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A
B
Okay,
we
are
ready
to
get
this
meeting
under
order,
so
my
name
is
Holly
cut,
I'm,
an
instructional
specialist
for
health,
MPE
and
I'm
officer
the
facilitator
for
the
health
advisory
committee.
This
is
our.
B
This
is
our
first
committee
meeting
of
the
2022-23
school
year
and
we
are
going
to
get
started.
Our
bylaws
state
that
our
previous
chair
of
the
committee
will
start
the
meeting
through
the
agenda,
approval
and
approval
of
the
minutes.
The
agenda
is
on
the
share
screen
right
now,
so
we
I'm
going
to
go
ahead
and
hand
this
over
to
Lisa
Ross,
who
is
our
former
chair
from
last
year.
D
D
D
B
B
So
I
can
give
an
overview
real
quick
of
the
minutes
from
last
year,
and
this
we
went
over
the
teacher
training
that
was
held
in
March
for
schools
who
were
using
Heritage
Keepers
and
how
that
went,
and
then
the
upcoming
vacancies
of
what
we
have
already
filled,
which
was
our
new
members
that
we
have
today
and
then
some
educator
positions
for
our
generate
Health
teachers.
And
we
will.
That
is
on
the
agenda,
to
discuss
that.
We
will
have
a
further
discussion
about
that.
B
E
Hi
I'm
Rabbi
Greg
Cantor
at
kkbe,
in
Downtown,
Charleston
and
I,
live
in
Mount,
Pleasant
and
I
have
two
kids
at
Wando
and
I
was
originally
invited
at
a
in
a
previous
year
by
Jeremy
Reverend
Rutledge
to
be
on
this
committee.
But
it
didn't
work
out
then.
So
when
the
opportunity
came
up
this
time,
I
jumped
in
a
little
faster
and
I'm
glad
that
I
can
be
a
part
of
it.
E
B
Thank
you
and
welcome
we're
happy
to
have
you
so
we're
going
to
move
on
to
our
parents
representation
and
that
is
Michelle
Leach.
F
Hi,
my
name
is
Michelle
Leach
I'm,
a
parent,
my
kids
go
to
St
Andrews
School
of
Math
and
Science
I
have
a
fourth
grader
and
a
fifth
grader.
So
right
before
the
sex,
education
is
coming
for
him.
F
I
got
my
emed
years
ago,
I
thought
I
was
going
to
be
a
high
school
history
teacher
for
all
of
my
days
and
then
I
didn't
so
covid
hit
and
I
am
pivoting
I'm
a
Sex
Therapy
intern.
Now
so
I
will
be
finishing
up
school
in
November
and
I'm
currently
enrolled
in
a
PhD
program
for
clinical
sexology,
so
I
will
specialize
in
Sex
Therapy.
That's
what
I'm
practicing
in
now
so
obviously
have
a
huge
investment
in
this
team.
F
B
G
Hi,
my
name
is
Katie
I
live
in
the
Park
Circle
neighborhood
of
North
Charleston
I
have
a
first
grader
at
Hersey,
Montessori,
school
and
I've
been
a
nurse
for
like
nine
years
now,
with
my
son,
getting
into
school
I
just
was
looking
to
be
a
little
bit
more
involved.
My
mom
was
a
curriculum
specialist,
so
this
was
interesting
to
be
to
be
a
part
of
this
team
and
also
just
to
like
do
something
a
little
bit
different
with
my
Healthcare
background.
So
I'm
really
excited
to
be
a
part
of
it.
B
Thank
you.
It's
good
to
have
you
Katie,
okay
and
our
we
have
two
teacher
represents
representations
this
year,
so
our
first
is
Sarah
McDonald.
H
Hi
I'm
Sarah
McDonald
I'm,
the
school
counselor
at
Shakura
Elementary
in
North,
Charleston
I've
been
there
for
five
years,
I
think
and
I
think
I'm,
just
in
general
interested
in
the
Whole
Health
of
all
my
kids.
H
Obviously,
mental
is
my
biggest
Focus,
but
I
teach
dance
and
I've
been
a
CrossFit
coach
for
a
few
years
and
I
think
that
I
like
I,
don't
remember
who
said
it
something
about
Progressive
health
education
is
super
important
and
I.
Just
am
not
always
sure
my
kids
are
getting
that
and
so
I'm
trying
to
be
less
frustrated
by
those
things
and
instead
do
things
about
it.
Where
I
can
so
I
thought
this
was
a
good
first
step.
H
I
I
worked
with
victims
and
perpetrators
of
sexual
abuse
that
were
teenagers
and
so,
and
a
group
home
setting,
and
so
I
got
a
lot
of
Education
and
Training
on
healthy
sexual
development
and
what
is
not
so
healthy
sexual
development.
So
I
think
it's
really
really
important
that
our
students
are
getting
accurate
and
data
driven
material
and
so
I
just
want
to
do
everything
I
can
to
help
out
and
that
endeavor.
B
J
They
were
basically,
you
know
looking
for
a
representative
and
someone
that
can
just
basically
represent
the
student
body,
and
you
know
ensure
that
we're
also
getting
sort
of
a
holistic
view
at
our
own
curriculum
and
the
curriculum
of
other
schools
and
for
comparison
purposes,
but
also
just
to
learn
and
get
a
little
bit
more
of
like
an
in-depth
understanding
of
of
what
the
health
curriculum
is
because
I
know.
J
We
also
go
through
a
half
credit
system
where
we
do
a
virtual
Health
session
in
our
song
in
our
sophomore
year
and
I've
taken
that
and
I
thoroughly
enjoyed.
It
I
think
it
was
very
holistic
of
what
we
need
to
learn
and
be
aware
of
so
I
just
wanted
to
come
out
and
represent
them
and
I
thoroughly
enjoy
health.
So
thank
you.
Thank.
B
C
Hi
I'm
Pam
duker,
my
pronouns
are
I'm
a
junior
at
Lucy,
Beckham,
High,
School
I,
heard
about
the
committee
through
Reverend,
rutledge's,
wife,
she's,
the
sponsor
of
GSA
that
I
helped
lead
and
the
main
reason
I
wanted
to
be
involved
was
just
to
make
sure
that,
like
queer,
students
have
a
voice
when
it
comes
to
like
being
represented
in
our
curriculum,
yeah.
B
D
Hi
everybody,
my
name
is
Lisa
Ross
I'm,
a
social
psychologist
at
the
College
of
Charleston
and
I
also
teach
for
the
women's
and
gender
studies
program.
I
am
a
sex
educator
for
middle
school
and
high
school
students
through
a
program
called
our
whole
lives,
which
is
a
very
comprehensive
26-week
curriculum
and
that
was
delivered
every
other
year,
roughly
at
my
house
of
worship
and
I've
also
taught
human
sexuality
at
the
college
level.
Although
it's
been
a
long
time,
it's
been
since
19.
D
back
when
I
lived
in
Michigan,
so
I've
done
a
lot
of
research
on
hookup
culture,
with
college
students
and
sexual
assault
among
college
students
and
comprehensive
human
sexuality.
Education
is
very
important
to
me
and
near
and
dear,
to
my
heart
for
those
reasons,
but
also
I
have
two
children
who
are
22
and
17
the
17
year
old,
being
at
James
Island
Charter
High.
B
A
Oh
hi,
everyone,
I'm
Jeremy,
Rutledge
I'm,
the
senior
pastor
at
circular
Congregational,
Church,
downtown
and
as
mentioned
my
partner
is
a
science
teacher
at
Lucy
Beckham
high
school,
and
we
also
have
a
son
who's,
a
student
there
and
have
long
been
interested
in
this
area
and
just
hoping
that
all
of
our
students
can
get
a
medically
accurate
information
and
good
safe
spaces.
And
then
they
can
make
their
own
good
choices
in
life.
But
I'm
grateful
for
this
group
and
and
for
the
work
that
we
can
do
together.
K
Hi
I'm
Bonnie
Cleveland
I'm,
a
psychologist
in
private
practice.
K
I
am
married
to
a
teacher
and
I
have
a
17
year
old
at
Wando
this
year,
so
and
I
think.
Another
important
thing
about
me
is
that
I'm,
an
activist
and
so
when
things
are
unfair,
I
sort
of
jump
in
and
try
to
make
them
Fair,
which
often
doesn't
work
but
I
keep
doing
it
anyway.
K
So
I'm
really
really
happy
you're
all
here.
It's
such
a
great
committee
to
work
on
and
important
work
for
the
students
in
Charleston
County,
and
you
know
it
seems
like
too
Charleston
County's
kind
of
a
leader
around
the
state.
So
sometimes
when
we
do
things
here,
it
affects
students
throughout
the
rest
of
the
state
as
well.
So.
B
L
It
wrong:
okay,
everyone
gets
it
wrong.
It's
Katie,
tigerson,
I'm,
a
speech,
language,
pathologist,
I,
think
I'm.
L
Here
as
a
community
member
I've
worked
in
public
schools
before
I
moved
here
as
a
speech
pathologist
in
Boston
I
worked
for
about
seven
years
in
the
public
schools
there,
inner
city
and
then
I've
done
Private
Practice
here
and
a
stay-at-home
mom,
and
my
kids
are
in
second
grade
in
kindergarten
right
now,
so
I'm
also
a
CCSD
parent
and
I'm
just
happy
to
have
this
group
to
keep
working
towards
a
more
Progressive,
inclusive
sex
side
curriculum
for
everybody.
M
B
M
An
associate
pastor
at
Westminster,
Presbyterian
Church
in
West,
Ashley
and
I,
have
a
sixth
grader
and
a
10th
grader
at
Allegro
charter
school
and
have
been
in
Ministry
my
whole
life
for
the
most
part,
which
involves
doing
a
lot
of
counseling
and
listening
for
children
of
all
ages,
and
then
parents
of
children
of
all
ages,
about
having
hard
conversations
in
I
appreciate
this
committee
because
I
once
you
kind
of
know,
what's
going
on
or
you
start
reading
things,
maybe
you
wouldn't
have
normally
read.
M
That's
when
people
start
asking
you
more
questions
and
they've
always
been
good
and
I
like
questions
I
think
questions
makes
us
smarter.
So
when
Holly
asked
me
to
do
this,
I
said
okay
and.
N
Hello,
I'm,
Taylor,
veal,
I,
think
I
was
welcomed
into
this
committee
for
my
perspective
and
work
in
the
autism,
Community
I
was
an
ABA
therapist
for
four
and
a
half
years,
and
mainly
focused
on
the
older
kids
and
really
connecting
that
bridge
between
the
lack
of
sex
education
given
to
a
lack
of
inclusive
sex
education
given
to
those
on
the
Spectrum
and
just
those
I
grew
up
in
North
Charleston.
N
So
I
received
a
sex
education
from
the
Dorchester
County
School
District,
and
that
lit
a
fire
in
me
to
change
how
others
younger
than
me
receive
their
sex
education
I'm
a
representative
from
both
the
queer
and
autistic
community
and
I'm
just
really
glad
to
have
a
place
where
I
can
share
my
thoughts
and
support
others
in
their
thoughts.
B
So
the
vice
chair
does
the
same
thing
when
the
chair
is
not
available
second
in
charge,
and
then
the
secretary
will
be
the
one
who
takes
all
of
the
minutes
in
any
documents
and
houses,
everything
for
us
each
year
we
have
to
vote,
and
our
bylaws
do
state
that
if
you
held
a
position
last,
you
know
within
your
three-year
term.
You
can
duplicate
that
position
again
the
following
year,
so
we
will
first
take
nominations
for
chair.
D
D
B
For
someone
needs
to
make
that
nomination,
okay,.
B
B
G
B
Okay,
then
well,
then
we
will
move
on
to
voting.
So
would
anybody
like
we're
just
gonna
just
raise
your
hand
so
I
can
see
and
if
you
are
in
favor
of
having
Bonnie
Cleveland
as
the
chair,
please
raise
your
hand.
B
B
B
And
since
there
is
nobody
else,
tag
you're
at
Bonnie.
Congratulations!
Thank
you.
Okay,
all
in
favor
of
Lisa
Ross
as
Vice
chair.
Please
raise
your
hand.
B
C
B
Are
you
good
all
right,
so
we're
going
to
move
on
to
the
next
part
of
the
agenda,
and
so
the
next
part
of
the
agenda
was
actually
the
roles
of
those
committee
members
and
not
just
the
ones
that
were
that
were
voted.
So
really
it's
we're
going
to
cover
the
bylaws,
and
so
you
make
sure
that
you
have
read
the
bylaws
I'm
going
to
share
my
screen
and
pull
the
bylaws
up
and
just
to
make
sure
that
we
understand
the
the
most
important
parts,
the
bylaws
that
fall
when
they're
the
shoulders
of
everybody.
J
B
Okay,
so
our
bylaw
starts
and
it
basically
States
the
law.
It
comes
from
the
comprehension,
Comprehensive
Health
Education
Act
that
states
that
every
District
in
the
state
has
to
have
a
health
advisory
committee
that
consists
of
13
members,
which
is
what
you
are
now
serving
on.
The
purpose
of
this
is
to
review
any
curriculum
materials
that
fall
within
our
sexuality,
education
programs,
grades
K
through
12.
right
now
we
serve
our
students
in
6
through
12,
and
then
Elementary
is
just
puberty
education.
B
We
don't
do
anything
beyond
that,
but
anything
that
is
used
in
the
schools
must
be
approved
first
by
you
and
then,
after
anything
that
comes
across
this
committee.
That
goes
up
for
approval.
If
it
is
recommended
by
the
health
advisory
committee,
then
it
moves
on
to
the
Strategic
education
Committee
of
Charleston
County,
and
then
then
it
moves
to
the
school
board.
So
the
Board
of
Trustees
has
the
final
say
of
any
curriculum,
and
if
it
is
approved,
then
it
goes
on
the
list.
B
So
one
of
the
changes
that
we
made
last
year
the
year
before
to
that
is
to
to
ensure
that
everything
that
is
available
for
teachers
to
use
those
resources,
we've
put
a
five-year
limit
on
it.
That
way
things
don't
go
out
of
date
and
become
irrelevant
or
if
new
stuff
comes
in.
It
allows
us
to
to
add
to
those
curricula
that's
being
used
so
in
the
red.
B
If
you
read
so
every
five
years,
if
once
the
curriculum
reaches
the
fifth
year
that,
following
year,
it
will
come
in
in
this
school
district
still
wants
to
use
it.
Teachers
still
want
to
use
it.
It
will
come
back
up
to
the
review
process
with
the
health
advisory
committee
and
that
committee
will
recommend
continued
use
or
discontinue
use
or
continue
use
with
stipulations,
depending
depending
on
what
the
curriculum
is,
and
you
know
what
the
reasons
are.
But
that
is
your
job
and
we
have.
B
We
do
have
a
pretty
specific
evaluation
role
that
follows
the
law,
the
Comprehensive
Health
act,
and
it
does
keep
bias
out
of
it
so
that
you
check
that
curriculum
either.
Has
it
or
it
doesn't
have
it
and
that's
that
evaluation
tool
is
on
the
website
that
you
have
access
to
that?
You
can
see
at
this
time.
We
don't
have
any
curricula
to
review,
but
I
would
encourage
you
to
go
back
on
the
website.
B
Look
at
some
of
the
curricula
that
has
been
reviewed
in
the
past
I
mean
you
can
kind
of
see
the
the
route
in
which
the
committee
took
and
some
of
the
discussion
items
to
get
you
more
familiar.
A
lot
from
Everlast
public
comment
is
always
welcome.
Just
like
at
any
Board
of
Trustees
meeting.
We
have
15
minutes
that
we
can
dedicate
in
each
meeting
towards
public
comment.
We
typically
don't
ever
get
to
that
15
minutes.
It
just
depends
on
the
topic,
but
typically
when
a
curriculum
does
come
back
up
for
review.
B
That's
when
we'll
get
the
most
public
comment
to
come
in,
but
really
those
are
the
specifics,
and
here
are
the
duties
of
the
chair
in
the
vice.
You
know
y'all
feel
free
to
go
back
and
read
over
this,
but
the
other
thing
is
after.
If
you
miss
three
meetings,
we
can
recommend
you
to
the
board
to
be
dismissed
from
the
committee.
B
In
order
for
us
to
be
productive,
we
always
have
to
have
a
quorum
which
is
majority
of
the
committee,
so
we
need
seven
out
of
the
13
members
to
be
present,
especially
when
we're
voting,
and
if
you
are
a
member
who
is
habitually
absent
and
we
need
you
so
it
could
be
that
we
asked
for
dismissal.
So
we
can
put
somebody
else
on
the
committee
just
so
we
can
make
sure
that
we
can
get
the
work
that
needs
to
be
done
completed.
B
But
those
really
are,
you
know
the
biggest
pieces
of
the
bylaws
that
you
need
to
be
familiar
with,
but
please
go
and
make
sure
that
you
are.
You
read
the
entire
document
and
you
familiarize
yourself
with
everything
that
is
in
the
bylaws,
because
we
are
very
important
committee
and
we
and
it's
a
committee
that
often
is
in
the
spotlight
at
least
the
curriculums
are
too
that
you're
looking
at.
So
it
is
important
that
we
are
following
everything:
the
way
that
we're
supposed
to
any
questions.
B
Okay,
with
no
questions,
Bonnie
I'm
going
to
go
ahead
and
let
you
practice
and
let
you
take
over
the
meeting
and
keep
going
down
the
agenda.
K
Okay,
I
had
the
agenda
somewhere
up
here:
okay,
I
can't
I
see
that
you're
sharing
it,
but
it's
tiny
and
I
cannot
see
it.
B
B
Great
all
right
so
August
12th,
we
had
a
wonderful
professional
developments
for
all
of
our
health
teachers
in
grades
6
through
12.,
and
this
was
conducted
by
RMC
health
and
they
are
out
of
Colorado,
but
basically
it
was
a
skills-based
training
to
give
our
teachers
tools
to
take
our
standards
and
take
topics
within
the
standards
and
teach
us
our
teachers
to
be
more
engaging.
B
Instead
of
giving
students,
the
information
like
a
sit
and
get
now
we're
taking
their
skills,
their
student
outcomes
and
we're
letting
the
kids
practice
them
and
through
role
play
and
through
activities
that
are
Hands-On,
so
they're
learning
the
skills
and
learning
how
to
use
the
skill
versus
just
hearing
it
and
regurgitating
it
back.
It
was
a
full
day
training.
The
feedback
was
fabulous
there.
We
did
part
one
of
the
training.
There
is
a
part.
Two
in
the
teachers
have
I've
already
asked
they're
ready
for
part
two,
which
will
be
an
even
deeper
dive.
B
So
it's
something
that's,
regardless
of
what
topic
and
health
that
the
teachers
are
teaching,
whether
it's
nutrition,
alcohol
and
drugs,
or
even
under
the
sexuality
unit.
All
of
the
standards,
the
skills.
Those
eight
skills
that
are
our
eight
standards
will
be
applied,
but
on
a
on
a
skills-based
learning
module
for
the
students
to
be
really
more
active
and
aware
of
what's
going
on
in
their
standards,
foreign.
K
Thank
you.
Does
anybody
have
any
questions
or
comments
about
any
of
that.
L
L
B
B
So
I
guess
really
that
just
leads
us
into
the
next
topic.
Yeah
go
right
ahead:
okay,
so
itinerant
Health
teachers.
This
is
these
are
six
postings
that
we
have.
We
have
not
started
the
work,
we're
still
in
the
process
of
hiring
and
in
starting
this
team,
but
the
goal
is
to
have
six
that
will
travel
to
all
of
our
schools
in
CCSD
and
they
will
teach
Health,
but
specifically
growth
and
development.
So
the
goal
is
to
have
two
for
elementary
two
for
middle
and
two
for
high
school,
and
we
will.
B
B
They
will
go
to
one
school
fulfill,
the
requirement
that
the
state
says
so
for
Middle
School,
it's
250
minutes
for
high
school,
it's
750
minutes,
so
they
will
do
their
complete
unit
for
the
750
minutes
and
really
Target
it
towards
the
needs
of
that
school
and
then,
when
they
leave
that
school
finish
that
they
go
to
the
next
middle
school
and
do
the
same
thing.
So,
basically,
the
lesson
plan
that
happens
over
at
Zucker
Middle
School
on
day
two
would
be
the
same
lesson
plan.
B
That's
going
to
happen
over
at
Moultrie
Middle
School
in
day
two.
There
shouldn't
be
a
whole
lot
of
difference.
You
know,
except
you
know,
unless
the
school
says
hey,
we
need
more
of
this
topic,
because
this
is
what
they're
seeing
then
we
can
change
tweak
it,
but
other
than
that
it
will
be
the
same,
and
that's
really.
B
The
goal
is
to
be
consistent
within
the
district
and
provide
Equity
so
make
sure
that
all
of
our
students
are
getting
the
curriculum
that
the
state
says
that
we
should
be
teaching,
and
you
know-
and
we
will
have
these
teachers
and
that's
all
they're
going
to
do
so.
They're
going
to
be
really
burst
and
they're
going
to
be
trained
and
the
ones
that
we
have
seen
so
far
are
passionate
like
this.
B
B
C
B
B
Everything
is
addressed
and
nothing
is
left
out.
You
know
it's
taught
the
same
way.
D
Lisa
I
just
wanted
to
let
people
know
who
are
new
this
year,
that
the
current
curriculum
is
about
1200
times
better
than
the
old
curriculum
and
it's
more
inclusive
and
it's
more
skills-based
and
it
was.
We
were
very
nervous,
recommending
advocates
for
use
curriculum
to
the
Charleston
County
School
District,
and
it
was
voted
up
unanimously
and
it
was
phenomenal
and
I
just
wanted
people
to
know
that.
D
Recently
this
happened
and
three
four
five
years
ago,
students
were
getting
the
bare
minimum
and
it
didn't
have
to
be
medically
accurate
according
to
state
law,
and
we've
had
a
really
bad
history
in
the
state
of
South
Carolina.
In
terms
of
what
we
tell
public
school
children
about
human
sexuality.
Until
recently,.
B
So,
just
to
piggyback
on
that,
before
right,
before
the
advocates
for
youth
was
approved,
we
were
scrambling
to
try
to
find
appropriate
resources,
because
the
current
book
that
was
adopted
by
the
state
was
from
2001..
So
this
was
in
2019,
I,
think
and
so,
as
you
can,
and
there
was
no
online
access
for
kids,
you
know
where
they
could
be
updated,
so
the
book
was
extremely
outdated
and
we
were
trying
our
best
to
come
up
with
ways
to
provide
students
with
the
resources
they
needed
that
to
give
them
the
accurate
information.
B
So
the
advocates
for
youth
was
perfect
and
then
it
was
actually
one
of
the
ones
recommended
by
the
State
Department
of
Education
and
so
on
their
website.
Now
it
now.
If
you
were
to
go
to
advocates
for
you
with
yourself
and
just
type
it
in
and
Google
it,
it
has
lessons
that
are
go
everywhere.
We
do
not
use
their
full
curriculum.
We
use
only
the
ones
that
meet
the
law
for
South,
Carolina
and
I.
Think
sometimes
that
might
be
a
little
bit
confusing
for
families
or
parents
because
they
hear
advocates
for
you.
B
They
go
to
the
website.
They
see
things
and
they
think
that
maybe
that's
what's
happening
in
the
classroom,
but
we're
very
transparent.
You
can
go
to
the
CCSD
website.
You
can
go
to
the
health
advisory
website
and
you
can
pull
up
the
Comprehensive
Health
Plan
for
CCSD
and
those
lessons
are
attached
to
the
plan
and
you
can
see
exactly
which
ones
for
which
grade
levels
are
used,
and
you
know
it.
B
You
will
also
notice
when
you
pull
up
the
lesson
plans
they're
separated
by
six
seventh
eighth
in
high
school,
but
the
grade
level
is
listed
for
advocates
for
you.
So
there
might
be
fifth
grade
lesson
plans
in
our
ninth
grade
module,
because
that
lesson
plan
for
fifth
graders
for
advocate
for
youth
actually
meets
the
standards
for
our
ninth
graders.
So
it's
a
little
bit
more
advanced.
It
was
a
lot
of
work
to
kind
of
pick
and
pin
which
lesson
plans
fit
each
grade
level
based
on
our
student
outcomes.
But
everything
is
there.
B
It
fits
the
law,
so
I
just
wanted
to.
Let
you
know
that,
but
again
that
is
also
on
your
health
advisory
committee
website.
So
you
can
go
in
and
look
at
those
when
you
get
a
chance.
M
Thank
you
so
very
much
for
that,
because
my
eighth
grader
was
virtual.
While
she
got
that
component,
so
I
got
to
sit
in
the
other
room
and
be
actively
listening
and
you
guys
did
some
great
work
that
was
before
I
got
on
the
committee,
so
cheers.
Thank
you.
K
Me
I,
oh.
B
Correct
yeah,
so
schools
still
have
the
option
to
use
Heritage
Keepers,
and
some
of
them
have
already
had
already
have
them
scheduled:
St,
John's,
Burke
and
Moultrie.
Middle
School
are
the
only
three
schools
right
now
that
have
Heritage
Keepers
on
their
book
and
the
schedule,
but
those
schools
can
use
them.
You
know
even
when
we
start,
but
we
haven't
we're
not
ready
to
go
into
schools.
Yet
we've
got
to
get
the
program
written
everybody.
B
You
know
we
need
the
team
gathered
and
then
you
guys
need
to
see
the
curriculum
first,
but
until
that
team
is
in
place
it's
business
as
usual,
so
schools
just
keep
going
on
as
they
were
say.
Yes,
they
do
have
that
option
and
then,
when
we
come
in
and
schedule
a
school,
they
still
can
have
that
option.
They
can
still
bring
them
in
as
reinforcements
as
long
as
they
can
make
sure
that
they
have
time
in
the
schedule
and
are
still
meeting
all
the
other
standards.
K
I
have
another
question:
has
the
does
the
hack
approve
every
single
bit
of
the
supplementary
material
and
teachers
can
pick
from
those
because
I
don't
remember
that
we've
necessarily
done
any
approval
of
specific,
and
maybe
it
was
before
my
time,
but
so.
B
Everything,
that's
on
the
resources
for
teachers
in
the
healthy
sexuality
was
approved
by
this
committee,
so
it
it
consists
of
the
advocates
for
youth
lessons
the
textbook
that
was
proved
by
the
state
and
then
adopted
by
CCSD
I
mean
that
textbook
is
a
2021,
so
it
is
up
to
date
and
it's
very
skills
based
and
the
teachers
have
had
training
on
that,
and
then
they
have
the
Heritage
Keepers
for
those
three.
B
So
anything
else
outside
of
those
three
resources,
teachers
cannot
use
and
if
they
do
use
them,
it
has
to
come
through
you
first
okay
and
then,
and
it
has
to
be
within
the
sexuality
unit.
It
cannot
be
outside
or
whenever
they
want,
and
that
has
always
been
the
law
since
1988
when
the
law
was
created,
but
it
is
important
that
our
teachers
do
follow
that
it's
different
than
other.
You
know
resources,
you
know,
let's
say:
they're
teaching,
alcohol
and
drugs
that
doesn't
fall
under
this
committee.
B
L
L
B
Absolutely
so,
whenever
the
school
starts
the
sexuality
units
within
two
to
three
weeks
enough
sufficient
time
for
to
for
parents
to
get
notification
that
this
is
going
to
happen
by
law,
they
have
to
have
the
right
to
opt
out
of
the
entire
sexuality
unit,
or
they
can
opt
out
of
certain
specific
lessons.
It's
up
to
the
family,
to
decide.
B
If
they
want
to
look
at
it,
we
have
to
give
them
access.
So
all
schools
have
the
student
code
in
student
login,
where
they
can
get
into
the
textbook.
Parents
can
look
at
it
and
see
what
the
kids
are
reading
and
then
all
of
the
lessons
that
teachers
have
the
option
of
choosing
from
for
the
advocates
for
use
are
already
posted
online.
B
K
And
then
I'd
just
like
to
talk
a
little
bit
about
what
the
state
law
says
sure,
and
so
we
are
limited
in
what
we
can
do
by
the
state
law.
We
have
to
follow
the
state
law
and
the
state
law
Holly.
You
can
add
if
I
forget
things
which
I'm
sorry
that
I
will,
although
I
read
the
health,
Education
Act,
twice
or
three
times
yesterday,
so
one
thing
is:
we
are
limited
to
talking
about
sexuality.
Only
within
the
or
I
guess,
birth
control.
Only
within
the
context
of
marriage
did
I.
B
So
abortion
can
be
talked
about
it.
Cannot.
We
can't
provide
services
of
like
here's
where
you
can
go,
get
one
or
here's
the
number
of
a
guy
who
does
abortions?
We
don't
do
that.
It's
the
only
way
that
abortion
can
be
brought
up
is
teachers
are
allowed
to
describe
the
risk
that
can
happen
if
a
person
gets
a
an
abortion
and
it
stops
there.
Okay.
B
K
Let's
see
what
are
are
there?
Oh,
no
contraception
can
be
given
out
at
any
school
ever.
B
B
The
context
of
marriage
and
the
context
of
preventing
STDs
and
preventing
pregnancy,
correct,
okay,
so.
K
We're
Limited
and
we
do
the
best
we
can
to
educate
our
students
and
make
sure
that
they're
all
healthy
and
happy
as
much
as
we
can
within
the
limits
of
state
law.
Correct,
Lisa,
Holly,.
D
B
Okay,
perfect
so
yeah,
so
basically
it's
what
we
just
talked
about,
so
an
assignment
was
given.
That
was
an
article
out
of
a
Scholastic
Magazine
that
covered
the
story
of
a
identical
twin
who
transitioned
into
a
transgender
and
and
told
that
person's
Story.
The
assignment
was
given
not
during
the
sexual
healthy
sexuality
unit.
So
notification
to
parents
never
went
home
they've,
never
never
given
the
option
to
opt
their
kids
out
in
in
the
second
thing
about
that
is
your
committee.
B
This
committee
never
saw
the
article
that
was
not
an
article
that
was
part
of
any
of
the
approved
resources
that
are
on
the
list
for
teachers
to
use.
So
because
of
that
we
went
against
the
Comprehensive
Health
Education
Act,
and
that
might
not
even
be
what
the
parents
might
have
been
upset
about,
but
that
was
where
the
you
know,
the
teacher
didn't
follow
the
correct
guidelines,
and
so
because
of
that
you
know
we
they
did
send
out
an
email
to
the
parents
and
they
apologized
but
I'm
from
here
out
I'm
for
sure.
B
That's
you
know:
Camp
Road
will
make
sure
those
letters
go
home
before
the
sexuality
unit
begins
and
everything
will,
it
will
be
very
transparent
and
the
parents
will
be
able
to
see
every
lesson
that's
happening,
but
that
was
basically
the
gist
of
what
happened
at
Camp
Road,
and
it
was
an
unfortunate
Mistake
by
the
teacher
and
it
it
was
definitely
not
not
thought
behind
it
and
the
article
that
was
being
used
within
a
different
assignment
out
of
the
context.
It
wasn't
even
part
of
like
the
unit
that
it
should
have
been
in.
B
It
was
articles,
in
addition
to
other
ones
that
were
about
nutrition
and
something
else
for
different
articles
so
and
that
that's
this
is
just
where
we
are,
but
do
know
that,
regardless
of
the
content,
it
could
have
been
about
STDs
or
it
could
have
been
about
teen
pregnancy.
It
doesn't
matter
if
it
was
part
of
our
standards
that
fall
under
healthy
sexuality.
B
K
Could
you
help
me
understand
exactly
where
in
the
Comprehensive
Health
Education
Act,
gender
and
gender
identification
is
covered
because
I
can't
find
it
in
there?
And
so
my
you
know,
my
thinking
has
been
that
this
wasn't
actually
sex
education,
material
and
I.
Think
most
people
who
have
an
understanding
of
gender
and
sexuality
would
say
that
you
know
gender
is
not
about
sexuality
and
nothing
in
the
article
was
about
who
the
student
was
attracted
to.
B
Right
and
there
is
nowhere
in
the
Comprehensive
Health
Education
Act-
that
talks
about
gender.
You
know
the
one
law
that
says
that
we
can't
talk
about
Lifestyles
outside
of
heterosexuality
and
except
for
limits
to
STDs.
That
was
that
was
ever
written
with
the
memo
of
the
consent
and
decree.
B
But
even
though
that
was
ever
written,
none
of
the
standards
ever
changed.
None
of
the
student
outcomes
ever
changed.
So
there's
nothing
was
written
into
the
curriculum
or
into
the
student
outcomes
that
but
put
where
gender
you
know,
development
or
any
that
occurs
so
I
I,
you
know.
Yes,
that
makes
sense.
I
mean
that
could
easily
be
in
a
biology
classroom.
You
know
it
so,
but
because
of
you
know
different
sexuality,
Lifestyles,
it's
it
just.
It
does
fall
back
under
our
content
and
that's
what
everybody's
going
to
relate
it
to
so
I?
K
D
Quick,
the
gender
identity,
the
the
Post
and
Courier
headline
was
that
gender
identity
should
not
be
taught
in
CCSD
without
parental
consent.
I
would
easily
argue
that
gender
identity
could
be
the
sociology
topic
or
the
psychology
topic
or
so
many
other
things.
Gender
identity
is
not
synonymous
with
who
you're
attracted
to
and
I
just
wanted
to
put
that
out.
There.
A
Oh
and
I
really
just
shared
the
article,
because
it
was
more
of
a
for
your
information
for
this
group.
I
thought
it
was
news
that
was
relevant
for
us
to
be
aware
of
okay,
although
I'm
I
think
I
am
I'm,
sometimes
frustrated
by
the
limits
of
that
the
law
places
on
us,
but
I
understand
that,
but
just
thought
this
group
should
should
be
aware
of
that.
It
seemed
important
information.
B
I
think
the
biggest
takeaway
sorry
go
ahead.
No,
you
go
ahead,
I
would
say
the
biggest
takeaway
from
this
incident
is
for
us
as
a
reminder,
and
for
us
to
remind
teachers
that
anything
that
falls
within
our
content,
student
outcomes
and
standards
needs
to
parents
need
to
get
notification
ahead
of
time
and
they
need
to
be
offered
that
opt
out
and
it
has
to
be
on
the
approved
list.
G
Back
to
Lisa's
Point
earlier,
if
the
teacher
was
coming
at
it
more
from
a
sociological
or
you
know,
not
necessarily
a
health
or
biological
aspect
of
it,
it
only
is
allowed
to
be
talked
about
during
that
250
hours
of
health
education
to
get,
and
not
at
any
other
time
that
maybe,
like
a
conversation
organically
happens
in
the
classroom.
B
If
it
falls
within
the
reproductive
pregnancy
prevention
all
any
of
those
standards,
then
yes,
it
has
to
be
within
that
time.
So
if
they
yeah
yeah
I
mean
it's
it's
something
that
it's
like
I
don't
want
to
talk
about
this,
because
then
your
parents
need
to
have
consent.
First,
you
know
and
let
them
let
them
know
it
really
is
just
going
to
depend
on
the
conversation.
M
That's
okay,
it's
short
for
Melissa,
because
I
was
a
terrible
kid
and
they
had
to
shorten
it
to
yell
it
like
boldly
anyway
stories
for
another
time.
I.
Think
part
of
what
I
hear
in
the
community
and
I
read
through
the
newspaper
and
whatever
happens
on
the
news
is
there
is
a
huge
amount
of
distrust
communally
with
things
that
happen
and
so
the
organic
conversations
that
might
happen
in
a
classroom
at
a
lunch
table.
M
You
know
at
my
church
you
just
kind
of
receive
those
conversations
as
they
come
and
you
do
the
best
you
can,
but
when
you
print
off
materials
and
it's
prepared
for
something,
that's
where
the
distress
comes
like
a
lot
of
parents
are
terrified
that
their
kids
are
going
to
grow
up,
and
so
the
last
thing
that
they
can
do
is
sign
a
piece
of
paper
that
says
I'm
going
to
teach
that
to
my
children
and
I
hope
that
they
I
hope
that
they
did
talk
about
it
at
home.
M
But
that's
my
own
personal
thing,
so
I
think
it's
more
about
trust
and
fear
than
anything
else,
and
the
way
that
we're
kind
of
structured
is
to
kind
of
be
a
filter
to
make
sure
that
anything,
a
teacher
is
putting
forth
in
front
of
children,
doesn't
break
the
trust
that
we're
really
working
to
build
to
say
we're
going
to
work
hard
to
make
sure
the
curriculum
is
good,
we're
going
to
work
hard
to
evaluate
stuff,
and
so
you
can
trust
it
the
best
you
can
because
you've
got
a
group
of
parents
and
teachers
and
counselors
and
pastors
and
Community
leaders
who
say
this
is
okay,
we're,
okay
with
that,
and
so
something
that
doesn't
kind
of
make
it
through
that
filter.
M
All
that
does
is
kind
of
a
road
trust
again,
so
I
get
both
sides
of
it.
But
I
really
think
it's
more
about
fear
and
trust,
and
something
that
we
can
continue
to
offer.
We're
going
to
look
through
it
and
it's
a
good
article.
But
the
timing
of
it
was
weird
correct.
K
K
It
was
you
know,
I
kept
thinking
of
Voldemort.
You
know
it
was
he
who
shall
not
be
named.
So
the
governor
said
things
like
this
issue
and
he
sympathizes
with
the
parents,
concerns
about
it
and
that
you
know
kids
exposure
to
a
gender
other
than
the
gender
assigned
at
Birth,
the
sex
assigned
at
Birth
and
the
gender
that
has
traditionally
gone
with.
K
That
is
an
issue
that
creates
shock
and
concern,
and
so
it
was
very
you
know
you
can't
even
say
the
word
gender
when
I
read
that
I
was
thinking
of
our
non-binary
and
trans
students
in
Charleston
County
and
around
the
state
and
thinking
boy
you
know
they're
talking
about
my
gender
like
it
is
unmentionable
and
scary
and
could
harm
these
other
children.
K
If
they
learn
about
it,
and
so
I
saw
it
very
much
as
our
governor
discriminating
against
at
least
five
percent
of
our
students
and
taking
kind
of
taking
the
side
of
these
parents
without
any
understanding
and
putting
all
this
out
publicly,
which
I
think
is
harmful
to
our
students.
K
So
I
think
it's
harmful,
I
think
right
now.
K
The
other
piece
of
this
that's
really
important
is
that
I
think
everybody
who
follows
the
news
at
all
understands
that
there
have
been
book
bands
and
there's
all
kinds
of
pressure
on
school
districts,
not
to
teach
critical
race
Theory,
which
isn't
generally
taught
you
know
in
K-12
and
there's
sort
of
all
this
fear,
and
so
teachers
are
afraid
to
talk
about
things
and
we've
got
teacher
shortages
and
so
I'm
worried
that
what's
happening
is
our
governor
isn't
standing
up
for
our
most
vulnerable
students
and
I
worry
that
the
district
is
also
not
standing
up
for
our
most
vulnerable
students
and
that's
most
distressing
to
me.
K
K
We're
gonna
deal
with
this
privately
instead
of
publicly
and
the
governor
did
take
the
first
step
to
bring
this
whole
issue
out
in
the
public.
I
wish
the
district
hadn't
done.
That
and
I
would
argue.
You
know
if
you
asked
me
to
approve
this
particular
article.
K
I
would
probably
tell
you
that
I
would
not
want
to
because
I
don't
think
it's
in
the
purview
of
the
Comprehensive
Health
Education
Act
or
even
our
committee.
It's
about
gender,
it's
not
about
sexuality,
it's
not
about
reproduction.
K
K
K
K
K
K
M
Up
I
I
would
assume
this
is
me,
assuming
that
it
kind
of
alerted
us
because
of
what
we
do,
but
also
because
it
was
a
PE
teacher
and
that
seems
to
be
more
of
the
population
that
we
work
with,
because
that's
who's
teaching
the
health
classes
in
general
and
I
say
that
in
quotations,
because
I
know,
there's
biology
teachers
teaching
and
we
have
special
teachers
teaching,
but
as
the
layperson
out
in
the
community,
they
don't
know
how
all
that
works,
and
so
I,
don't
necessarily
I.
M
Think
you're
right
I,
just
think
that,
because
folks
don't
understand
how
it
works
and
where
gender
is
placed,
if
it's
placed
in
the
school
system
that
they
automatically
just
put
anything
there,
anything
that's
gender
related
under
sexuality
and
I.
Think
that's
lack
of
education
and
ignorance,
but
that's
kind
of
probably
the
laity
of
where
it's
of
where
it's
coming
from.
So
maybe
our
perspective
is
a
conversation
about
how
do
we
educate
others
about
what
we
actually
do
and
then
maybe
where
something
a
conversation
of
gender
should
be?
M
If
it's
not
under
us,
but
nobody
else
is
saying
it's
us,
then
that
means
nobody's
taking
it.
It's
in
the
cloud
somewhere
and
I.
Don't
I
don't
want
it
to
just
be
in
the
cloud,
because
that
that
means
conversation
is
not
happening
with
great
kids
and
all
kids.
So
if
it's
not
ours,
then
we
need
to
figure
out
whose
it
is
and
make
sure
that
there's
some
clear
guidance
about
representation
within
the
curriculum.
If
each
group
has
a
curriculum
studies
person,
where
does
where
does
that
filter
go?
If
it's
not
us,
then
who?
K
I
We
have
to
remember
that,
because
these
are
public
school
students,
we
have
to
educate
all
children,
and,
yes,
that
includes
the
transgender
and
non-binary
students.
It
also
includes
students
that
are
being
raised
in
very
conservative
households.
I
We
have
to
make
sure
that
we're
respectful
of
them
as
well,
which
is
not
an
easy
task,
but
I
think
that
the
more
we
can
just
try
to
prevent
or
present
factual
information
without
an
opinion
or
agenda
behind
it
or
how
you
should
think
about
it,
but
just
kind
of
present
the
facts,
especially
with
you
know
our
younger
kind
of
middle
school
students.
Then
that's
probably
the
safest
route
yeah.
L
And
it's
fun
and
to
refer
back
to
the
law
of
the
Comprehensive
Health
education
program,
and
then
it
says
that
Comprehensive
Health
education
means
health
education
in
school,
setting,
that's
carried
out
with
the
purpose
of
enhancing
health
and
health
related
Health
attitudes
that
that
are
conducive
to
their
good
health
and
promote
Wellness,
Health
maintenance
and
disease
prevention,
and
it
does
so
I
would
say.
I
also
talked
about
Family
Life
Education,
talking
about
social,
economic
and
psychological
aspects,
of
close
personal
relationships
and
physiological
psychological
and
cultural
foundations
of
human
development.
L
So
I
can
see
where
gender
could
kind
of
fit
into
those
pieces,
because
the
stigma
around
transgender
non-binary
youth
is
actually
a
health
concern
when
you're
talking
about
the
suicide
rates
and
the
bullying
that
can
contribute
to
the
suicide
rates
and
all
of
the
other
health
considerations
that
we
have
to
kind
of
think
about
those
students
and
protecting
those
students
and
some
of
the
best
ways
that
we
can
keep
those
students
healthy
and
safe,
is
to
do
a
broader
education
about
what
that
is.
I
could
kind
of
see
it
falling
within
our
purview.
K
N
So
when
we,
so
this
is
mostly
to
the
two
counselors
in
the
group,
are
we
or
do
we
allow
suicide
rate
stats
when
giving
presentations
to
classes
about
mental
health
issues?
Are
we
allowed
to
present
data
that
shows
that
the
queer
Community
has
higher
rates
of
suicide,
or
is
that
something
that,
where
that
doesn't
go
with
our
act,
that
we're
supposed
to
follow.
B
It's
probably
a
fine
line,
but
I,
don't
if
it's
just
the
stat
and
we're
not
talking
about
gender.
We're
talking
about
mental
health,
so
I
mean
that
could
fall
under
the
mental
health
units
or
you
know
when
we're
talking.
B
You
know
different
roles
or
cultures
in
our
society
and
how
their
mental
health
is
affected
by
what's
going
on
and
so
again,
they're
all
controversial
issues
and
I
I
I'm
in
in
hopes
that,
as
we
move
forward
from
this
as
a
district
as
a
state
that
some
of
these
controversial
issues
will
be
addressed
and
giving
teachers
more
guidance
on
how
to
handle
those
when
they
are
in
the
curriculum
or
if
they
want
to
address
one
of
those
issues
within
their
classroom.
What
do
they
do
if
they
want
to?
B
You
know
in
providing
parents
with
that
transparency
that
hey
we're
going
to
have
this
conversation?
You
know
and
let
them
be
part
of
that
conversation
ahead
of
time.
Just
you
know
so
that
everybody
can
be
on
the
same
page
and
have
that
option.
I,
don't
want
my
child
to
talk
about
teen
suicide
today,
so
I'm
going
to
pull
them
out
of
that
lesson,
which
I
think
any
school
would
be
completely
fine
with.
But
everything
that
everybody
has
said
today
is
very
important
and
is
very
valid,
but
do
I
I
honestly
feel
like
moving
forward.
B
You
know
this
is
a
silver
lining
of
what
has
occurred
in
moving
forward.
We
can
grow
as
a
district
and
do
what's
best
for
our
students
and
give
our
teachers
some
Ease
on
how
to
handle
curriculum
in
in
these
issues
that
come
into
the
classroom.
L
And
the
three
are
curriculum:
are
there
any
units
on
transgender
non-binary
options
and
are
those
part
of
the
approved
units
or
are
they
not
yet
approved.
A
Oh
I'll
be
brief,
but
I
kind
of
just
wanted
to
underscore
something.
Katie
said
under
that
broad
construct
of
wellness
and
health.
That
I
think
is
part
of
our
charge.
This
committee-
and
this
is
I'm-
also
kind
of
sharing
this
with
our
new
members
and
we're
super
glad
you're.
Here.
This
committee
has
a
long-standing
commitment
to
save
spaces
for
every
student,
and
we've
talked
a
lot
about.
Can
every
student
find
themselves
here?
Can
every
is
every
family
represented?
A
Hopefully,
that's
a
helpful
thing
for
us
to
return
to
creating
safe
spaces
for
every
student,
including
especially
students
who
feel
vulnerable
or
marginalized
or
bullied
so
I
was
just
kind
of
underscoring
what
Katie
said,
but
that
that
broad
charge
of
wellness
and
health
I
think
I
think
is
something
we
can
consider
just
just
creating
good
space
for
all,
and
hopefully
our
teachers
can
return
to
that,
and
and
parents
can
always
opt
out-
that's
not
a
problem
but
I'm
thinking
of
who's
in
the
classroom
and
how
they
might
be
feeling.
D
C
I
just
wanted
to
mention
that
in
the
parent
letter
to
the
governor,
they
also
mentioned
the
suicide
rate
and
I
think
if
we
were
to
move
forward
wanting
to
make
the
topic
of
well-being
like
put
that
gender
in
that
I
think.
We
also
need
to
be
aware
of
how
the
suicide
rate
is
twisted
and
to
say
that
how
a
lot
a
conservative
talking
point
is
that
thinking
that
you're
queer
causes
a
suicide
like
causes,
the
suicide
rate
to
rise.
So
I
just
think.
We
should
be
aware
of
that.
C
K
K
So
just
here's,
a
caution.
I
really
do
think.
We
need
the
lawyers
to
look
at
this,
because
if
you
look
at
that
broad
language
that
Katie
brought
up
for
very
good
purposes
right
to
understand
that
we're
looking
at
the
overall
health
of
all
of
our
students,
including
our
non-binary
and
transgender
students,
anything
that
we
say-
oh
this
goes
under
this
act,
then
you
have
to
notice
parents
and
it
has
to
be
taught
in
a
specific
way
and
it
cannot
be
taught
anywhere
else
right.
K
K
K
A
B
So
as
your
role
as
chair
of
the
committee,
you
would
be
the
one
who
would
need
to
write
the
formal
letter.
Okay
and
I
would
get
the
committee
to
look
at
it
and
see
if
they
wanted
to
add
anything
else
and
then
I
could
then
send
it
to
general
counsel
and
just
and
we'll
go
from
there,
but
I'm
pretty
sure.
There's
a
lot
of
work
going
on
right
now
to
make
things
better
for
teachers
and
students
after
this
incident
has
happened
this
week.
B
It's
kind
of
opened
everybody's
eyes
and
it
was
going
to
happen
at
some
point
or
another.
It
just
happened
at
Camp
Road.
You
know
the
tag,
they
were
it
so,
but
you
know
it's
just
where
Society
is
right
now,
with
all
the
the
critical
issues
that
are
going
on
in
controversial
issues
so
again
that
lining
that
comes
out
of
it.
B
That
silver
lining
is
for
the
teachers
in
the
ease
and
to
make
sure
that
they
are
comfortable
with
teaching
and
and
it
coming
in
front
of
these
issues
when
they're
there
and
how
to
respond
to
that
correctly,
so
yeah.
B
M
Bonnie
I
think
it's
politics
and
I
think
that
folks,
there
are
key
words
or
keywords
or
whatever
that
people
know
that
if
they
say
them,
somebody's
going
to
come
at
them
and
so
again
that
trust
and
fear
thing
combo
packed
with
I.
Don't
I
think
people
probably
understand
a
lot
more
than
they're
willing
to
put
on
paper.
N
I,
second,
that
with
it
I
think
just
going
back
to
being
an
unfortunately
very
divided
political
issue.
Yeah.
L
Do
we
have
a
read
on
what
principals
are
saying
in
the
schools
in
terms
of
if
gender
comes
up
in
your
classroom
during
XYZ
random
lesson?
Here's
what
you're
allowed
to
say!
Here's
what
you're
not
allowed
to
say
because
I
think
what
going
back
to
what
Holly
was
saying
is
that
if
teachers
don't
have
clear
guidelines,
then
they're
probably
going
to
err
on
the
side
of
saying
nothing
at
all,
and
that's
just
kind
of
my
fear
of
pushing
this
out
of
the
health
advisory
arena
is
that
it
won't
be
discussed
anywhere
out
of.
L
B
You
know,
students
might
want
to
talk
about
it
and
pin
you
can
you
can
might
want
to
or
Emma
you
might
want
to
attest
to
what
I'm
trying
to
say.
So
if
the
topic
might
come
up
in
the
classroom,
teachers
might
have
a
conversation.
It's
great
moves
on,
but
if
it's
part
of
the
curriculum
it's
part
of
something
they're
reading
in
English
or
something
in
social
studies
or
something
in
health,
that's
where
that
fear
and
ease
of
the
teacher
might
come
in
to
to
play
and
I
guess
it
really
depends
Katie.
B
Is
you
know
how
deep
of
that
conversation
is?
You
know
where?
Is
it
going?
You
know
and
they
might
be
like
okay,
I'm
gonna
stop
here,
because
I'm
not
comfortable
anymore
so
but
like
I,
was
saying
before
I
I
really
do
think
that
going
forward
there
there's
going
to
be
guidance,
that's
going
to
come
forth
for
teachers
and.
C
I
was
just
gonna
say
about
what
Katie
was
saying
with
the
teachers,
not
knowing
what
they're
allowed
to
say.
I
think
that's
the
point
in
a
lot
of
like
policies
like
this,
like
across
the
country,
not
knowing
what
to
say
or
not.
Knowing
how
much
you
can
say
stops
people
from
saying
something
and
also
just
I
think
it
would
also
depend
on
if
it
even
was
like
a
generic
conversation.
That
just
happened.
If
a
teacher
is
openly
queer
like
that
is
different
and
I
think
it
would
be
handled
differently.
C
K
You
know
one
of
the
things
we
can
do
to
help
teachers
be
comfortable
is
at
the
district
level
to
be
really
clear.
What
is
and
what
is
not
acceptable
and
I.
Think
that's
part
of
what
Penn
is
saying
and
the
district
needs
to
have
teachers
backs
right
and
I'm,
not
saying
anything
about
this
particular
teacher,
or
this
particular
lesson,
but,
more
importantly,
the
district
needs
to
have
students
backs
and
to
ignore
completely.
K
I
know
all
of
this
stuff
is
stressful,
so
I
would
encourage
everybody
to
take
really
good
care
of
yourself
this
evening
and
I
know
it's
even
more
stressful
for
those
of
you
who
are
not
non-binary
or
any
lgbtq
identification,
and
so
I
apologize
for
having
to
even
talk
about
these
terrible
things
that
happen.
K
N
Yeah
I
definitely
need
to
look
through
that
article.
It's
it's
funny.
It
was
mentioned
again
today
because
it
has
been
sent
to
me
by
a
couple
of
people
asking
for
my
opinion,
so
look
forward
to
seeing
more
of
the
community
response
to
it
and
touching
back
on
it.
Maybe
in
November
and.
K
Read
read
the
governor's
letter
read
the
governor's
letter,
it's
an
important
part
of
this
too,
and
you
know
we're
not
going
to
necessarily
address
the
governor,
although
I
have
already
written
him
a
letter
in
my
personal
capacity
but
I
think
it's
an
important
part
of
the
context.
B
Okay,
so
next
meeting
is
to
leave
scheduled
for
November
17th
if
something
changes
I'll,
let
you
know
ahead
of
time,
but
between
now
and
the
next
meeting
I'll
be
crafting
the
agenda
that
will
then
go
to
Bonnie,
but
if
you
any
of
you
on
this
community
have
something
you
want
to
add
to
the
agenda.
Please
send
it
my
way
so
I
can
put
on
there.