] and develop authentic empathy for others.
[16:31] This course has given me the information and the strategies
[16:34] to be more self-aware so I don't repeat the cycle.
[16:38] And so I just see this as much more than just a parenting framework.
[16:43] It's a live curriculum that really supports us being better humans to each other.
[16:50] So the course is six and a half hours long.
[16:55] It's about an hour online, teachers log in, create an account, register, go online.
[17:01] They do the learning.
[17:02] And then there are supplemental materials that they use throughout the teaching.
[17:07] So the course is taught in the classroom with the students.
[17:10] Every student logs in and it's interactive.
[17:14] So there's conversations happening, they say it's two weeks. I would say it's like six and a half hours and then there's a final project which some teachers, we really like the final project.
[17:28] Some teachers are like, oh no, I don't know if I can do the final project, but sometimes they've done a sign it at home and then they bring it back in.
[17:35] I know Illinois has like a no homework rule right now, so there's no homework happening.
[17:40] but I think Utah still has homework, so there's different and there's flexibility in the final project.
[17:49] In terms of Midas credits, I continue in education credits. You get six credits for this.
[17:58] And I think one last one.
[18:01] Did you say there's someone already in her district teaching it?
[18:04] Yeah, yeah, yeah, they can talk is teaching it right now. She's a health teacher at East High School and
[18:13] We've got Tory Bergstrom at Skyline teaching. This is her second year teaching
[18:20] Always young is this her second year teaching Sarah Bradley is this is her second semester teaching
[18:28] We've about 700 students that are gonna be finishing this semester
[18:32] with Parentage and then our evaluator for the course is up at the U on the
[18:39] two-way to one and he is a world population researcher out of the U and he
[18:47] does all of our data before and after tests so all of that data will be put
[18:56] together and we should have the new update so we got one last year and made some
[19:01] changes and the new one should come out probably in July.
[19:10] So you said strand six. Oh, strand six isn't that our sex
[19:14] said strand. So how does how does it blended with that?
[19:28] Those are Sedino Susan Marshall. She's the health specialist for
[19:34] Granite school district. She's been super supportive
[19:39] and helpful. She went through the entire curriculum and those are the
[19:44] connections and so those are the standard connections so those numbers might make sense to you, they do not make sense to me, they do.
[19:57] Sorry I was slightly, my commute was a little bit longer.
[20:02] Question.
[20:03] Yeah.
[20:03] Just on intentionality of representing diverse students and stories across the whole intersectional world.
[20:11] Yes, can you tell me because our community is very much as is growing that but we have a real diverse
[20:18] Student and community group can you tell me what intentionality went into and I know Chicago schools
[20:23] Well, so that makes me feel a little bit better, but yeah, if you could share with us. Yes, for every student
[20:30] And the sample lessons in the
[20:35] The sample lessons in here
[20:37] Um, positive
[20:58] parenting, like making homemade super sorry, the one where there's a the actual teacher is teaching it, um,
[21:15] I think that's the one you just click. Yeah, it is.
[21:18] I didn't bring it. I apologize. That's great. It's very colorful. Okay. Teachers that teach our colorful students are colorful.
[21:30] the names are multicultural. So yes, that was...
[21:37] And it's not skewed in between any beliefs, or again, like even religiously, right?
[21:42] We have such a diverse community also. No, like there's no branding, there's no faith,
[21:48] there's no politics, there's no... Yeah, and sometimes it's even more subtle, like I think one of the
[21:56] ones that we voted for, right? There was an adoption one a couple of years ago. Yeah, those
[22:01] cringe or the, you know, this is such a mistake, but we can fix it. You know, you can adopt
[22:08] it. Yeah, of course, you know, like they're judging and sharing. Yeah. Yeah.
[22:14] I would typically
[22:17] after this, go back and research for two weeks. I'm like, I'm just going to, you seem like
[22:21] you're on us I'm just gonna directly ask you so yeah no super glad you did okay it is it
[22:27] there's nothing like we're not putting people down for choice for choices for just learn how
[22:34] to be a good human being and how to respond this as like you know I might be more so we're sure
[22:39] you're gonna be a child so make sure you don't put the bruises show right yeah and all the
[22:46] and this was put together with the evaluators at Harvard University.
[22:53] I just saw the Harvard on there and I was like, all right.
[22:56] I also love the premise that it's starting with ACEs,
[23:00] like recognizing that there's a problem.
[23:02] The adverse childhood experience is real.
[23:05] And what can we do to minimize ACEs in others?
[23:10] And that would be going back to caregiving.
[23:13] So, now I can see the value and that's for sure.
[23:15] It's super good.
[23:18] There's demos on our website and I think, did I send you all of the, like I know you
[23:30] asked for some information in advance and, but I can make sure that I get it out to Katie
[23:35] and then would that be the best way to make sure you get it?
[23:39] It's great.
[23:40] Yes.
[23:56] Yes, I can send you the demo too, so I think anyone can connect to caregiving and
[24:10] and seeing themselves as a caregiver someday, right?
[24:13] Right.
[24:14] I mean, I'll just go to my kids or caregivers for their parents.
[24:16] And so parents?
[24:18] I'm fine with that.
[24:18] I just hope there was something in it that was only a little stuff.
[24:22] Yeah, no.
[24:23] Yeah, I would say everyone, especially during COVID,
[24:27] kids would come back in and they'd be like, oh my god,
[24:30] I was going to lose my crazy with my sibling yesterday
[24:34] because we're homeschooling, right?
[24:36] Because it's COVID.
[24:37] And now they know.
[24:38] So, count to ten, I'm going in the kitchen, I'll be back, you know, like, and they make
[24:42] a joke out of it, but they also are not hitting their sibling, or yelling at them, or,
[24:48] and everybody is going to be a caregiver, so there actually isn't any, like, we want
[24:53] you to be a parent, you need to be a parent, none of that.
[24:56] It's just how to be a better person, and yeah, we even had a teacher, one of our teachers,
[25:03] after her first semester teaching and she said I really am not a
[25:06] cryer and my class is having this conversation that is so deep she said I'm
[25:12] crying in my class thinking their stories what they're sharing with one
[25:17] another she said I actually went home and had a conversation with my own kids
[25:22] like I did this so long and I don't want you to do it wrong with your kids and
[25:29] when you hear those stories you're like that's so good like we need to
[25:33] spend six and a half hours talking about this because it's important. Yeah, so yeah, if you have
[25:39] questions for me, are there materials that come in the, is this free to the teachers? So super
[25:48] good question. This year it's free and I'm hoping next year, maybe we get some money, but I'm not sure
[25:57] how that works. We filled out the paperwork for it. We have a funder right now that is funding
[26:02] my position to move us into Utah and that's why I'm here but I'm hoping next year it's also going
[26:12] to be available for free at least the first semester because I think we just need to get thousands
[26:18] of students and then you know maybe school districts start saying yeah we'll spend $10,000 for that.
[26:25] We'd like to add that as part of our curriculum.
[26:30] And yes, there are, like, what you get with the program is access to all the materials,
[26:39] printed materials, Tommy, who's head of IT in case you have any questions, and he's always
[26:45] available and amazing.
[26:47] and they run everything through a program called Think Fit, Think Think Ethic. Do you know
[26:55] that one? No. Anyway. But it happens in school and online because if we purchase it, isn't
[27:02] that a different process? That would be a curriculum purchase. Yeah, but it didn't get
[27:17] now available in Spanish. Okay. They just did it. Yeah. Well, super bueno. Yeah.
[27:24] Well, it was. Yeah. Okay. Is there any bilingual speaking about that was the other
[27:30] question I was going to ask. Do you have this in Spanish by chance? Yeah. Oh, you
[27:34] did. Sorry. It's in Spanish. Yes. Okay. We've even taught it at like a refugee
[27:38] center and they had interpreters. It's more complicated. It's easier. Yeah. But
[27:44] they were like interpreting it because, yeah, that's in Spanish.
[27:55] Any other question?
[27:59] Thank you.
[28:00] Thank you.
[28:04] Okay, if you have one of them, this is life. It should be short and this direction,
[28:10] but this is life. So make sure I give them these. Get that back. If you have done it electronically,
[28:16] make sure that that is sent so that I have all the responses.
[28:37] Oh, can you remind me how to smell your, I mean, you took your name really fast.
[28:44] Right, Linda Spira, S-P-I-R-A.
[28:52] Yeah, that's the name was on, she had the founder, C-E-O, T-M-E-S, college best friend.
[28:59] Linda, Linda Spira, S-P-I-R-A.
[29:04] If you want my email address, it's Linda at parentteach.org.
[29:10] Thank
[29:12] you so much.
[29:13] Thank you.
[29:32] Thanks for your time.
[29:33] Thank you.
[29:34] Thank you Linda.
[29:38] All right.
[29:39] Our next order of business will be to just go through a couple things.
[29:50] All right.
[29:52] So as we wrap up the year,
[29:55] I think it's kind of good to look through and see like what have we done?
[29:57] what should we have done is where I think we missed.
[30:00] But our committee consists of board members, the Healthy Lifestyle Specialist, Supervisor, that's me, the elementary and secondary teachers, district nurses, they can have district media center staff, they are there, PTA, PTSA, representatives, and parents. And it says there must be as many parents as school employees on our committee, which is what we have been working on for years, but we need to, this year we're putting a strong emphasis on that, that we've got to help members come.
[30:29] and we have sent stuff out on the leadership letters
[30:36] so the principals will see it and get out to their PTA members.
[30:40] We have stuff going out and we're still working on that
[30:43] through the month of May to get those spots filled
[30:47] and the parents must have a student in the district.
[30:51] Okay,
[30:54] this is what we should be redoing,
[30:56] our reviewing, doing, we must review and approve guest speakers
[31:00] and guest presenters and respective materials relating to sex education or
[31:05] maturation education to ensure that the information is presented medically
[31:10] accurate and complies our state law.
[31:16] An entity employing a representative or
[31:18] affiliate that performs elected abortions provide a deep breath and maturation is
[31:22] prohibited and the committee approval must be given before any presentation is made
[31:27] in the classroom. One of the issues that I've seen that we've had this here is that
[31:31] we've had our meetings and we've had presenters come and then we haven't had
[31:37] forms turned in for me to say we approved them. So when you see our the list this
[31:44] year for our sureances and you're like what about this person in the king? What
[31:47] about this person in the king? I love my job. I'm not going to say well I'll just
[31:53] stick on there. I mean we have to make sure that they are approved by our
[31:57] committee.
[32:00] And then finally, and you're saying the way that we do that is by
[32:04] responding to. Yes, and you're not getting. And I am not getting response. Right, right. I
[32:11] could say, Oh, last time we had a great presentation about this and this and this. But I can't
[32:17] and I would have said, yes, I'll stick it in there. But without the approval of our committee,
[32:22] it just is not it's just in the book. So our for training, this is important to know and we talked about this is about Tiffany and I have been discussing about what we do for training.
[32:36] Newly hired or newly assigned educators that have any responsibility that has to do sex education or maturation will attend the professional development on the appropriate curriculum or take the training.
[32:50] And that is through the state, the USBE has their stake thing on Canvas.
[32:57] And up to this point, we'll all take a next.
[33:00] So we're all good.
[33:01] And next year we have new teachers that come in, or new fifth grade teachers that come in,
[33:05] or new high school teachers that come in, they will need to take it.
[33:08] So they're on a three year rotation.
[33:10] But that's, I'll be keeping track of that.
[33:13] And then before May 31st of this year,
[33:16] we should do this and I've got that done so we're really um we're hurt with
[33:23] everything that we need to do but this is kind of important because it says in
[33:27] addition to these the district will hold a training every three years for all
[33:31] educators relative to sex education and Jody sent me a list of everyone that
[33:35] that should be so if you teach human development you should take the class if you
[33:42] teach math, which are doing a big section on demographics and graphs, and you're using that type of
[33:48] information, then you take the class. So any questions on this, Lizzie? How would I know if my
[33:58] teachers have been transiled? I haven't been. I have a list. I have a list and it would say like,
[34:07] here's the people that should have done it, and then I just checked with them and I checked with
[34:11] state to see if they've done it.
[34:12] Okay, great.
[34:13] How do we share that with principles?
[34:15] I mean, we shouldn't.
[34:16] I have not shared it with principles.
[34:18] Well, actually, if their teachers were not getting it done,
[34:21] I said, like, I'd like to see them,
[34:23] by this time, I'd like to see them and I would contact.
[34:25] And I did contact principles.
[34:27] All right, because I, I, I,
[34:29] years ago, I kind of remember that.
[34:32] Yeah, but we had a big push this last year or the year before.
[34:35] It was this last year, last year.
[34:37] It was a social study teacher.
[34:38] I mean, it was a bigger thing.
[34:42] And this is the same training that they would then take from the state.
[34:47] Yep.
[34:49] Yep.
[34:50] Because we were concerned that we would have to give some sort of training.
[34:53] And these, and Jody said, according to Jody Parker, our state health person.
[34:58] She said that some LEAs choose to do it themselves, but they can also just go right through the state program.
[35:05] Like perfect.
[35:06] do we need to do something like make sure or how do we like our new health
[35:11] teachers so that they know where to look for the list of approved curriculum
[35:17] because you know like she just said this was already approved in Granite. If you
[35:21] came from Granite you just might assume everything approved in Granite. Well
[35:25] I'm kind of curious why an East Thai teacher is using it before I cut that. I mean I
[35:29] I don't want to brag anyone else, like, don't you?
[35:32] I don't want to brag or like, don't you?
[35:33] We all kind of met.
[35:35] And then that's probably when I was like,
[35:38] oh, let's talk about this, is it diverse?
[35:39] I mean, I was like, hold on.
[35:40] So we're teaching that.
[35:41] So we may want to think about just putting something
[35:45] like maybe every August.
[35:47] Yeah, and I think we have, I mean, we have links
[35:50] that I have, I mean, in my bookmarks,
[35:52] we have a link that shows everything that's approved
[35:56] from the state and from our district.
[35:59] So maybe it's just something we send out to all.
[36:02] That would be a help of resource, because I'm a new teacher.
[36:04] I wouldn't be like, I mean, if I just go to the internet,
[36:06] I'm like, yeah, yeah, yeah, yeah.
[36:09] So I must be really dependent on the question,
[36:11] I guess, particularly the best.
[36:13] So do you guys think that this, the AP,
[36:16] her needs to be just a little bit?
[36:19] Because the way it reads in B,
[36:21] and in addition to the training about intersection A,
[36:24] the physical training every three years for all
[36:29] So if they can also then just do the training in describing A, I think we should maybe make that a little bit more.
[36:37] But what Jody said also, it kind of now that I read it knowing what she had said, it makes it more clear to me because the newly hires have to do it.
[36:46] Every year, state training, right, but every three years, everyone should retain it every three years. That's what part B is saying. Every three years, they will all take that test again, or the state training and again, and it used to pop up when we had what like cactus, right. So we just don't really have something that
[37:25] I don't think Vector would be it, because Vector is not curriculum specific, it's more of an HR platform.
[37:39] I want you to see where it is like so when I click on the notification vector that says leak do you teach any of these subjects yes or no?
[37:52] Yeah, and then.
[37:53] Okay.
[37:54] So there it is right there on our page that you hit me.
[37:57] human sexuality course. Yeah. That is the link to the course that anybody knew should take.
[38:06] So we're...or and it has been three years, or everybody else yet because we just did it. So
[38:11] we have to do the training for an extra vector and yeah. And look at the end of the
[38:15] end of the lecture. The last little down the end of the lecture agreed that they're trying to reduce it. So
[38:19] yeah. Yeah. And I think it's something I'm just saying. I think it's okay for, I know it's long, but
[38:25] But I still don't mind doing it every year because it just goes back to change so much.
[38:32] But it just goes into your brain like, okay, what we can say, what we can't say, what
[38:37] you know, I think it's just a good thing to even review.
[38:40] And I think when we do it the beginning of the year in our PD Day, when we all get together
[38:44] and do our health day, and we all did it together and kind of process it and had just be it, right?
[38:49] did it and for me that like putting it back in and having like the newer teachers being there
[38:56] with us and like that collaborative way of reading it, processing it, and taking it while we were
[39:01] there because then we had that finish before we left. We did. Yeah. I mean the people that didn't show up
[39:06] and then you followed up in that email. That was a clock it. Yeah. This is the kids. I love that.
[39:12] You have a number of teachers who teach this. They're not teachers. Yeah, the social studies and stuff.
[39:17] You know, we need a broader platform if we want to reach everyone.
[39:21] I was just going to say some of those spectators that you want to think about them are simple
[39:25] like I completed this or how you went through this yes or no.
[39:30] Right, at the beginning of the year when you're so busy with those spectator trainings,
[39:35] I would just be like, well, that's it and that's the conversation with Dr. Grants and then, yeah.
[39:42] It's back to that teacher, you know, I mean, you said you reviewed this material.
[39:49] I'm just looking for a way to a broader platform to reach everybody who would meet this training and a way to keep track of that.
[39:59] This is what Jody sent me, so I'm sharing with you because here's the requirements.
[40:04] And here is, it says CTE, science, psychology.
[40:08] They should complete it if they teach elderly courses like child development, health science, medical anatomy, human development, genetics.
[40:15] And then she gave a very detailed list.
[40:20] Like if you talk about any of those things,
[40:25] and some of those obviously you wouldn't get in health classes, but some of you are there.
[40:30] there. So here's the fifth grade or fourth grade, sixth grade
[40:35] optional, but we've the maturation instruction in health. They're
[40:39] highlighted CTE courses. They're there high school courses. Here
[40:47] they are.
[40:50] But again, I mean, you said you could be a math teacher,
[40:53] right? Which is not listed there. Yes, you know, could canvas
[40:57] hope that summer. Well I mean because it's in didn't we we sent we sent it out and we sent
[41:05] out a form and we had all this information on it and it said if you teach one of these classes or
[41:11] if you teach these topics right yeah I got all of those right yeah well because then because then
[41:19] we got it then we we were able to put the names of on the list and cross check. Yeah I literally just
[41:27] cross-checked, you know, oh Lindsay's teaching this and you know and went through every school
[41:32] and made sure that we tried to get everybody that should be taking it.
[41:39] So is that working fine?
[41:41] It has been fine up to this point and as long as we get our new teachers next year
[41:47] for maybe a fourth grade teachers now teaching, that's great, right? That type of thing you need to be
[41:52] adjusted.
[41:55] So every three years all educators should do a live or virtual training and you can use
[42:04] the online training course maybe we do it all together but every three years that's what it's
[42:09] supposed to everybody's supposed to retake it and then we make sure the new ones get a good chair.
[42:12] All right.
[42:21] So moving to the assurances. Well, actually, we're not hitting those shirts. Okay. But here is our list and you have a paper form right in front of you.
[42:32] One side, two thousand five, two thousand six is who's been on our committee this year.
[42:37] The backside is who we have signed up right now that has said yes, we will do this.
[42:42] Some of these were people I contacted directly and said like, hey principal sir or man, I would
[42:48] really like to have you serve for a year.
[42:50] So most of them said no, and they're on your list like yes, like no, but we also have, we still
[42:58] have Bryce and Charlotte.
[42:59] And then we have a new parent, Christi Klein, that's it.
[43:05] Flinchment.
[43:06] She's new.
[43:07] Rochanka is coming back.
[43:09] Gina, Barbara, and Monica are all returning.
[43:13] Rachel Sharpe returning and Lindsay is coming on as a parent.
[43:16] Then we have the teachers down below.
[43:18] Chelsea, Mason, Andrea, Lacey, Megan, and that's about it.
[43:24] so we need to have about five more parents and that's we are searching for them
[43:33] we've sent out two elementary schools you sent them now you don't like
[43:38] just two yeah okay yes you know a parents you have friends or parents at
[43:47] schools are you like that please help us by helping us get our committee fully
[43:52] born.
[43:57] And we all know that not every parent comes to every meeting, not every, first
[44:01] not our committee comes to every meeting. But we're supposed to have the ratio of more
[44:07] on there than us.
[44:15] Spread the word. Yes. Can we do a push in our community councils?
[44:20] Yes, I think that's by the best, right? I mean, because I know, okay, you've, you've sent
[44:26] it out to all the principals and we put it letters for leadership so I know principals
[44:30] even pushing it. I think we need to cancel your target. Yeah, and it's also, um, we just sent
[44:37] him to Yanduri today and she's going to push it out. My, and for accessibility, I would say,
[44:43] I mean, coming from Glendale today, um, and some of our families work into jobs are just not being able
[44:47] to have the transportation to get here. If we could have an online version to most meetings,
[44:54] maybe we can move in that direction just so the parents can log in and make it in accessibility.
[44:58] I think it's what we just asked her.
[45:00] Our opening, our opening was first in person, and this last one is in person. And the two in the middle have been, I've just come. So, okay, I got you. Yeah, I got you. My team's will be hard. I would do soon. Well, I was told we needed to use teams because that's what we're using that. The zoom doesn't give us enough time. Yeah, the problem is we don't have the license.
[45:22] So it's in the lane or it comes with on it's great.
[45:26] You don't have to have teams in order to participate in a team's meeting.
[45:30] Okay, I got the link.
[45:32] Okay, perfect.
[45:33] So the kids, the last two teams have come ahead of you.
[45:36] Okay, perfect.
[45:37] Yes, thank you.
[45:38] Don't have teams at home still get an invitation and I'm going to join.
[45:41] Okay, good.
[45:41] That's all.
[45:42] Yeah, thank you.
[45:42] Perfect.
[45:44] Okay.
[45:46] All right.
[45:47] What you're seeing right now is just the end of the year.
[45:53] materials. And so this is what it's going to go like to the state. And the consent
[46:00] forms are attached. All of our policies are attached. And the only thing I really wanted
[46:05] to share with you is that there are procedures. All of these links are working. So thank
[46:13] you, Tiffany, for checking those and making me realize that they weren't working.
[46:21] But
[46:21] There are the subject, things that we can now stay like these have been approved, okay.
[46:28] First of all, we have the boys' maturation programs and next fall at our first training,
[46:32] we will be listening to probably duty, go through these and share them with us because
[46:39] it's been that time that it needs to roll around.
[46:43] So we have the boys and the girls and the bloodborne pathogens, sorry, this is all the elementary
[46:52] three steps so I can just think they're okay you're getting milk school stuff. Consent
[46:56] ones are attached. You can also find those on the webpage so they're there in all languages.
[47:02] This is just shame but there they are. We have our new book. It's not my, you know, 1912 when you
[47:10] were in 2022 it's been updated. Our new book approved in the last, this last fall. Can I have a
[47:19] I don't ask, there's any way I could have some one-on-one time with Glencove since I'm
[47:24] new and that was the online edition.
[47:26] I could really use a little, like on my own time, I'll paint like whatever.
[47:30] I just would love, like, two hours to just take an ankle, somebody is our guy.
[47:35] Okay, okay.
[47:36] Thank you.
[47:37] I could be the summer late, nothing urgent.
[47:41] Can we, like, if there's another district that's using the online, I would love a crash
[47:45] course.
[47:47] before August. I would love to join.
[47:52] I would imagine the all of our health
[47:54] teachers would love that because I know not all of them. Just that.
[47:59] Mine is more about the syncing. Mine's more of the technology of creating assignments online and then
[48:05] syncing and all. Oh yeah, we did it in our online assignment. Then I couldn't sync it to
[48:12] power school. Yeah, and how they can talk to one another. Yeah, but I love the curriculum
[48:24] by the way, so thank you for getting us our updated. It's a good stuff. Yeah, thank you.
[48:32] Coming around the horn, this will be needed to be renewed in the fall. So, and it's a DVD.
[48:38] and I haven't even figured out how I'm going to show it to you, because the computer don't have DVDs that you want to show it anymore.
[48:44] Maybe they've got it.
[48:46] Okay.
[48:47] But maybe they've put it online.
[48:48] What year was...
[48:50] What year was that, Creed?
[48:52] I mean, good question.
[48:54] I'd have to go look at the editor.
[48:56] I'm going to see.
[48:57] The 80s.
[48:58] We look.
[49:00] I feel like we just need to update on that one.
[49:03] I'm trying to keep my little list of things that teachers can take.
[49:08] Yeah, pretty current, but I don't know about that, and that one was here with a doctor.
[49:13] And here's my concern with the current state of our CVC, I'm just going to say it.
[49:16] I worry about things disappearing that we need to make sure we still have access to, so
[49:21] I'll just say that out loud.
[49:28] Okay.
[49:28] We'll just watch it.
[49:29] Yes.
[49:30] Yes, yes, we can still show it or know this is outdated or we need to give you one, okay, okay, that was maybe the information the year might be sold, but the information's hasn't changed, yeah, I say let's yeah, I look forward to that, okay, yeah, all right, yes, seriously, this one was done this year in January, down these limits of communications, this one will come around next year, the Utah newborn safe haven,
[50:00] So that should be reviewed in October, and then we go to high school and if you're seeing
[50:06] well, this list looks a lot smaller than it used to be, we took out everything that was
[50:10] like planned period really, that there's a bond so it's smaller that way, and we're also looking
[50:14] for resources. So if you know of someplace like, who do we have before, Salis, Salis community,
[50:25] Salis Valley, Salis Valley, thank you. They actually do a really great job with their
[50:30] Um, uh, personal relationships, healthy relationships in terms of we can't
[50:37] apply in parenthood anymore, they ask them to come in and they actually do send up pretty good.
[50:42] Yeah, that's a good question.
[50:44] So this is the same for the high school, uh, then we also have the rate recovery center,
[50:48] which we did in January.
[50:51] And some of the ones that we don't have up here are just because we haven't had, um,
[50:59] And I don't know if I should say, hey, do you remember this and give you an outline or if we should just have them come back and do it again next year?
[51:06] What is Childers and Families Coalition?
[51:09] Nevermind about that.
[51:10] That is a new group in the community and they came and talked to us that our last one.
[51:19] And we approved that?
[51:21] Yes.
[51:22] As many as...
[51:22] Like, as long as I saw.
[51:25] Right, the problems were not getting forms back.
[51:27] So I can't say...
[51:28] We've heard a lot of presentations.
[51:29] Yeah, we didn't see, but they have a lot of different.
[51:33] And yes, they do.
[51:34] They have several.
[51:35] This is just one of them having to distinguish
[51:37] what's healthy and what's unhealthy.
[51:39] But they had a huge range of classes.
[51:41] And I didn't put them all on here, because I did your math.
[51:46] Yeah, yeah.
[51:47] They presented one, and then they sent all the other forms
[51:50] or all the other things.
[51:52] So modules, yes.
[51:53] Yes. I know we've struggled to find an adoption presentation if anybody on the committee
[52:01] could really push to see if we could find a good, because we all know the last one was
[52:09] Yikes, an adoption. Was the last one Steve Sunday?
[52:18] I can't remember who came, but we all said no, but we need, because we are required
[52:25] to have an adoption.
[52:27] I talked on an adoption.
[52:29] We need these now mandatory.
[52:32] We're in the past.
[52:33] It wasn't mandatory.
[52:34] It was mandatory.
[52:36] Now it's something we have to check off.
[52:38] That's all of them.
[52:39] They've been updated.
[52:40] So if you have something new or if you know someone and I'll start looking out to for adoption
[52:47] presenters and see what they might be what they some of the other districts use and who they use and
[52:53] Did we ever come up with I know porn ended up in
[52:59] Safety and disease prevention correct not yes. Yes. Yes. Yes. Did we ever find anything though that was a
[53:07] I have some good slides I could show you that came from the shaky top from our
[53:13] busier deputy director. Yeah see if I can pull it off. The good news about the
[53:17] father family is I know that I worked at my business and you know for like 10
[53:21] years. I got all I'm like okay I feel better. I was like I was like what's that
[53:27] I look like I'm like oh good these are some good cats on here.
[53:38] don't want to type in pornography.
[53:43] Sam let it go.
[53:44] No, I don't want to.
[53:48] I'm going to go back to everybody's thinking.
[53:55] This is from Jeanette Turner.
[53:57] And she's giving me permission to show the slides.
[53:59] Okay, so I
[54:06] don't think that there's a sound, I think that's just she's talking about what they should do.
[54:10] Right, so 34% of you have received sex, which is sex, they have to do with sex, obviously.
[54:19] 19.3 has sent a test, 14.5 had forwarded them.
[54:23] That's where stuff really becomes an issue that kids don't understand, that's the felony to forward one.
[54:30] female to see more sex sets the males and older teens are more likely to send them.
[54:41] Okay so federal law strictly prohibits the distribution of sea materials to
[54:44] minors and any transfer or attempted transfer such materials under the age
[54:48] of 16 including over the internet is punishable under federal law and it's illegal to
[54:53] use misleading website delay names would be intended to see people.
[54:59] So a third degree felony is what you're looking at if you
[55:05] So we have a density law, which is material harmful to a minor, it takes it as a whole.
[55:12] It appeals to the purine interest in sex of minors.
[55:16] And so that's the word this underlying because nobody really knows what that word means.
[55:20] So our next slide gives you the definition of that.
[55:23] Perient?
[55:23] Yes.
[55:25] Perient what?
[55:26] Okay.
[55:27] The Supreme Court's standard of seeing materials are things that have a tendency to excite
[55:32] lustful thoughts. That's brilliant. Wow. You're going to see Christina in a nice
[55:37] skill. Wow. No, but I would love it. Can I get a copy of that? There was a point
[55:43] where she actually hit me in the nose with a fork.
[55:47] I mean fair. I mean energetic.
[55:49] Right.
[55:54] Okay. I think this is also very clever that this is included because
[55:58] sometimes you open up a textbook and go, oh my gosh, I see the Viturian man. Right?
[56:03] And you have to realize that there are things in our textbooks that are not obscene, but might appear to a young child like that person's naked.
[56:12] Right, it's hard to tell in a photo.
[56:13] Every middle school, the beginning of the sex act conversation, this would elicit like, uh, yes exactly.
[56:18] Oh, yes.
[56:19] It's okay.
[56:20] We're not very good.
[56:21] Okay, we're going to talk about this.
[56:23] We're going to talk about this.
[56:23] We're going to talk about this.
[56:24] It's all right.
[56:25] Now, once she sent me this, I was about to click the next screen.
[56:28] I thought, oh, I hope the next one doesn't say obscene.
[56:36] Okay, but it luckily went right to definitions.
[56:40] Okay.
[56:40] So the Myers-P1 younger than 18, nudity or partial nudity means any state of undress, where
[56:47] the human genitals, pubic region, but also for breast, female breasts, at a point below the
[56:54] top of the area that is less than completely or it takes the cover.
[56:58] I remember that one time.
[56:59] Hold on.
[56:59] Okay, so
[57:07] if you think of where your body is.
[57:09] Okay, that's it, right?
[57:10] Thank you.
[57:10] Then you might not see a nipple, but if you can see part of the top of the area, that's
[57:15] bad.
[57:16] Interesting.
[57:17] So sexiness sex means the act of staining sexually explicit photographs or video cinema
[57:22] in the lives.
[57:24] And child sexual abuse material is any visual depiction, including a live performance,
[57:29] a photograph, film, video picture, or computer generated image, whether made or produced
[57:35] but electronically or on the means that's essentially sexually explicit, okay, so if it involves
[57:42] the use of minor engaging in assessants, I can't talk to you, sexually explicit conduct,
[57:48] or the visual description, depiction of a minor engaging in conduct, or if it's being created
[57:56] adapted or modified to appear that they're engaging in that type of conduct.
[58:03] So we've not anything
[58:04] with sexual intercourse, which would be genital to genital or oral genital, anal genital, oral
[58:11] anal, or whether the person's part of the same or op's sex, that is explicit conduct.
[58:18] And so the visual depiction of nudity for the purpose of causing sexual arousal of any person
[58:25] is where you start to get into problems. I don't know that we can cover a mental
[58:29] school, sexual arousal. Maybe you can't. I mean, I've been doing this for 17 years. I've never
[58:34] taught sexual arousal because I think that's one of those things where you're then encouraging.
[58:39] I believe I have two. She sent me two. So this one might be the one for the high school.
[58:45] Yeah. And then the one for the junior high school. I don't think they can use it but possibly.
[58:48] But is this definition's kids need to know or teachers need to know? That is good question.
[58:55] because I wouldn't go through on active issues.
[58:58] I love the deputations.
[58:59] I know the top of my skincare, are you kidding me?
[59:03] We go back one slide.
[59:05] Right here, let's see, you're asking.
[59:08] Where's the thing?
[59:09] There we go.
[59:10] I mean, we talk about sexual harassment
[59:16] of touching, sexual abuse, those pieces,
[59:19] and we talk about the different ways in which
[59:23] that would be considered.
[59:24] so like the oral, the anal, the vaginal, all those pieces. Like I'm fine having that conversation.
[59:31] It's linking the Y porn with that elicits and emotions, I think is where we're going to get
[59:38] to trouble if we talk about that part. I think I would just
[59:41] concession these definitions that grow into teachers. Also, I think you're looking at material.
[59:49] right? It says child sex, you'll be using material and it's visual stuff, right?
[59:55] Because the last thing I need is a kid on my cuspic, oh that's what my dad looks like.
[59:58] Right? Right?
[59:59] Right?
[1:00:00] Then there's a moral judgment. Could we treat teachers? Yeah. Yeah.
[1:00:11] Do we think, Tiffany, that maybe some teachers could get together this summer and create something that with this in mind, but create something that all teachers in Salt Lake City School District health teachers could be showing that's appropriate so that because this doesn't
[1:00:29] because this topic is not covered in sex ed so it's not it's not every kid is
[1:00:38] supposed to get this without the consent form in safety and disease prevention.
[1:00:42] Which is so bizarre. Right and but it's also something that is required that we
[1:00:47] teach. So I think would it could be possible that we we'll find a find a way
[1:00:53] throw in an adoption park, point it down, but it's taken so, I mean, it's just
[1:00:59] hold it. Yeah, that's, I mean, you're definitely not kidding like it. And now I know where we are,
[1:01:03] maybe right or old, yeah, yeah, we just can't find a dog. Yeah, we can't find, and if so,
[1:01:10] we'll put something together and just kind of like take this with the information and
[1:01:14] this is student experience. I mean, almost kind of like the gun safety, firearm safety,
[1:01:19] Yeah, everybody got here's how you follow the firearms safety lesson. Yeah
[1:01:25] Here's the next definite definition of all three is pretty quick because we're about to find out. Okay, so we have into the images
[1:01:33] producing
[1:01:35] distributing and this is the way we care
[1:01:39] because kids think it's normal
[1:01:42] Okay, and
[1:01:43] I can tell you that my own son was caught up in a
[1:01:49] like someone sent him something and then they tried to frame him. They all do this.
[1:01:56] What are they calling? We definitely, I mean, I would teach my kids the law piece,
[1:02:03] like hands down. I would love these slides just so I would tell my middle school kids about the
[1:02:08] law piece, especially like older people reaching out to them and oftentimes it's found
[1:02:14] the members unfortunately, right? But like, I would love to teach my kids a law component of this.
[1:02:18] What are they doing about, like, Snapchat? I mean, not just
[1:02:24] sexting, but like, Snapchat and the Instagram and all the other social media components.
[1:02:30] Have they talked about that at all? I'm not sure. Well, I mean, there's this stuff, but Snapchat,
[1:02:37] I just think, should be completely banned. Oh, I know where to. But that is really where we are seeing
[1:02:41] the most of it yeah yeah because they think it disappears right right they don't realize well
[1:02:47] in that 10 seconds someone sees it they could take a yeah they can take a picture of it and set on
[1:02:53] and it's it's there is there to be seen right that's that's partially what business about it was
[1:03:04] helping your kids understand so that they're not breaking the law okay we know that there's a problem
[1:03:09] but it's like, okay, so no one's in a situation with the pairs. You are so hot.
[1:03:21] So here's three
[1:03:22] scenarios. You're on your computer and a new image of an adult or a video shows up and you see it.
[1:03:29] And I'm not saying you have to show this in your class but this is one of those lives, okay?
[1:03:32] Yeah, no, yeah. So like the kids would say or whoever you're talking to would say, oh, I don't know.
[1:03:37] Am I doing pornography? Is there a legal consequence of what should I do?
[1:03:43] Okay, so yes,
[1:03:44] Yes, yes, you are looking at pornography, but no crime has not been committed yet, but if you click on images, they could contain viruses.
[1:03:53] So the best thing to do is just, you know, shut it down, tell your parents like, hey, mom, that's something to escape.
[1:04:00] You might be embarrassed to say that, but it would be better for your parents to like help you than to, you know, check the firewalls.
[1:04:08] Okay, the second scenario is you're searching for a new picture or videos on your computer
[1:04:15] slash phone.
[1:04:16] Did you do something wrong with our legal consequences?
[1:04:20] Yes.
[1:04:22] Okay.
[1:04:22] You likely broke the law to access the site and lied about your age if you're not supposed
[1:04:29] to be here.
[1:04:31] These things are good.
[1:04:32] There's no legal consequences for looking, but if something is free, there's always a cost
[1:04:37] with continued views, payment eventually is required to see more and more. Just like drive
[1:04:42] viewers off and give the first gift for free. Inform on P is addictive. I mean, I think these
[1:04:48] are good scenarios, because I think kids are, this is, these are real. Number three, you're searching
[1:04:55] and viewing new pictures or videos. Okay, guys, you guys, I thought it would be funny to send my
[1:04:59] husband a golf picture. And I'm like, and they're like, well, look at this one, someone golfing
[1:05:03] I thought it'd be, you know, like some weird old guy.
[1:05:06] And I said, a thing popped on my computer,
[1:05:09] going, porn, porn, I was like,
[1:05:11] ah, I splashed shut, and I was so innocent.
[1:05:16] I can't imagine what he's kept repeating,
[1:05:18] because I was dying.
[1:05:19] Like, oh my gosh.
[1:05:21] Thought of, you know, so hallmark,
[1:05:25] card type theme with funny pictures.
[1:05:26] I mean, not, okay.
[1:05:29] So, that was one time ago.
[1:05:31] Not even the same marriage.
[1:05:32] So there's no judging you are in the room of the least
[1:05:39] Okay, and the final one is yes if you're if you're searching for I'm viewing for news for people who are your own age
[1:05:47] Yes, you're viewing child pornography and that yes, that is a crime and yes, you can be charged
[1:05:53] Kids need to realize that
[1:05:56] That's what it comes down to right there
[1:05:58] is that they don't realize what dire consequences that could follow them forever
[1:06:05] if they get caught up at that step.
[1:06:11] This last, I think this is last scenario.
[1:06:13] You take a nude of yourself or a partial nude and send it to someone
[1:06:15] and post it on your phone.
[1:06:19] Yes, production and distribution.
[1:06:21] Yes, it's a crime.
[1:06:22] Yes, there are legal consequences for teenagers and teens.
[1:06:26] And if you're 18 or older, you're going to be on the sex registry.
[1:06:32] forever. Yeah, that's not that's not a pretty picture.
[1:06:44] This is the one that my son got caught up
[1:06:46] in this because he's not 100% there is a little bit on the spectrum and he got a cute picture
[1:06:52] of a girl so he sent her something back because she immediately turned around to get to her
[1:06:58] dad and then he contacted my son and exploited him because he said well I broke her computer
[1:07:05] And so you're going to have to pay for her to have a new one and it's going to cost this much money and my son who was
[1:07:13] You know she was like 15. He was 18, but he was just friending and
[1:07:20] didn't know what to do and
[1:07:21] my ex was like
[1:07:24] Why? He's like, yeah, I got to go to the bank. It's 10 o'clock. I got to go to the bank right now. I'm going to get money
[1:07:30] You know, they do that. There's a whole scam. Yeah
[1:07:33] Oh, that's true. They're doing this to elders.
[1:07:37] Well, the smartest thing that my ex ever said is, because the guy was like,
[1:07:42] I just, can we just pause and enjoy that one?
[1:07:45] Well, the guy was like, you need to pay such money.
[1:07:50] And he said, I would be happy to pay you the money.
[1:07:53] Meet me at first.
[1:07:54] I was in the police station address.
[1:07:56] Yeah. And the guy was like, oh, done, done.
[1:07:59] Yeah. So I'm like smart, right?
[1:08:02] You burn a condom into it, you know, it's the best thing you could of done.
[1:08:10] Okay.
[1:08:11] If you did not request the image, you need to report that the image was sent.
[1:08:15] If you receive it and do not report it and it remains on your device,
[1:08:18] you could get in trouble for having it, for keeping it.
[1:08:22] Okay, but if you requested the image, hey, but have you sent me a picture?
[1:08:25] You are in trouble.
[1:08:27] Kids need to know that.
[1:08:28] Right.
[1:08:34] My 19, my boyfriend who's not 18, asked me to take and send him a new picture of my genitals.
[1:08:39] Is this legal?
[1:08:41] Could there be consequences?
[1:08:42] What should I do?
[1:08:43] Get a new boyfriend.
[1:08:44] Right.
[1:08:45] Right.
[1:08:46] Yes, it's pornography.
[1:08:48] Is it legal?
[1:08:49] It is.
[1:08:50] Is it legal?
[1:08:52] It is illegal.
[1:08:53] And yes, since you're a minor, a great, and you're taking pictures, you're producing and
[1:08:58] distributing.
[1:08:59] Even if something sets up yourself.
[1:09:00] So don't do it because digital images will be a lot, round a lot longer than your bird
[1:09:06] crush.
[1:09:07] We're not going to be semis, but we're not going to be semis.
[1:09:09] I know.
[1:09:09] Well, yeah.
[1:09:11] I'm just making it to our Catholic comment.
[1:09:12] Teachers.
[1:09:13] I might be rejoicing.
[1:09:14] Yes.
[1:09:15] Okay.
[1:09:15] And we were already over here whispering about.
[1:09:17] No, we could do this, but change it.
[1:09:18] It's okay.
[1:09:19] It's not gender.
[1:09:19] It's just a partner.
[1:09:20] Yeah.
[1:09:21] Yeah.
[1:09:24] So just imagine that you're a juvenile and you're conic in this suddenly, this is what you're
[1:09:29] going to have to do, right? You're going to have to appear in court with your parents and tell
[1:09:34] someone what he did. I mean, horrors, I don't even like to talk to each other. I mean, I'm in a
[1:09:40] case. I'll probation and meet with a parole officer every week. Yeah. Community service, right?
[1:09:45] The 36 hours and then find out to $360, $150 for a finger print in you and DNA and you have a juvenile
[1:09:52] court record now, right? Kids need to know that because it's serious. So there's a lot of the stuff
[1:09:58] that I think is really great okay and then this goes into it again a little bit more on it okay
[1:10:04] all right
[1:10:07] so we've got some videos sex distortion that's what chase was evolving
[1:10:19] the deleted pictures not actually deleted because we had made a data
[1:10:30] these there we go there's our
[1:10:32] resources picture we're done all
[1:10:36] right that is everything for today my wasn't actually
[1:10:44] And if this is something that we want to have put these slides, the slide deck put into
[1:10:49] like, you can use these, I'll get permission from Jeanette because she already told me
[1:10:55] I can take them down to show them that they are offered next week.
[1:10:58] So I'm sure she doesn't mind.
[1:11:02] Yeah. Yeah. That's the case. I think just in our will. Yeah. I would like to summer. She created it.
[1:11:08] Public money. It's ours anyway. Okay.
[1:11:12] I fall. I fall down on that a lot. Mainly because they do really good stuff, but it's usually ugly. It's like yeah.
[1:11:20] The gun training. Yeah. All right. No. I want to redo those. I agree. I'm happy to do. Yeah.
[1:11:27] Yeah, I will find them. I'm not going to take the time down to find the shorter one. It was like
[1:11:32] seven or eight slides, but I think it's for the junior high school, but I'll get them and I'll send them out to you.
[1:11:37] Awesome. Okay. Thank you, right? Okay, then, if there are no other comments, we are adjourned, as I told you.