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Comparing

Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives


with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

This document is the result of research, done by parents, to counter claims made by FCPS Administration and the Family Life Education Curriculum Advisory Committee
(FLECAC). Due to time limitations, weve highlighted some of our concerns. The comparison here shows that the FLE Objectives that FCPS wants to move from FLE (with an
opt-out) into Health (with no opt-out) actually align far better with the VDOE FLE Standards and need to remain in FLE.
In Primary grades K-6, 100% (30 out of 30 Objectives) align directly. In Secondary grades 7-12, 95% (18 out of 19 Objectives) align directly with VDOE Family Life Education
SOLs. In grades K-6, 40% (12 out of 30) objectives do not align or go beyond VA Health SOLs. In grades 7-12, 60% do not align or go beyond VA Health SOLs.

Objective proposed to move from FLE to


General Health curriculum

Alignment to Revised 2015 VA Health Education Standards of Learning


Corresponding Virginia Department of Education Family Life Education Standards of Learning

K.1 Students will recognize that everyone is a


No direct alignment to revised 2015 VDOE health SOLs.
member of a family and identify members of their
This is a discussion of family and as such belongs in FLE. It opens the door for instruction on traditional vs.
individual families.
alternative/same-sex/transgender family roles and compositions.
Descriptive Statement: Students will identify
FLECAC Rationale: The committee discussion focused on this objective being background knowledge for
adult and child members of their families living in
SOL K.2.p Identify why friends are important and how to cooperate and share with others. The
the same home. The types of family structures
committee interpreted others as including family members.
included will be traditional or two-parent families
mother, father, and children; extended families Corresponding VDOE Family Life Education SOLs:
relative other than the immediate family living
K.4 The student will recognize that everyone is a member of a family and that families come in many forms.
in the home; single-parent families; adoptive
families; foster families; families with
Descriptive Statement: This includes a variety of family forms: two-parent families; extended families-
stepparents; and blended families.
relatives other than the immediate family living in the home; single-parent families; adoptive families;
foster families or guardians; families with stepparents; and other blended families.
K.5 The student will identify members of his or her own family.
Descriptive Statement: This refers to identifying the adult and child members of the student's family.

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

K.2 Students will identify positive ways in which


family members and friends show love, affection,
respect, and appreciation for each other.

Aligned to the following revised 2015 VDOE health SOLs:

Descriptive Statement: Discussion will include


appropriate behaviors such as hugging, listening,
protecting, providing guidance, encouraging, and
praising. The concept that some behaviors may
be inappropriate will be introduced.

K.2.p Identify why friends are important and how to cooperate and share with others.

GOES BEYOND Health SOLs. Objectives below address friendships, not family life.

K.3.o Identify strategies for making friends.
Corresponding VDOE Family Life Education SOLs:

K.6 The student will develop an awareness of positive ways in which family members show love, affection,
respect, and appreciation for each other.

Corresponding VDOE Family Life Education SOLs:


Descriptive Statement: The focus is on the appropriate words and actions that promote positive mental
health development. Through words and actions which convey care, protection and guidance, such as
touching, listening, hugging, praising, encouraging, supporting, helping and playing, the child will
understand that rules are made for safety, and protection.
K.7 The student will realize that physical affection can be an expression of friendship, of celebration, or of a
loving family.
Descriptive Statement: It is important for the student to understand that appropriate expressions of
affection are healthy for the individual, the family, and the community. The student will begin to
understand the differences between appropriate and inappropriate expressions of affection.

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

K.3 Students will identify good feelings and bad


feelings.

Aligned to the following revised 2015 VDOE health SOLs:

Descriptive Statement: Discussion may include


the feelings of happiness, joy, sadness, anger, and
frustration. Ways to express feelings will be
addressed.

k.1.o Describe what it means to be a friend and to show consideration and concern for others.
K.2.n Describe positive and negative emotions that affect physical health (e.g., anger, sadness, fear,
frustration, happiness, pride).

K.3.n Practice using words to identify emotions.

K.1.n Identify emotions (e.g., happiness, sadness, anger, fear, frustration).

K.2.o Discuss how to express and handle emotions appropriately.


Corresponding VDOE Family Life Education SOL:
K.10 The student will identify "feeling good" and "feeling bad."
Descriptive Statement: Descriptive words are used to help the child identify pleasant and unpleasant
feelings. Parents are encouraged to reinforce expressions of feelings at home and to work with the teacher
in a team approach to achieving this, which encourages good mental health functioning.

K.6 Students will identify ways an individuals


behavior may affect others.

Aligned to the following revised 2015 VDOE health SOLs:


Must stay in FLE. The FLE lesson deals with personal privacy, including electronic privacy, not gossiping
about family situations and VDOE even includes privacy in use of the bathroom. How will this be dealt
with once new accommodations for transgender students are set?

Descriptive Statement: Discussion will include


avoiding behaviors that negatively affect others
K.3.p Demonstrate acceptable behavior in classrooms and during play, to include showing respect for the
and encouraging behaviors that positively affect
personal space of others.
others such as avoiding gossip about others
personal or family problems, the need for privacy, K.3.q Apply strategies for establishing social and physical barriers, to include polite refusal skills,
cooperation with others, and adaptation to change.

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

sharing, encouraging others, being courteous,


using good manners, and being respectful of
individual differences. Concepts concerning
electronic privacy, such as not sharing your name
and address over the internet, are introduced.

Corresponding VDOE Family Life Education SOL:


K.3 The student will become aware of the effects of his or her behavior on others and the effects of others'
behavior on himself or herself.
Descriptive Statement: The teacher uses appropriate descriptive language to explain to a child how his or
her behavior affects others positively as well as negatively. The same descriptive language is used to
explain to a child the effects of others' behavior on him or her. This approach is reinforced by other school
personnel and parents are encouraged to continue such explanations at home. The child is introduced to
the concept of privacy, especially in the use of bathroom facilities. In addition, the importance of avoiding
gossip about others' personal or family problems is stressed. Concepts concerning electronic privacy, such
as not sharing your name and address over the internet, are introduced.

1.1 Students will describe a community as people


living and working together and will understand
that family members make up a community.

No direct alignment to revised 2015 VDOE health SOLs.

Descriptive Statement: Discussion will include the


following family structures: two-parent families,

family: A group of people who care for one another


How has family life changed over time?

Same objection as for Kindergarten. Discussion of family composition and potentially sensitive issues related to
family life belong in FLE. Below are the framework statements for Grade One social studiesagain, more general
than the proposed recommendations.

FLECAC Rationale: Discussion identified alignment with current grade 1 social studies standard:

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

extended families relatives other than the


immediate family living in the home, single-
parent families, adoptive families, foster families,
families with stepparents, and blended families.
Instruction will include a definition of community
and how they work.


Corresponding VDOE Family Life Education SOL:

1.4 The student will develop an understanding of the importance of a family and of different family
patterns.
Descriptive statement: The emphasis is on the need for loving parents, or other responsible adult(s) in the
family, regardless of the type of family. The student advances from awareness of family forms at the
kindergarten level to understanding the importance of the family and its various forms at the first-grade
level. The following family patterns are included: two-parent families; extended families-relatives other than the
immediate family living in the home; single-parent families; adoptive families; foster families; families with
stepparent; and other blended families.

1.2 Students will identify responsibilities of


different family members.
Descriptive Statement: Discussion may include

No direct alignment to revised 2015 VDOE health SOLs.


The civics objectives below are unrelated to the responsibilities and structures of families. Again,
discussion of family roles opens belongs in FLE.
FLECAC Rationale: Discussion identified alignment with social studies standard, Civics 1.10.

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

adult responsibilities such as providing food,


shelter, and clothing; and child responsibilities
such as picking up toys and doing homework.


Corresponding VDOE Family Life Education SOL:
1.4 The student will identify family members and their responsibilities in contributing to the successful
functioning of the family.
Descriptive Statement: The focus is on the tasks that must be performed in order for a family to function
successfully. Examples of tasks are providing food; providing shelter; providing and caring for clothing;
providing money for these and other necessities; providing love and caring, including meeting the needs of
elderly or physically and mentally disabled family members; and providing for fun and play.
1.3 The student will identify appropriate ways to
express feelings such as: happiness, sadness, and
anger.

Aligned to the following revised 2015 VDOE health SOLs:

Descriptive Statement: Discussion may include


verbal and nonverbal ways to express feelings
such as: exercise, art, music, dance, play,
storytelling, and creative drama. The
responsibility to control ones own behavior will
be presented.

1.2.m Identify appropriate ways a person may express the emotions of happy, unhappy, or mad.

1.1.g Compare and contrast emotions that may make a person happy and emotions that may make a
person feel unhappy or mad.
1.2.n Explain the role of listening in building and maintaining friendships.
1.3.l Demonstrate ways to express emotions appropriately.
Corresponding VDOE Family Life Education SOLs:

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

1.3 The student will identify appropriate ways to


express feelings such as: happiness, sadness, and
anger.
Descriptive Statement: Discussion may include
verbal and nonverbal ways to express feelings
such as: exercise, art, music, dance, play,
storytelling, and creative drama. The
responsibility to control ones own behavior will
be presented.

1.4 The student will recognize that an individuals


behavior can affect others.
Descriptive Statement: Discussion will include
how to show respect for another person and their
feelings, and how to handle emotions that result
from another persons behavior towards the
student. Difficult situations, such as how to
handle a bully on the playground, may be

1.8 The student will express his or her feelings of happiness, sadness, and anger to the teacher.
Descriptive Statement: Teachers help children on an individual basis to recognize and express their feelings
of happiness, sadness, and anger. Children are assisted in dealing appropriately with their feelings. If
matters of a private nature arise, teachers are urged to contact parents so they can take a team approach
to individual student problems. Positive mental health practices will be utilized.
1.9 The student will become aware of appropriate behavior to use in dealing with his or her feelings.
Descriptive Statement: The focus is on helping the child understand that feelings are different from
behavior. The teacher helps the child understand that while feelings do influence behavior, each person
can control his or her own behavior and the ways feelings are expressed. It is important for the teacher to
help the child know that all feelings are valid. Appropriate strategies for expressing feelings include
exercise, games, direct verbalization, art, music, dance, play, storytelling, and creative drama. Positive
mental health practices will be utilized
Aligned to the following revised 2015 VDOE health SOLs:
1.1.e Describe behaviors that promote personal safety, to include bus and automobile safety, pedestrian
safety, playground safety, fire safety, water safety, Internet safety, and safety when biking and using other
recreational equipment.
1.1.i Identify cooperative behaviors, respect for others, adherence to school rules, acceptance of
responsibility, and respect for the property of others.
1.2.o Explain the importance of responsible behaviors when interacting with others.
1.3.m Demonstrate cooperation with friends and classmates.
1.3.n Demonstrate responsible behaviors when interacting with others.

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

discussed.

Corresponding VDOE Family Life Education SOLs:


(1.4 The student will recognize that an individuals


1.3 The student will become aware of the effects of his or her behavior on others and the effects of others'
behavior can affect others.
behavior on himself or herself.
Descriptive Statement: Discussion will include
how to show respect for another person and their Descriptive Statement: The teacher continues to use appropriate descriptive language to explain to a child
feelings, and how to handle emotions that result how his or her behavior affects others both positively and negatively, and how others' behavior affects him
or her. The child learns to respect others and their feelings, and practices good mental health behaviors.
from another persons behavior towards the
The student is made aware of any behavior on his or her part that causes others to have hurt feelings.
student. Difficult situations, such as how to
handle a bully on the playground, may be
discussed.)
2.1 Students will identify adults other than parent
or guardian who provide care and support for
children.

Descriptive Statement: Discussion may include
foster parents; child-care providers; daycare
teachers; extended family members; neighbors;
family friends; and personnel of community
support agencies, civic organizations, and
religious organizations.

Aligned to the following revised 2015 VDOE health SOLs:

2.2 Students will identify similarities and


differences among individuals and recognize that
each individual is worthwhile and needs to be

Aligned to the following revised 2015 VDOE health SOLs:

2.2.p Describe characteristics of a trusted friend and a trusted adult.


2.3.h Identify adults who can help with disappointment, loss, and grief.
Corresponding VDOE Family Life Education SOL:
2.2 The student will realize that adults other than parents also provide care and support for children.

Descriptive Statement: Adults, other than parents, who provide care and support for children include
foster parents; child-care providers; day-care teachers; extended family members; neighbors; family
friends; and personnel of community support agencies, civic organizations, and religious organizations.

GOES BEYOND HEALTH SOLs. Health does not focus on accepting and appreciating individual differences
as FLE does. How will this be taught in light of transgender policies?

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

accepted and appreciated as they are.



Descriptive Statement: Instruction will include
characteristics that make individuals unique and
stress acceptance of others including people with
physical and mental disabilities.

2.3 Students will identify how their behavior may


affect others and how to take responsibility for
their behavior.

Descriptive Statement: Discussion may include
positive peer behavior such as helping, sharing,
being courteous, accepting others opinions, and
showing respect for others possessions. Students
will identify ways to assist peers who may be
harmed by others behavior by helping to solve
the problem.

9

2.1.l Define self-image, and identify that individuals are unique.


2.2.r Describe how self-image influences personal success.
2.3.k Identify and discuss how to show respect for similarities and differences between and among
individuals.
Corresponding VDOE Family Life Education SOL:

2.1 The student will recognize that everyone has strengths and weaknesses and that all persons need to be
accepted and appreciated as worthwhile.

Descriptive Statement: The key idea is that all human beings are worthwhile and need to be accepted and
appreciated as they are. The emphasis is on daily experiences in which children receive the message that
they are worthwhile. In this environment the student is able to use his or her strengths to overcome
weaknesses, to realize that not everyone has the same strengths and weaknesses, to change the things he
or she can change, and to accept the things that cannot be changed. Care is taken to ensure that children
view persons with a physical or mental disability as unique individuals with many strengths.
Aligned to the following revised 2015 VDOE health SOLs:
2.2.m Discuss how to express needs and wants appropriately.
2.2.o Describe the use of nonviolent strategies to resolve conflicts.
2.2.q Describe how to work and play cooperatively.
2.3.o Describe the use of nonviolent strategies to resolve conflicts.
Corresponding VDOE Family Life Education SOL:

2.4 The student will become aware of the need to take responsibility for the effects of his or her behavior
on others.

Descriptive Statement: Through daily classroom experiences, the teacher can encourage children to

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

express appreciation for positive peer behavior such as helping, sharing, being courteous, accepting others'
opinions, and showing respect for others' possessions. When hurtful behavior occurs, children can be
encouraged to make restitution by helping the victim solve the problem caused by the behavior. School
personnel will use positive mental health practices to resolve problem behavior.

2.4 Students will demonstrate appropriate ways
of dealing with feelings.

Descriptive Statement: Discussion will include
pleasant feelings (those associated with success
and praise) and unpleasant feelings (those
resulting from rejection, isolation, and failure);
and appropriate and inappropriate behavior in
response to these feelings. Students will have the
opportunity to practice strategies for appropriate
responses.

3.1 Students will identify positive personal


characteristics and attributes.
Descriptive Statement: Instruction will include
identifying positive personal characteristics and
attributes such as being good at academics,
sports, fine arts; or being funny or honest, to
10

Aligned to the following revised 2015 VDOE health SOLs:


2.1.h Explain emotions associated with disappointment, loss, and grief.
2.2.l Explain healthy ways to express the emotions associated with disappointment, loss, and grief.
2.3.h Identify adults who can help with disappointment, loss, and grief.
Corresponding VDOE Family Life Education SOL:

2.5 The student will demonstrate appropriate ways of dealing with feelings.

Descriptive Statement: Pleasant feelings (for example, those associated with success and praise) and
unpleasant feelings (for example, those resulting from anger, rejection, isolation, and failure) are
discussed. The student will begin to understand the characteristics of appropriate and inappropriate
behavior as it relates to relationships. The concept of virtual relationships will be introduced. Appropriate
behavior, in response to pleasant and unpleasant feelings, is practiced in pretend situations so that these
desirable strategies are available when needed in real-life situations.
No direct alignment to revised 2015 VDOE health SOLs.
FLECAC Rationale: Recommended this objective be non-FLE to scaffold instruction from awareness of self
to awareness of others in 3.2.

Corresponding VDOE Family Life Education SOL:

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

continue developing a positive self-image.



3.2 The student will express what he or she likes about himself or herself to continue developing a positive
self-image.
Descriptive Statement: Expressive media (for example, exercises, games, art, music, dance, internet, and
drama) are used for student expression of the capabilities, personality traits, and physical features that the
child likes about himself or herself.

3.2 Students will describe qualities that help gain


and sustain friendships.
Descriptive Statement: Instruction may include
qualities such as honesty, trust, responsibility,
listening, sharing, and being aware of the
attitudes and feelings of others. Discussion will
include behaviors that cause children to lose
friends; such as using inappropriate language and
behavior, excluding a friend from activities, and
breaking promises.

11

Aligned to the following revised 2015 VDOE health SOLs:


3.1.q Describe behaviors that may cause the loss of a friend (e.g., being unaware of the attitudes and
feelings of others, using inappropriate language and behavior, excluding a friend from activities, breaking
promises).
3.3.n Apply goal-setting strategies to make and keep friends.
3.3.m Demonstrate positive ways to communicate with family and friends.
3.3.n Apply goal-setting strategies to make and keep friends.
3.3.p Practice positive interactions with family, peers, and others to promote personal health.
Corresponding VDOE Family Life Education SOL:

3.9 The student will describe the types of behavior that enable him or her to gain friends or to lose friends.
Descriptive Statement: Behavior that helps children make and keep friends includes: friendly attitudes,
being aware of others' feelings, sharing, using appropriate language and behavior, and accepting the
attitudes and feelings of others. Behavior that causes children to lose friends includes: verbal or physical
aggression; embarrassing or criticizing the friend; excluding the friend from activities; and violations of the
relationship, such as lying, gossiping, cheating, stealing, and breaking promises. Behavior in groups also is

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

discussed with emphasis on the rights and responsibilities of being a member of a group. Positive mental
health practices should be utilized when discussing behaviors.

3.3 Students will demonstrate skills needed to
work and play successfully in a classroom and
school community.

Aligned to the following revised 2015 VDOE health SOLs:

Descriptive Statement: Instruction may include


discussion of reciprocal helping behavior; being
aware of others feelings; sharing; using
appropriate language and behavior; and being
aware of the attitudes, feelings, and opinions of
others. Behavior in groups is discussed with
emphasis on the responsibilities of being a group
member.

3.3.o Demonstrate effective verbal communication skills, awareness of the attitudes, feelings, and opinions
of others, appropriate language and behavior, sharing, and reciprocal helping behavior to make and keep
friends.

3.1.s Identify positive ways to communicate and the benefits of having positive relationships with family
and friends.

3.3.p Practice positive interactions with family, peers, and others to promote personal health.
Corresponding VDOE Family Life Education SOLs:

3.1 The student will demonstrate a sense of belonging in group work and play.
Descriptive Statement: The child experiences cooperative group games and acceptance as a member of the
class. This involves reciprocal helping behavior and positive mental health practices. Participation in
groups, such as the scouts, is encouraged. Students will be introduced to appropriate and inappropriate
behavior of virtual groups on the internet.
3.9 The student will describe the types of behavior that enable him or her to gain friends or to lose friends.
Descriptive Statement: Behavior in groups also is discussed with emphasis on the rights and
responsibilities of being a member of a group.

12

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

3.4 Students will identify emotions which result


from changes in family life and changing
relationships with friends.

Aligned to the following revised 2015 VDOE health SOLs:

Descriptive Statement: Instruction may include


identifying emotions that result from changes
such as birth or adoption of a sibling, divorce of
parents, making new friends, going to a new
school, acceptance by peers, and loss of loved
one.

3.1.n Describe emotions that result from experiencing change, such as the arrival of a new family member,
making new friends, going to a new school, being accepted by peers, and losing a loved one.

Corresponding VDOE Family Life Education SOL:

GOES BEYOND HEALTH SOLS. Sensitive topics such as divorce and remarriage belong in discussion of
family, not general discussions of change. This should remain in FLE.

3.3 The student will become aware of the changes occurring in family life that affect daily living and
produce strong feelings.
Descriptive Statement: Changes which occur include moving to a new home, the addition or birth of a
sibling, the birth of a disabled child, death, illness, drug abuse, separation, divorce, remarriage, and
children leaving home. Children are assisted in adjusting to such changes on an individual basis through the
teacher-parent team approach to problem solving using positive mental health practices.

3.5 Students will identify ways that feelings are


expressed and identify effective strategies for
managing emotions.

Aligned to the following revised 2015 VDOE health SOLs:

Descriptive Statement: Instruction may include


appropriate self-expression of happiness, fear,
sadness, excitement, anger, and loneliness and

3.3.j Design effective strategies for expressing and managing emotions, which may include physical
activity, talking about feelings, reading, or creative expressions such as writing, art, music, and dance.

13

3.2.k Identify how emotions such as happiness, fear, sadness, excitement, anger, and loneliness can be
expressed positively or negatively.

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

recognize that emotions are universal and can be


expressed positively or negatively. Effective
strategies may include physical activity, talking
about feelings, reading, creative expressions such
as writing, art, music, and dance.

Corresponding VDOE Family Life Education SOL:



3.4 The student will give examples of healthy coping strategies for dealing with the feelings produced by
changes in the family.
Descriptive Statement: An essential component is providing a clear explanation of the changes which occur
in families. Healthy coping strategies include vigorous physical activity such as exercises and games; talking
about feelings; reading books; and creative expressions such as writing, art, music, dance, and drama. In
order to foster positive mental health, it is important that feelings be expressed openly in appropriate
ways.

4.1 Students will identify basic emotional, mental, Aligned to the following revised 2015 VDOE health SOLs.
and social needs and develop strategies to meet
DOES NOT ALIGN. Needs-based terminology does not align with the objectives below, is developmentally
those needs.
questionable, and is too open-ended as to how these social and emotional needs may be met.
Descriptive Statement: Instruction will include
emotional needs for love, security, belonging, and
trust; mental needs of being able to think and
learn; and social needs of being part of a group,
getting along with others, and having privacy.
Discussion may include varying needs among
individuals and how needs can be met.

4.1.q Examine the impact of self-concept on health and academic achievement.


4.2.o Recognize the importance of seeking assistance from a trusted adult when in unsafe or
uncomfortable situations.
4.2.q Describe how developing a healthy self-concept is an essential life skill.
4.3.l Describe the relationship of positive self-concept, meeting academic goals, and participation in co-
curricular and extracurricular activities.
Corresponding VDOE Family Life Education SOL:

4.4 The student will identify basic human emotions and effective ways of dealing with them.
Descriptive Statement: Emphasis is placed on understanding and dealing with strong emotions, both

14

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

positive and negative. Students learn how to deal with joy and exuberance, as well as those emotions
resulting from loss, rejection, divorce, death, illness, and moving. The student learns to manage
appropriate responses to these feelings and to avoid self-destructive or abusive behavior by using positive
mental health practices.

4.2 Students will identify and explore their
strengths and weaknesses.
Descriptive statement: Instruction will include
personal abilities and capabilities, recognition of
areas of challenge, and understanding that
individuals have different strengths.

Aligned to the following revised 2015 VDOE health SOLs.


GOES BEYOND SOLs: A personal discussion of a students strengths and weaknesses is needlessly invasive
and open-ended, and may not belong in a classroom with 30 other children. The objectives below do not
require the emphasis on self-disclosure described in the VDOE FLE recomendations.
4.1.q Examine the impact of self-concept on health and academic achievement.
4.2.q Describe how developing a healthy self-concept is an essential life skill.
4.3.l Describe the relationship of positive self-concept, meeting academic goals, and participation in co-
curricular and extracurricular activities.
4.3.i Identify strategies and resources to manage feelings that may result from loss and grief.

Corresponding VDOE Family Life Education SOL:

4.5 The student will develop awareness and acceptance of his or her strengths and weaknesses.
Descriptive Statement: This includes accepting personal responsibility for successes and failures, taking
pride in successes, and understanding that mistakes can result in positive learning toward success next
time.

15

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

4.3 Students will identify the need to assume


greater responsibility for self as an individual, as
well as responsibility within family, peer groups,
and larger community.

No direct alignment to revised 2015 VDOE health SOLs.

Descriptive statement: Instruction will include


current roles students have within their families,
groups either in school or out of school, and
larger community.

4.6 The student will become aware of the need to assume responsibility within the family and to function
effectively as a family member.

4.4 Students will identify basic human emotions


and effective ways of dealing with them.

Aligned to the following revised 2015 VDOE health SOLs:

Descriptive statement: Instruction will include


developing an understanding of, and dealing with
strong emotions, both positive and negative.
Emotions may include joy and exuberance, as well
as those emotions resulting from loss, rejection,
divorce, death, illness, and relocation. Instruction
will include managing appropriate responses to
these feelings and avoiding self-destructive
behavior.

4.2.j Describe coping skills for handling the emotions of loss and grief.

Descriptive Statement: Emphasis is placed on understanding and dealing with strong emotions, both
positive and negative. Students learn how to deal with joy and exuberance, as well as those emotions
resulting from loss, rejection, divorce, death, illness, and moving. The student learns to manage

16

FLECAC Rationale: The committee recommended this objective as non-FLE to be an extension of objective
4.2.
Corresponding VDOE Family Life Education SOL:

Descriptive Statement: The focus is on sharing tasks within the family and helping, supporting, and
communicating with family members. Special attention is given to appropriate assistance and support for
and communication with family members who have physical or mental disabilities.

4.1.n Identify feelings and emotions associated with loss and grief and their impact on health.
4.2.k Identify adults who can help manage feelings and emotions resulting from loss and grief.
4.2.r Describe how to exhibit self-control.
4.2.k Identify adults who can help manage feelings and emotions resulting from loss and grief.
4.3.i Identify strategies and resources to manage feelings that may result from loss and grief.
Corresponding VDOE Family Life Education SOL:
4.4 The student will identify basic human emotions and effective ways of dealing with them.

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

appropriate responses to these feelings and to avoid self-destructive or abusive behavior by using positive
mental health practices.

4.5 Students will develop an awareness of


individual differences and the importance of
respecting others.
Descriptive statement: Instruction will include
discussion of individuals with disabilities, and
differing ethnic and cultural backgrounds. Ways
to show respect for others will be included.

Aligned to the following revised 2015 VDOE health SOLs


GOES BEYOND HEALTH SOLs as to analysis and discussion of the differences between individuals.
4.1.o Explain the difference between teasing and taunting.
4.2.l Explain how teasing and taunting affects health.
4.2.n Recognize harmful or abusive relationships.
4.2.r Describe how to exhibit self-control.
4.3.k Practice communication skills to overcome common communication difficulties.

Corresponding VDOE Family Life Education SOL:
4.5 The student will develop awareness and acceptance of his or her strengths and weaknesses.
Descriptive Statement: This includes accepting personal responsibility for successes and failures, taking
pride in successes, and understanding that mistakes can result in positive learning toward success next
time.

4.7 Students will recognize the values and


challenges of friendship.
Descriptive statement: Instruction will include a
17

No direct alignment to revised 2015 VDOE health SOLs.


FLECAC Rationale: Friendship is included in the health SOLs in grades 1-3.

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

review of social and emotional needs and how


friendship may satisfy needs to belong to a group,
feel cared for, provide encouragement, and help
to feel positive about oneself. This may include an
understanding that it is okay for friends to
disagree.

5.1 The student will define self-concept and


identify ways to develop and maintain a positive
self-concept.
Descriptive statement: Instruction will include
recognition of abilities and capabilities; activities
that make them feel positive about themselves
such as academic success, achievement in
extracurricular activities, and meeting a personal
goal.

Corresponding VDOE Family Life Education SOL:


3.9 The student will describe the types of behavior that enable him or her to gain friends or to lose friends.
Descriptive Statement: Behavior that helps children make and keep friends includes: friendly attitudes,
being aware of others' feelings, sharing, using appropriate language and behavior, and accepting the
attitudes and feelings of others. Behavior that causes children to lose friends includes: verbal or physical
aggression; embarrassing or criticizing the friend; excluding the friend from activities; and violations of the
relationship, such as lying, gossiping, cheating, stealing, and breaking promises. Behavior in groups also is
discussed with emphasis on the rights and responsibilities of being a member of a group. Positive mental
health practices should be utilized when discussing behaviors.
Aligned to the following revised 2015 VDOE health SOLs:
5.1.n Identify strategies for managing stress.
5.2.i Practice strategies for managing stress.
5.2.p Recognize the importance of developing and maintaining a positive self-image.

Corresponding VDOE Family Life Education SOL:
5.7 The student will describe the effects of personal hygiene on one's self-concept.
Descriptive Statement: Discussion focuses on those bodily changes in puberty that require special attention
to cleanliness and their relationship to a positive self-concept and acceptance from peers. Proper use of
feminine hygiene products in relationship to cleanliness is included.

5.2 The student will identify roles, duties, and


responsibilities of family members.

No direct alignment to revised 2015 VDOE health SOLs.


Discussion of the changing roles of family life belongs in FLE.
FLECAC Rationale: Committee felt this objective is related to health SOL 5.3.i - Explain the benefits of

18

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

having positive relationships with family, friends, and neighbors.


Descriptive statement: Instruction will include
discussion of changing roles, duties, and
responsibilities of family members; and how roles
Corresponding VDOE Family Life Education SOL:
change throughout life.
5.9 The student will develop an increased understanding of the roles, duties, and responsibilities of family
members.
Descriptive Statement: The student can achieve this by defining the traditional and changing roles, duties,
and responsibilities of family members; by preparing for the lifelong adjustments required for his or her
changing roles; and by describing the emotional interactions involved in being a family member.
Nontraditional roles of males and females are discussed, and options for the lifelong goals of men and
women are presented.
5.3 Students will identify sources of peer pressure Aligned to the following revised 2015 VDOE health SOLs:
and develop effective strategies for saying no to 5.2.h Describe effective communication skills to request assistance in situations where alcohol, tobacco,
behaviors or activities that he or she perceives as inhalants, and other drugs are being abused.
wrong for him or herself.
5.2.q Demonstrate effective communication skills to address harassing behaviors.
Descriptive statement: Instruction will include
practicing refusal skills for situations such as, but
not limited to, rude behavior, smoking, alcohol or
drug use, theft, and vandalism.

5.2.r Describe how to report harassing behaviors at school and at home.


5.3.e Encourage others not to use alcohol, tobacco, or other drugs.
Corresponding VDOE Family Life Education SOL:
5.11 The student will develop skill in saying "no" to any social behavior or activity that he or she perceives
as wrong for him or herself.
Descriptive Statement: Discussion focuses on alternatives to situations such as rude behavior, smoking,
alcohol or drug use, theft, vandalism, violence, and premarital and unwanted sexual relationships.

19

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

5.4 Students will identify and practice effective


strategies for conflict resolution.

Aligned to the following revised 2015 VDOE health SOLs:


5.1.o Recognize the development of positive social skills as essential for building and sustaining
relationships.

Descriptive Statement: Instruction will include the


5.1.q Analyze the role of active listening in refusal and conflict resolution.
use of negotiation and compromise.


5.1.p Identify effective verbal and nonverbal communication skills that convey care, consideration, and
respect for self and others.
5.2.s Demonstrate how to show respect for individual differences.
Corresponding VDOE Family Life Education SOL:
6.12 The student will apply decision-making skills in problem-solving and in determining the possible
outcomes of his or her decisions.
Descriptive Statement: Instruction includes the steps in the decision-making process, problem solving, and
assertive communication skills. Using positive mental health practices, students relate decision-making and
problem-solving skills to actual adolescent problems--their own or situations presented in case problems.
The effects of decisions on lifelong goals are emphasized, and students predict the possible outcomes of
decisions made. Career and other options available are stressed as choices and are identified in the
decision-making process.

5.5 Students will identify causes of anger and


grief, and develop effective strategies for
handling these emotions.

Aligned to the following revised 2015 VDOE health SOLs:

Descriptive statement: Instruction will include


having a misunderstanding with a friend or family
member, an upcoming test or big game, the loss
of a pet or a friend moving. Discussion may
include talking to a parent, other trusted adult, or
friend; active listening skills; working on a hobby

Corresponding VDOE Family Life Education SOL:

20

5.2.o Manage emotions appropriately in a variety of situations.

4.4 The student will identify basic human emotions and effective ways of dealing with them.
Descriptive Statement: Emphasis is placed on understanding and dealing with strong emotions, both
positive and negative. Students learn how to deal with joy and exuberance, as well as those emotions

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

or another activity that is enjoyable.

resulting from loss, rejection, divorce, death, illness, and moving. The student learns to manage
appropriate responses to these feelings and to avoid self-destructive or abusive behavior by using positive
mental health practices

6.1 The student will describe personal


characteristics that can contribute to happiness
for self and others.

Aligned to the following revised 2015 VDOE health SOLs:

Descriptive statement: Instruction will include


self-discipline, positive self-concept,
independence, acceptance of others, concern for
the needs of individuals with disabilities, honesty,
respect for authority, and acceptance of
responsibility for self in relation to others.

6.1.p Identify personal characteristics that can contribute to happiness for self and others (e.g., self-
discipline, positive self-image, independence, acceptance of others, concern for the needs of individuals
with disabilities, honesty, respect for self and others, avoidance of self-harming behaviors).
6.3.m Demonstrate ways to show respect for individual differences, opinions, and beliefs.
6.3.n Set personal boundaries for privacy, safety, and expression of emotions and opinions.
6.3.o Assess positive and negative responses to criticism.
6.3.s Identify the relationships among personal actions, self-image, and personal success.
Corresponding VDOE Family Life Education SOL:
6.7 The student will describe personal characteristics that can contribute to happiness for self and others.
Descriptive Statement: This includes self-discipline, self-esteem, independence, acceptance of reality,
acceptance of others, tolerance, concern for the needs of disabled persons, loyalty, honesty, cooperation,
diligence, respect for proper authority, and acceptance of responsibility for self in relation to others. The
student will practice appropriate and positive personal and social responses.

6.2 The student will recognize the importance of


contributing to a constructive group activity and
the larger community.

Aligned to the following revised 2015 VDOE health SOLs:

6.1.q Analyze the factors that contribute to group success (e.g., respecting individual differences and
opinions, accepting responsibility, contributing positively, knowing when to lead and when to follow,
Descriptive statement: Instruction will include the dealing with conflict, using effective face-to-face and online communication skills).
importance of each individual accepting
6.3.m Demonstrate ways to show respect for individual differences, opinions, and beliefs.
21

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

responsibility, contributing positively to a group,


what contributes to group success or failure, and
how opportunities for leadership may be
presented.

6.3.q Practice ways to resolve conflict nonviolently.

5.8 The student will recognize the importance of contributing to a constructive group activity.

Corresponding VDOE Family Life Education SOL:

Descriptive Statement: The teacher emphasizes the individual's contribution to accepting responsibility,
how this relates to group success or failure, and how opportunities for leadership may be presented.
7.2 The student will explore changes in peer
relationships during adolescence.
Descriptive Statement: Emphasis is on the
increasing importance of peer relationships and
the effects of changing interests on friendships
during adolescence. Issues such as meeting new
people, fitting in, maintaining friendships, dealing
with peer pressure, and coping with changes and
loss in friendships are explored. Instruction will
also include a brief overview of the signs and
symptoms of depression and suicide and
resources for support.

No direct alignment to revised 2015 VDOE health SOLs.


This recommendation is too open-ended and needs to be more narrowly defined. As it stands it could
include any changes the instructor chooses, including dating (of and with any gender) and attraction to
peers. This topic belongs in family discussions or FLE. Topics in VDOE SOLs are more narrowly focused.
FLECAC Rationale: The committee felt this objective correlated to several health SOLs including:
7.1.l Analyze the benefits of stress management and stress-reduction techniques.
7.1.q Identify physical, social, and emotional factors that affect school success.
7.1.s Recognize the impact of difficult family situations on physical, social, and emotional health.
7.1.u Explain how violence, bullying, and harassment affect health and safety.
7.2.p Explain the benefits of emotional flexibility, stress management, and stress-reduction techniques
for emotional health.
7.2.q Develop achievable goals for handling stressors in healthy ways.
7.3.p Promote strategies for coping with disappointment and adversity.
7.3.q Promote help-seeking for mental health concerns.

Corresponding VDOE Family Life Education SOL:
7.12 The student will identify the issues associated with friendships.
Descriptive Statement: The student accomplishes this by identifying characteristics of each type of

22

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

friendship and how friendships can change through developmental stages. The student will identify the
characteristics of healthy and unhealthy relationships.

7.3 The student will describe how adolescent
development affects family relationships and
practice effective strategies for communicating
with family members.
Descriptive Statement: Instruction includes the
characteristics of strong families (commitment,
time together, appreciation, communication,
spiritual wellness, and coping with crisis) and
explores students changing roles and
responsibilities as they seek more independence
and privileges.

Aligned to the following revised 2015 VDOE health SOLs:


DOES NOT ALIGN WELL. The proposed language addresses a students relationship within his/her family,
presuming to address the students differentiation from his/ her family. The objectives below address
support for a student and how a student interacts with the outside world, not with their own family.
Again, because it deals with family life it should be FLE.
7.2.s Recognize the impact of difficult family situations on physical, social, and emotional health.
7.3.n Create strategies to address differences between family values and beliefs and those of friends.
Corresponding VDOE Family Life Education SOL:
7.1 The student will identify his or her role and relationships within the family.
Descriptive Statement: Content includes identification of personal interactions; communication skills; ways
of meeting emotional, physical, and intellectual needs; and the student's contribution to the family unit.
Students learn the positive benefits of personal sacrifice to support family goals and needs when such a
decision is indicated.

7.4 The student will explore personal safety issues Aligned to the following revised 2015 VDOE health SOLs:
relevant to the middle school years and identify
7.1.n Identify potential personal safety issues related to being home alone, caring for others, being in the
strategies for maintaining personal safety.
neighborhood and community, and being online.
Descriptive Statement: Instruction includes
identifying and avoiding risky situations. Topics
discussed include being home alone, babysitting,
and neighborhood and community safety.
Instruction will include how to respond to
23

7.3. t Identify ways to maintain a safe and healthy environment at school and at home.
Corresponding VDOE Family Life Education SOL:
5.12 The student will recognize threatening or uncomfortable situations and how to react to them.

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

approaches from unknown individuals in public


settings such as shopping malls.

Descriptive Statement: These situations may include walking alone, opening doors to strangers,
experiencing sexual abuse or incest, receiving obscene telephone calls or text messages, and facing
dangers found in shopping malls. Methods of self-protection and recognition and reporting of threats are
identified and stressed. The point is made, however, that most life situations are not threatening.

7.6 The student will utilize decision making


strategies to make healthy, safe, and responsible
decisions related to the physical, emotional, and
social changes that occur during the middle
school years.

Aligned to the following revised 2015 VDOE health SOLs:

Descriptive Statement: Instruction includes issues


related to friendships, school, family, peer
pressure, safety, the media, and alcohol, tobacco,
and other drugs. The decision to remain sexually
abstinent is presented as fundamental to
physical, emotional, and social well-being.

7.1.m Recognize harmful and risky behaviors.

GOES BEYOND HEALTH SOLs. Instruction about sexual behavior, including abstinence, belongs in FLE.
Generally discussions of physical, emotional and social changes are FLE, not Health.
7.1.i Explain the link between addiction to alcohol, tobacco, and other drugs, chronic disease, and engaging
in risky behaviors.
7.1.o Identify alternative to gang-related behaviors and acts of violence
7.1.q Identify physical, social, and emotional factors that affect school success.
7.2.k Describe types of advertising techniques used in a variety of media, to include social media, that may
influence adolescents decisions concerning alcohol, tobacco, and drug use, and gang involvement.
7.2.l Identify consequences of engaging in risky behaviors, to include alcohol, tobacco, and drug use gang
involvement, and imitating gang-related behaviors.
7.2.m Identify strategies for avoiding alcohol, tobacco, inhalants, and other harmful substances.
7.2.n Explain the influence of personal and family values and beliefs on individual health practices and
behaviors.
7.2.o Explain how peers influence healthy and unhealthy behaviors.
7.3.i Describe how family practices and customs promote positive health choices.
7.3.m Demonstrate how to influence others to make positive health choices.

24

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

Corresponding VDOE Family Life Education SOL:


7.4 The student will recognize that sexual behaviors are conscious decisions; that it is important to say "no"
to premarital, abusive, and inappropriate sexual relationships; and that appropriate relationships are based
on mutual respect, trust, and caring.
Descriptive Statement: Sexual feelings are interpreted as normal and to be expected, but not always to be
manifested in behavior. Instruction includes explanation of the differences between needs and desires,
assertive skills, problem solving or conflict resolution, and alternatives. Refusal skills are taught and
practiced by students. Characteristics of abusive relationships, which may also involve alcohol and other
drug use and abuse or inappropriate use of electronic devices such as phone or internet, are addressed. In
addition, the consequences of teenage pregnancy, the nature of sexually transmitted infections, and the
benefits of delaying sexual activity are discussed
7.7 The student will explore the relationship
among positive self-image, healthy development,
and healthy decision making during the middle
school years.

Aligned to the following revised 2015 VDOE health SOLs:

Descriptive Statement: Instruction includes


identifying personal strengths and developing a
plan for personal growth; understanding how
supporting and helping others improves self-
esteem; recognizing how involvement in school
and community activities can positively impact

7.2.n Explain the influence of personal and family values and beliefs on individual health practices and
behaviors.

25

GOES BEYOND HEALTH SOLs. Again, the recommendations are more open-ended than VA Health SOLs, as
the recommendations heavily emphasize personal development.
7.1.q Identify physical, social, and emotional factors that affect school success.

7.3.i Describe how family practices and customs promote positive health choices.
7.3.m Demonstrate how to influence others to make positive health choices.
7.3.n Create strategies to address differences between family values and beliefs and those of friends.

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

emotional, social, and community health; and


seeking support in coping with the many changes
of the middle school years

Corresponding VDOE Family Life Education SOL:


8.1 The student will relate stages of human development to his or her own developmental level.
Descriptive Statement: The student learns that people change as they age, according to their
developmental level--physically, mentally, and emotionally. Physical development and human anatomy are
reviewed. Stages of mental and emotional development are presented in relation to the student's present
developmental level with the goal of increasing his or her self-understanding and self-acceptance--now and
in the future. Commonly accepted theories of personal development are presented as they relate to the
student's own development.

8.1 The student will review the emotional and


social changes that occur during adolescence.
Descriptive Statement: Instruction focuses on
emotional and social development, the increased
importance of the peer group, and the effect of
brain development on decision making.

Aligned to the following revised 2015 VDOE health SOLs:


DOES NOT ALIGN. Emotional and social changes is not covered in the SOLs and is too open-ended a
topic, with a whole range of potential issues beyond what is addressed below, including dating and
sexual/gender identity.
8.1.l Describe the relationship between healthy behaviors and cognitive performance.
8.1.m Identify the benefits and risks of social networking.
8.2.n Evaluate the importance of developing relationships that are positive and promote wellness.
8.3.h Develop guidelines for using social networks.
8.3.j Identify ways for students to develop relationships that are positive, promote wellness, and prevent
gang involvement.
8.3.m Justify and encourage safe, respectful, and responsible relationships.
Corresponding VDOE Family Life Education SOL:
7.13 The student will realize the role of peers and the peer group during adolescence, and the nature and
purpose of dating.
Descriptive Statement: Discussion focuses on the qualities of friendship, the importance of participating in

26

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

peer groups that encourage the development of positive personal traits, and the nature of dating. Group
dating is presented as a positive first step in developing romantic relationships, demonstrating appropriate
and inappropriate dating behavior, utilizing positive mental health practices and fulfilling dating
responsibilities.
8.2 The student will practice applying the
decision-making process to situations related to
adolescent development.
Descriptive Statement: The decision-making
process includes identifying the problem,
determining alternatives; evaluating alternatives
based on personal, family, religious, moral, and
societal values; selecting an alternative that
promotes the well-being of self, family, and
community; acting responsibly; and evaluating
the results of actions to learn from the
experience.

No direct alignment to revised 2015 VDOE health SOLs.


This objective is too vague. WHAT situations related to WHAT ASPECT of adolescent development?
Decision-making can be discussed without placing the instructor in the position of assessing personal,
family and religious values of students.
FLECAC Rationale: Committee discussion focused on decision making being tied to brain development
which is include in grade 8 SOLs.

Corresponding VDOE Family Life Education SOLs:


9.4 The student will review and apply the decision-making process.
Descriptive Statement: Students practice methods of gathering information and applying the decision-
making process in practical situations. Emphasis is placed on the need for parental guidance, family and
personal values, knowledge, positive mental health practices, and reason as bases for decision-making.
8.3 The student will become aware of the need to think through decisions and to take responsibility for
them.

8.3 The student will identify influences related to


adolescent development that may lead to stress
and practice strategies for coping with stress in
positive ways.
27

Aligned to the following revised 2015 VDOE health SOLs:


8.1.r Explain the impact of failing to recognize issues related to emotional and mental health.
8.1.q Analyze the role of tolerance and resilience in coping with stress.
8.1.s Explain why seeking help for mental conditions are important.

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

Descriptive Statement: Instruction focuses on


how the physical, social, and emotional changes
of adolescence can lead to stress and negative
self-image. This includes analyzing stressful
situations, learning ways to manage stress, and
identifying helpful and harmful ways to cope with
negative feelings. Instruction includes a brief
discussion of grief and loss.


8.2.k Describe effective coping mechanisms for managing personal and family stress.
8.3.k Describe healthy ways to handle the emotional, psychological, and physical consequences of stress.
8.3.l Design a management plan to reduce stress.

Corresponding VDOE Family Life Education SOLs:


8.9 The student will identify the stresses related to changing relationships in the home, school, and
community.
Descriptive Statement: Emphasis is placed on the grief and adjustment processes associated with loss or
change resulting from such circumstances as illness, a disabling condition, death, separation, divorce, loss
of friendship, loss of income, or coping with substance abuse. The point is made, however, that changes
may bring new opportunities to form friendships and to engage in new activities; that some relationships
contain normal amounts of stress, especially in adolescents; and that stress is usually only temporary. The
student will utilize positive mental health practices in stress management.

8.8 The student will develop the coping skills needed to deal with stress.
Descriptive Statement: Students identify possible sources of stress (for example, parental, peer, and school
pressures; teenage pregnancy; and fear of HIV); and the positive and negative ways in which individuals
deal with these sources of stress. The point is made, however, that stress cannot be avoided and that it is
not all negative. Information is provided to counteract negative approaches to dealing with stress, such as
alcohol, drugs, and suicide. Students learn positive physical and mental techniques for coping with stress
(for example, exercise and sports, creative arts, religious activities and youth groups, and career-
development and life-management activities

28

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

8.4 The student will describe the symptoms of


depression and identify clinical depression as a
leading factor in suicide.
Descriptive Statement: This includes the
relationship between the changes of adolescence
and depression, the difference between feeling
depressed and experiencing clinical depression,
the warning signs of depression and suicide, and
sources of help.

Aligned to the following revised 2015 VDOE health SOLs:


8.1.t Describe the signs and symptoms of depression and suicide.

No Corresponding VDOE Family Life Education SOL

8.6 The student will explore issues related to


changes in social relationships during
adolescence.

Aligned to the following revised 2015 VDOE health SOLs:.

Descriptive Statement: This includes showing


respect for the strengths and weaknesses of
others and understanding that friendships can
influence us positively and negatively. Instruction
emphasizes that friendships with both genders
are important throughout life and that group
activities allow teenagers to learn about others
without the awkwardness, pressures, and risks
that can be associated with dating.

8.2.n Evaluate the importance of developing relationships that are positive and promote wellness.

29

GOES BEYOND HEALTH SOLs. Again, the scope of the recommendation lends itself to a much broader
reach, particularly depending on the discussions related to dating.
8.3.m Justify and encourage safe, respectful, and responsible relationships.
Corresponding VDOE Family Life Education SOLs:
8.4 The student will identify the issues associated with friendships.
Descriptive Statement: The student accomplishes this by reviewing the characteristics of appropriate and
inappropriate friendships, by discussing the qualities of a good friend, and by relating the characteristics to
changes as one continues to advance through the growth and development process.
8.5 The student will recognize the nature of dating during adolescence.
Descriptive Statement: Content includes the need for belonging, love, and affection, and the search for
one's own identity. In addition, students examine the difference between love and infatuation and become
aware that one learns about oneself from every relationship, and these experiences prepare one for the

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

challenges and responsibilities of marriage. The student will also recognize warning signs and
characteristics of potentially abusive dating relationships and negative mental health practices.

8.7 The student will identify family and personal Aligned to the following revised 2015 VDOE health SOLs:
expectations of dating relationships and
GOES BEYOND HEALTH SOLs. This general Health objective does not give license to instruct students on
investigate the influence of mass media messages
dating, and on family and personal expectations of dating. Again, this is too open-ended and not the
on dating and sexual behavior.
purview of the school, unless authorized by parents.
Descriptive Statement: Topics include peer

pressure, the explicit and implicit nature of media
messages about dating, how teens are influenced 8.3.m Justify and encourage safe, respectful, and responsible relationships.
by trends and fads, and strategies for dealing with
peer pressure and media influences. It is
Corresponding VDOE Family Life Education SOLs:
emphasized that families and cultures may have
different values and expectations about dating
8.5 The student will recognize the nature of dating during adolescence.
and that the age at which people become
Descriptive Statement: Content includes the need for belonging, love, and affection, and the search for
interested in dating varies among individuals.
one's own identity. In addition, students examine the difference between love and infatuation and become

aware that one learns about oneself from every relationship, and these experiences prepare one for the

challenges and responsibilities of marriage. The student will also recognize warning signs and
characteristics of potentially abusive dating relationships and negative mental health practices.
8.6 The student will interpret the messages in society related to sexuality.
Descriptive Statement: Students continue to discover and analyze messages about sexuality found in
advertising media, music and videos, television, films, the internet, printed materials, and graffiti. Students
also determine the impact of these messages on themselves and others and review how to counteract
30

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

negative effects. Positive alternatives to media immersion are discussed. Students will demonstrate how
these messages affect mental health issues related to sexuality.

8.8 The student will demonstrate strategies for
resolving conflicts that arise in families and peer
groups.

No direct alignment to revised 2015 VDOE health SOLs.

Descriptive Statement: This includes learning


effective communication and conflict resolution
skills and applying them through role play to
situations involving family and peer relationships.
The importance of taking responsibility for
resolving conflict in ways that show respect for
self and others is emphasized

FLECAC Rationale: Conflict resolution is a skill taught through health education at multiple grade levels.

8.11 The student will demonstrate resistance


skills.

Aligned to the following revised 2015 VDOE health SOLs:

Descriptive Statement: Instruction includes


assertive communication skills and refusal
strategies. Students practice applying these skills
to hypothetical situations relevant to the teen
experience.

Conflict resolution skills can be taught without targeting families. It is not the place of the instructor to
imagine and help role play scenarios of family conflict (!).
Corresponding VDOE Family Life Education SOL:
7.15 The student will increase his or her ability to listen to different points of view and to accept the rights
of others to a differing point of view.
Descriptive Statement: Positive communication skills are developed to enhance relationships and to
increase recognition of various points of view existing within families and society.

GOES BEYOND HEALTH SOLs. Saying no to sex and managing sexual feelings are FLE topics.
8.3.i Create a media campaign for the use of refusal and negotiation skills to avoid risky situations.
Corresponding VDOE Family Life Education SOLs:
8.7 The student will describe strategies for saying "no" to premarital sexual relations.
Descriptive Statements: The emphasis is on strengthening self-confidence and reinforcing assertive skills
and decision-making skills. Students learn why and how to say no to premarital sexual relations and to
situations that challenge their own values, how to manage peer pressure, and how to manage their own

31

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

sexual feelings.
8.13 The student will identify the effects and prevention of sexual assault, rape (including date rape),
incestuous behavior, and molestation.
Descriptive Statement: Content includes developing assertive skills, resolving conflict, avoiding risk
situations and saying "no. Characteristics of dating violence, electronic harassment, and abusive
relationships will be discussed. Information on referral services and legal implications are also provided.

8.12 The student will identify sources of help
Aligned to the following revised 2015 VDOE health SOLs:
within the community that can provide assistance
8.1.s Explain why seeking help for mental health issues is important.
with issues which affect adolescents.
8.3.n Identify resources for helping someone who is exhibiting self-harming behaviors.
Descriptive Statement: Resources for obtaining
8.3.o Create strategies for helping others prevent or get help with bullying.
information and support related to adolescent
physical and Emotional and Social Health are
Corresponding VDOE Family Life Education SOL:
addressed.
10.16 The student will compile a list of community agencies and resources available to assist individuals
and families.
Descriptive Statement: Examples of community resources to be listed are mental health services, social
services, religious organizations, private agencies, hot lines such as violence prevention, child abuse, sexual
violence and suicide, day-care centers, nursing homes, and the department of health.

32

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

9.1 Student will identify the family as a basic unit


of society and his or her responsibility as a
member of the family.

No direct alignment to revised 2015 VDOE health SOLs.

Descriptive Statement: Topics may include the


function of the family, family strengths, family
influences on society, identification of roles
within a family, and how those roles change
throughout life. Students will compare and
contrast their roles now with their possible roles
in the future.

FLECAC Rationale: Committee felt this objective was correlated to health SOL 9.1.p - Evaluate how social
environments affect health and well-being.

9.4 Student will identify factors that lead to


depression and suicide, and healthy coping
strategies for themselves and others.

Aligned to the following revised 2015 VDOE health SOLs:

Descriptive Statement: Review of depression and


suicide will be included. Factors may include
home relationships, friendship or dating
relationships, expectations, stressors, and
substance abuse. Coping skills may include
problem solving; stress reduction; developing
peer, family and community support systems; and
talking to a trusted adult.

33

Discussion and evaluation of family roles, composition, influences and values are not the purview of the
school. Once again, this recommendation is too open-ended.

Corresponding VDOE Family Life Education SOL:


9.2 The student will explain the importance of the family as a basic unit of society and his or her
responsibility as a member of the family.
Descriptive Statement: Topics include the function of the family, family forms, family strengths, and family
influences on society. The benefits, challenges, responsibilities, and value of marriage for men, women,
and children, and communities in society will be included.
9.1.l Identify signs, symptoms, and sources of stress and anxiety at home, at school, and with peers.
9.1.n Identify signs and symptoms of depression, risk factors for suicide, and risk factors for other self-
destructive behaviors.
9.2.q Develop a personal system for coping with distress and stress.
9.2.r Identify appropriate coping and resiliency strategies to manage symptoms of stress, anxiety, loss, and
depression
9.3.k Identify school and community mental health resources.
9.3.l Determine how to help a friend exhibiting signs of depression, anxiety, disordered eating, or other
self-harming behavior.

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

Corresponding VDOE Family Life Education SOL:


8.8 The student will develop the coping skills needed to deal with stress.
Descriptive Statement: Students identify possible sources of stress and the positive and negative ways in
which individuals deal with these sources of stressInformation is provided to counteract negative
approaches to dealing with stress, such as alcohol, drugs, and suicide. Students learn positive physical and
mental techniques for coping with stress (for example, exercise and sports, creative arts, religious activities
and youth groups, and career-development and life-management activities).
9.5 Student will identify factors that contribute to
healthy relationships in families, friendships, and
dating.
Descriptive Statement: Topics may include
communication skills, decision making, respect
for self and others (establishing personal
boundaries), and conflict resolution.

Aligned to the following revised 2015 VDOE health SOLs.


GOES BEYOND HEALTLH SOLs. Nowhere in the topics below is dating addressed.
9.1.q Identify causes of conflict with friends and family.
9.1.p Evaluate how social environments affect health and well-being.
9.2.s Demonstrate peaceful resolution of conflicts.
9.3.m Utilize appropriate resolution skills to prevent, prepare for, and manage conflict in a variety of
situations.
Corresponding VDOE Family Life Education SOLs:
8.4 The student will identify the issues associated with friendships.
Descriptive Statement: The student accomplishes this by reviewing the characteristics of appropriate and
inappropriate friendships, by discussing the qualities of a good friend, and by relating the characteristics to
changes as one continues to advance through the growth and development process.
9.5 The student will review the nature and purposes of dating.
Descriptive Statement: Topics include understanding family guidelines, the functions of dating, and coping

34

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

with the pressures experienced in dating situations. Students will discuss the signs of dating violence and
physically and mentally abusive relationships. Discussion also focuses on the importance of group dating,
rather than dating as a couple, in early adolescence.
10.1 Student will discuss gender specific health
concerns including the importance of conducting
particular self-examinations.
Descriptive Statement: Topics will include early
detection strategies (self-examinations and
medical examinations) and identification of
warning signs of breast cancer (female and male)
and testicular cancer. Instruction will include
breast self-examination (girls only) and testicular
self-examination (boys only).

Aligned to the following revised 2015 VDOE health SOLs:


GOES BEYOND HEALTH SOLs. Male/Female self-exams are an FLE topic for sex-separate classes.
10.1.e Identify regular screenings, tests, and other medical examinations and their role in reducing health
risks.
10.2.d Explain the importance of medical screenings and access to health care throughout life.
10.3.b Determine personal strategies for improving access to health care and medical services for different
stages of life.
Corresponding VDOE Family Life Education SOL:
9.10 The student will demonstrate understanding of specific health issues, including the ability to conduct
self-examinations.
Descriptive Statement: The focus is on factual information about menstruation, proper use of feminine
hygiene products in relationship to cleanliness, pre-menstrual syndrome, menopause, and male- and
female-specific concerns. Disease prevention through self-assessment and self-examination is reinforced
with emphasis on breast and testicular self-examination.

35

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

10.9 Student will describe his or her attitudes


toward dating while examining values, morals,
and ethics essential to positive dating
relationships.

No direct alignment to revised 2015 VDOE health SOLs.


This is ABSOLUTELY outside the purview of the school, especially in mandatory teaching. Values, morals
and ethics essential to dating should be the exclusive domain of a family unless parents wish for the
student to have this teaching from the school.

Descriptive Statement: Instruction will include


factors essential to the growth and maintenance
of healthy relationships. Signs of abusive
relationships (verbal, physical, emotional, sexual,
human trafficking, and Internet exploitation) will
be presented. Strategies for prevention and
dealing with abuse, human trafficking, and
exploitation will be discussed. Community health
resources for further information, assistance, and
support will be identified.

FLECAC Rationale: Committee felt healthy relationship elements are included in general health instruction.

Corresponding VDOE Family Life Education SOLs:


10.2 The student will describe his or her own attitudes concerning expectations of self and interpersonal
relationships.
Descriptive Statement: Appropriate friendships, dating or group activities, stages of developing
relationships, assertiveness, types of love, communication, and individual and family roles are stressed.
Discussion will include the expectations of virtual relationships.
10.3 The student will examine values, morals, and ethics essential to the growth and maintenance of
positive human relationships.

Descriptive Statement: The universal values of honesty, trustworthiness, self-control, responsibility for self
and others, and social justice are discussed as well as the development of moral and ethical systems.

10.7 The student will explain the factors to be considered in preparing for dating and marriage.
Descriptive Statement: Steps involved in relationships are identified, including friendships; dating (casual,
double/group, single, blind, steady, and leading to marriage); and mate selection. Steps to developing
positive, healthy relationships will also be discussed. Instruction should include identifying the
characteristics of dating violence and abusive relationships.
10.16 The student will compile a list of community agencies and resources available to assist individuals
and families.
Descriptive Statement: Examples of community resources to be listed are mental health services, social
services, religious organizations, private agencies, hot lines such as violence prevention, child abuse, sexual
violence and suicide, day-care centers, nursing homes, and the department of health.

36

Comparing Family Life Education Curriculum Advisory Committee (FLECAC) Proposed Objectives
with Virginia Department of Education (VDOE) Family Life Education (FLE) and Health Objectives
Column One -- Yellow highlighting indicates places where FCPS FLE Objectives & Descriptive Statements proposed to move to Health align with VDOE FLE Standards of Learning.
Column Two -- Non-Alignment with VDOE Health SOLs. In the upper section, FLECAC rationale is their defense of how the FLE Objective is supposed to align with new General
Health SOLs. Red text indicates our response to FLECACs rationale for moving these Objectives to Health. In the lower section, highlighted text show areas of exact or very
similar wording between FCPS and VDOE FLE Objectives.

37