Alpine School District Board Meeting to Vote about GSA

Alpine School District Board Meeting, 10-08-13, began 7:20
Members attending: Henshaw, Halladay, Sundberg, Burton, Carlson, Taylor, Hart, Vance (Secretary)
Members absent: Smith

Those of us supporting the GSA attending (8 of us):
Faculty advisor (FA), GSA president, two more students, an alumnus, myself, and two of my friends who both are active in our LDS church and have gay sons.

Community members attending included students doing a class assignment, those for other agenda topics, and Gayle Ruzicka, leader of Utah's Eagle Forum.

None of us knew what to expect. Before the meeting, we saw a sign-up sheet to speak three minutes to the board. I couldn't think at that moment. I felt that all of my hard work to get this far would be wasted if I were the one to speak, that somehow I would mess it up. Our FA was willing to speak and had experience from presenting the GSA to the school's faculty chair members.

While the issue of bus routes was being discussed, we were brainstorming about what the FA would say. As nervous as she was, she held it in with grace and composure.

The topic of school clubs was next. There were 80 applications for student clubs. The board had to vote to approve all or none.

Three speakers against the club spoke first and then our FA. Unbeknownst to me, the alumnus who joined us recorded all 4 three-minute speeches. (J, you are awesome!) Ruzicka was the first and used fear tactics to dissuade board members. Another speaker threatened to not vote for the board members, and the other used scripture to preach against homosexuality.

Here is Ruzicka and part of the second speaker:
https://soundcloud.com/ginac99/gayle-ruzicka-of-utah-eagle

Here is the second and third speaker followed by our faculty advisor. I really should transcribe what she said. It was wonderful. She starts at minute 6.30.
https://soundcloud.com/ginac99/end-2nd-speaker-3rd-speaker-fa

Then the board discussed. Here is a little of what was said:

Hart, from what I gathered, didn't like "rubber-stamping" all the clubs through without knowing the details. I think she wanted to vote on each individually or didn't want to vote at all.

Taylor emphasized that all clubs are to follow all laws, and there is to be no inappropriate discussion and activities.

Carlson brought up parent participation to be considered and that permission slips are mandatory for all students for all clubs.

Halladay, was very much against the GSA. He wished there was a closed session to discuss this. He felt a vote for the GSA would equal promoting it. He mentioned seeking legal counsel about the risks of having this club.

Sundberg warned about discrimination.

Henshaw, the superintendent, confirmed he sought legal counsel the day before. Every club that is being voted on had followed the policy prescribed by this school board. In order for the application to get this far, it had to be approved at the school level. Each club did what the board asked, including ours. To discriminately choose will be problematic. The board does have the right to change the policy and review applications one by one and have each faculty advisor meet with the board. But, by judging each of the 80 applications, it opens the board up to discriminate and, therefore, be subject to lawsuits. The legal councilor would not advise the board to "micro-manage." On the other hand, the board also has the right to reject all applications (all or nothing).

And then what happened was very anti-climatic. I don't recall what was spoken next, but I saw some hands go up then down, followed by more hands going up, then down. "Have it noted four ayes and two nays." And, then without skipping a beat they were talking about the next topic.

The eight of us sat there looking at each other with bewildered looks on our faces. The faculty advisor leans in and says, "I think we just got it." We still weren't sure. I was expecting something like, "We will now vote on passing the clubs including the GSA! (insert fanfare) All in favor of passing these clubs, vote 'Aye!'" It was nothing like that. We weren't clear about what was voted. Is there another step we have to take or another meeting?

My friends went home. The alumnus and I escorted the GSA students out while the FA waited until the meeting was over to confirm that we won.

We won.

Image credit: dreamstime dot com
(Hart and Halladay were the nays,
willing to get rid of all clubs just to prevent one.)

We Passed! Brief version

In case anyone is following this blog and waiting to hear the news, we were approved by the district's board by a vote of 4-2. I have been swamped with life and projects and can't write about it now.  I will submit a much better post worthy of such news including more details and recordings.

:)

Supplies for New GSA Officers

While we are waiting for the signatures to approve the GSA, I have put together folders for our new (and first!) officers. The folders include copies of:
-Contact Info of all faculty advisors and officers and informative links
-Signed Constitution
-Articles of Association
-Bylaws
-Addendum
-Tips on running a GSA
-Basic Parliamentary Procedure and How to Facilitate a Meeting
-Top 10 GSA Meeting Ideas
-The high school's Rules Governing Clubs

The color black doesn't have any significance. That was all that was left of this style of folder at the store I was in. The back-to-school supplies were slim-pickings. Black is rather sophisticated, though, don't ya think?

Image Credit: racheal1505 dot deviantart dot com

Legal Rights: Key Policy Letters from the Education Secretary and Deputy Secretary

Link: U.S. Dept of Ed: Key Policy Letters from the Education Secretary and Deputy Secretary

June 14, 2011

June 14, 2011

Dear Colleagues:

Harassment and bullying are serious problems in our schools, and lesbian, gay, bisexual, and transgender (LGBT) students are the targets of disproportionate shares of these problems. Thirty-two percent of students aged 12-18 experienced verbal or physical bullying during the 2007-2008 school year;¹ and, according to a recent survey, more than 90 percent of LGBT students in grades 6 through 12 reported being verbally harassed — and almost half reported being physically harassed — during the 2008-2009 school year.² High levels of harassment and bullying correlate with poorer educational outcomes, lower future aspirations, frequent school absenteeism, and lower grade-point averages.³ Recent tragedies involving LGBT students and students perceived to be LGBT only underscore the need for safer schools.

Gay-straight alliances (GSAs) and similar student-initiated groups addressing LGBT issues can play an important role in promoting safer schools and creating more welcoming learning environments.  Nationwide, students are forming these groups in part to combat bullying and harassment of LGBT students and to promote understanding and respect in the school community.  Although the efforts of these groups focus primarily on the needs of LGBT students, students who have LGBT family members and friends, and students who are perceived to be LGBT, messages of respect, tolerance, and inclusion benefit all our students.  By encouraging dialogue and providing supportive resources, these groups can help make schools safe and affirming environments for everyone.

But in spite of the positive effect these groups can have in schools, some such groups have been unlawfully excluded from school grounds, prevented from forming, or denied access to school resources.  These same barriers have sometimes been used to target religious and other student groups, leading Congress to pass the Equal Access Act.

In 1984, Congress passed and President Ronald Reagan signed into law the Equal Access Act, requiring public secondary schools to provide equal access for extracurricular clubs.  Rooted in principles of equal treatment and freedom of expression, the Act protects student-initiated groups of all types.  As one of my predecessors, Secretary Richard W. Riley, pointed out in guidance concerning the Equal Access Act and religious clubs more than a decade ago, we “protect our own freedoms by respecting the freedom of others who differ from us.”⁴ By allowing students to discuss difficult issues openly and honestly, in a civil manner, our schools become forums for combating ignorance, bigotry, hatred, and discrimination.

The Act requires public secondary schools to treat all student-initiated groups equally, regardless of the religious, political, philosophical, or other subject matters discussed at their meetings.  Its protections apply to groups that address issues relating to LGBT students and matters involving sexual orientation and gender identity, just as they apply to religious and other student groups.

Today, the U.S. Department of Education’s General Counsel, Charles P. Rose, is issuing a set of legal guidelines affirming the principles that prevent unlawful discrimination against any student-initiated groups.  We intend for these guidelines to provide schools with the information and resources they need to help ensure that all students, including LGBT and gender nonconforming students, have a safe place to learn, meet, share experiences, and discuss matters that are important to them.

Although specific implementation of the Equal Access Act depends upon contextual circumstances, these guidelines reflect basic obligations imposed on public school officials by the Act and the First Amendment to the U.S. Constitution.  The general rule, approved by the U.S. Supreme Court, is that a public high school that allows at least one noncurricular student group to meet on school grounds during noninstructional time (e.g., lunch, recess, or before or after school) may not deny similar access to other noncurricular student groups, regardless of the religious, political, philosophical, or other subject matters that the groups address.

I encourage every school district to make sure that its administrators, faculty members, staff, students, and parents are familiar with these principles in order to protect the rights of all students — regardless of religion, political or philosophical views, sexual orientation, or gender identity.  I also urge school districts to use the guidelines to develop or improve district policies.  In doing so, school officials may find it helpful to explain to the school community that the Equal Access Act requires public schools to afford equal treatment to all noncurricular student organizations, including GSAs and other groups that focus on issues related to LGBT students, sexual orientation, or gender identity.  Officials need not endorse any particular student organization, but federal law requires that they afford all student groups the same opportunities to form, to convene on school grounds, and to have access to the same resources available to other student groups.

The process of revising or developing an equal-access policy offers an opportunity for school officials to engage their community in an open dialogue on the equal treatment of all noncurricular student organizations.  It is important to remember, therefore, that the Equal Access Act’s requirements are a bare legal minimum.  I invite and encourage you to go beyond what the law requires in order to increase students’ sense of belonging in the school and to help students, teachers, and parents recognize the core values behind our principles of free speech.  As noted in our October 2010 Dear Colleague Letter and December 2010 guidance regarding anti-bullying policies, I applaud such policies as positive steps toward ensuring equal access to education for all students.

Thank you for your work on behalf of our nation’s children.

	Sincerely,
	/s/
	Arne Duncan

Enclosure  MS Word (43 K)

¹Dinkes, R., Kemp, J., and Baum, K. (2010). Indicators of School Crime and Safety: 2010. (NCES 2010-012/NCJ 228478). 42 National Center for Education Statistics: Washington, DC.

²Kosciw, J. G., Greytak, E. A., Diaz, E. M., and Bartkiewicz, M. J. (2010). The 2009 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools, 26, New York: GLSEN.

³GLSEN, at 46-8.

⁴U.S. Department of Education, “Secretary’s Guidelines on Religious Expression in Public Schools,” August 1995.

Image Credit: lgbtprogres dot me

Application Has Been Turned In

Last Wednesday, August 28, the application and packet for the GSA was submitted to the principal of the high school. Included in the packet was our constitution with 14 student signatures, the Articles of Association, bylaws, and the student letters written last Spring. The copies were on bright yellow paper (except for the constitution and signatures which was on rainbow paper) so the application would be easy to find. One of our faculty advisors said several years ago she helped students turn in applications to start a similar club by a different name, but the applications kept getting "misplaced" by administration and/or district. (The students gave up.) Hopefully, there are new people there now.

Last Wednesday was also the 50th Anniversary for Dr. Martin Luther King, Jr.'s "I Have A Dream" speech. :)

May I randomly add that we have three official faculty advisors and two unofficial faculty advisors? We are so blessed!

The students were looking forward to participating in tonight's Club Tailgate to promote the GSA club. We can't, however, participate until the club is officially approved, which could take several weeks. Disappointing, I know, but I told the students this will give us time to be more prepared, to have ideas for meetings, a service project plan, etc. When we are official, we can present ourselves as an organized unit whereas right now we are kind of like, "Um, what do we do next?" which is what I'm constantly asking myself. LOL

Image Credit: nomoredownlow dot tv

Our Official Sign-Up Sheet

The lines are misaligned here. I'm leaving them that way in case anyone wants to copy and paste it to a word processing program where the lines should line up there. And, yes, I will print this on rainbow paper.

(  ) High School Gay Straight Alliance

I am signing this to show interest in becoming a member of a Gay Straight Alliance Club (GSA) at ( ) High School. The purpose of this club is to provide a safe and supportive environment for all students including Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) students, their Straight allies, and students with LGBTQ family.  The club plans to work towards providing a safe, neutral, and supportive environment to students affected by a lack of understanding.

Students Name Cell or email to inform you of our club meetings

___________________________    (_____)______-________    ___________________________@___________

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Image Credit: the royal store dot com

Our School's Application for Clubs, Rules, and Constitution Example

During my visit with the school's administrator, I was given an application for the club's charter, a list of rules governing clubs, and an example of a club's constitution. I have a phone app that takes a picture of the documents and turns them into pdf format. They turned out a little blurry -- it's not your eyes. :)

Application for Club Charter

Rules Governing Clubs

Club Constitution Example (we have our own as previously posted August 16th.

Our Official By-Laws

Bylaws

The ( ) High School GSA Club

Adopted (8/13/2013)

Section One – Officers

The ( ) High School GSA shall be governed by 6 elected officers of the student body, who are elected in the second week of May or every year and whose term begins on the last day of the school year. The club shall have a minimum of one advisor acting as both a representative of the school administration and on behalf of the faculty.

Officers are expected to keep a GPA of 3.0 and above. No officer shall be eligible for election without prior signed consent of the club advisor.

Section Two – Elections of officers

All candidates who wish to be officers of the ( ) High School GSA shall submit to the advisor two weeks before elections an application and written declaration of why they are declaring their candidacy. It shall be the responsibility of the advisor to administer elections to ensure fairness. There shall be 6 elected officers and they are as follows:

• President, Vice President, Secretary, Senior Class Representative, Junior Class Representative, and Sophomore Class Representative whose responsibilities are listed in Addendum A.

-Sophomore class representative shall be elected the first week of October and shall submit the same application and declaration of candidacy to the advisor before the end of September.

Section Three – Officers Disciplinary Procedures

If it is decided by a member of the GSA that an officer is not performing their duties, it is the responsibility of that member to inform the advisor of their complaint. Once the advisor receives 3 complaints or as defined by a majority of the club during the first month of the school year, or a serious enough complaint as defined by the advisor, it is the advisor’s duty to verbally inform the officer in question of the complaints, while protecting the identity of the complain-tees. This shall be the first verbal warning, and they shall be given a minimum of two weeks, or a period of time decided by the advisor, to change their behavior. After this time, if the officer in question has not changed or improved their behavior, or satisfactorily performed their duties, a second verbal warning shall be issued. After the second period of warning of minimum of another 2 weeks, if the officer in question still has not modified their behavior to the satisfaction of the members, they shall be asked to resign from their position by the advisor.

All of these procedures and warnings will be known by the other officers within the GSA so that they may support and assist the officer in question in satisfactorily performing their duties and adjusting their behavior to fit the needs of the general membership and the GSA club.

If an officer’s GPA drops below an average of 3.0, they will be able to continue attending presidency and general meetings but will not be given any responsibilities or tasks until their GPA has risen to a 3.0 or higher.

If an officer’s GPA drops below an average or 2.0, they will be asked to temporarily step down from their office until their GPA has risen to an average or 3.0 or higher. They will also be ask to not attend regular presidency meetings but will still be able to attend general meetings and club activities.

If a member of the presidency is involved in sexual harassment as defined by ( ) High School and/or Alpine School district, or if they partake in any form of drugs and/or alcohol, they will be required to immediately resign from their position.

Section Four – Terms of Office for Officers

GSA Officers are elected for a 1 year term. If an officer resigns from their position before the completion of their term then the elected replacement will complete the remainder of the term. A replacement must be elected within one month of an officer’s resignation. If the president resigns before the end of their term then the vice president will immediately become the club president and a replacement vice president shall be elected in the manner previously mentioned.

Section Five – Voting

Prior notice of a minimum of one week shall be given to the general membership before a vote or election is held and a majority ballot vote is required to be an elected officer.

Section 6 – Meetings

The exact date, time, and location will need to be determined to best suit the advisor’s schedule. Any member of the student body may attend meetings. If a meeting is cancelled, it is the responsibility of the officers to inform the membership and in addition, place notification on the meeting room door.

Section 7 – Rules of Order

All meetings shall be conducted by the president unless another officer has been asked to conduct the meeting. It is the responsibility of the president to call meetings to order and end them according to the time constraints laid out in the agenda of the meeting.

-Basic parliamentary procedures adapted from Roberts Rules of Order will be used.

Sections Eight – Bylaws

The bylaws shall be adopted by the officers and advisor before the end of the month of September of each year. It is also the responsibility of the officers to review school and district policies and procedures and if any section of these bylaws is found in conflict with any policy or procedure of the school and/or district then that section shall be amended and adopted by the officers, advisors, and members of the club unless said school or district Policy is thought to be discriminatory, state and/or federally unconstitutional, or going against this club’s, GSA of ( ) High School, constitution.

If a district or school policy or procedure is found to be any of the above mentioned, it will be brought to the attention of the school and/or district as well as one of the following third parties so that an investigation may take place. Those third parties are as follows; National Association of GSA Networks (Gay-Straight Alliance), Utah QSA Network (Queer-Straight Alliance), ACLU of Utah (American Civil Liberties Union), and GLSEN (Gay, Lesbian, and Straight Education Network).

Addendum (A)

( ) High School GSA

Adopted (8/13/2013)

Officers 

The Responsibilities of the GSA Club officers shall include but not be limited to the following:

• Set overall strategy and calendar for the GSA club.
• Plan and lead club business, meetings, and activities.
• Lead efforts to revise the Articles of Association, Bylaws, and Addendum as needed to satisfy the requirements of the school and club.

President

The President’s responsibilities include:

• Supervising, facilitating, and coordinating GSA activities and meetings
• Calling and presiding over regular and special meetings of the club.
• Working in conjunction with the officers to create and plan meetings and programming of the GSA
• Serve as primary student liaison with the school.

Vice President

The Vice President’s responsibilities include:

• Coordination of all fundraising activities.
• Preparation of meeting and activity space.
• Assume the responsibilities of the president if said president cannot complete their term or attend the meetings and/or activities.
• Work with the President to create and implement programming for the GSA clubs.

Secretary

The Secretary’s responsibilities include:

• Preparation and documentation of minutes and agendas of the GSA club.
• Recording and documenting club history (includes photographing events)
• Drafting and writing any Club publications or press releases.

Senior Class Representative

The responsibilities of the senior class representative include:

• Liaison of members in their grade level
• Working with class officers of the school for their grade level to learn about potential opportunities for involvement of the GSA club, i.e. parades, dances, pep rallies, publicity and education events.
• Responsibilities of Public Relations such as: informing school and local media of club activities and events (including writing of media publications in conjunction with the Club secretary), and promoting the club in school and local media.

Junior Class Representative

The responsibilities of the junior class representative include:

• Liaison of members in their grade level.
• Working with class officers of the school for their grade level to learn about potential opportunities for involvement of the GSA club, i.e. parades, dances, pep rallies, publicity and education events.
• Also the responsibilities of treasurer such as; tracking and documentation of budget and club fundraising, and to work with the vice president in planning possible and future fundraisers

Sophomore Class Representative

The responsibilities of the sophomore class representative include:

• Liaison of members in their grade level.
• Working with class officers of the school for their grade level to learn about potential opportunities for involvement of the GSA club, i.e. parades, dances, pep rallies, publicity and education events.
• Communication with President and other officers about incoming and youth students needs as the newest members of the student body
• Oversee, in conjunction with the club officers and Club advisor, outreach to local middle/junior high schools.

Advisor

The responsibilities of the club advisor include:

• Overseeing and monitoring the appropriate behavior of all members and officers of the QSA Club.
• Overseeing and conducting fair and honest elections for officers within the club
• Acting as a supportive and mature influence to foster a positive, healthy, and inclusive environment for club membership.
• Working with students as a liaison between students, parents, and school administration.

Our Official Articles of Association

Articles of Associations

The ( ) High School GSA Club

Adopted (8/13/2013)

Article One – Name

The name of this organization is the ( ) High School Gay-Straight Alliance Club, hereinafter referred to as (GSA).

Article Two – Purpose

The ( ) High School GSA is an affiliate of, and chartered by the members of the student body of ( ) High School, and is a social, support, and advocacy club for students of ( ) High School. The club and members therein will bring together members of the student body to promote a supportive and affirmative environment that is friendly and respectful of all students of ( ) High School regardless of their sexual orientation, gender identity, and gender expression. We will work to end all forms of discrimination on our campus and in our community.

Article Three – Membership

( ) High School GSA membership is a benefit for all interested persons belonging to the student body of ( ) High School, whether gay, straight, transgender, or anywhere on the spectrum of identification. The only requirement for membership of the GSA is to complete and submit a parent permission form as issued by the State of Utah and Alpine School District. Those students who have not submitted a parent permission form will still be allowed to attend regular meetings but may not be allowed to participate in club activities on and off campus.

Article Four – Amendment of Articles of Association

Amendments shall take place when a member of the presidency of the club has submitted a proposal for an amendment. The amendment must gain a majority vote by the presidency of the club at which point it will be proposed to the general membership of the club which must vote with a minimal 2/3 vote in the affirmative in order to pass.

Procedure for proposal of an amendment must first be made during a regular presidency meeting. If passed, it will be added to the agenda of the following general club meeting at which point it will be voted on by the general membership of the club.

Image Credit: flicker dot come

Our Official Constitution

The ( ) High School GSA Club Constitution

We, the members of ( ) High School GSA Club hereby stand for the equal treatment of all humanity by a vow of membership. We, as members, pledge to end all forms of discrimination in our school. We accept with full knowledge of the mission principles and structure of this GSA Club all responsibilities and obligations that membership entails. With this pledge comes a strong belief in the abolition of misinformation and discrimination that currently leads to the mistreatment and harm of our fellow students.

We hereby declare that we will provide a safe, neutral, and supportive environment to students affected by a lack of understanding. We pledge to uphold all obligations as students at this school and will obey all policies of ( ) High School. It is with willful intention that we enter into membership of this club and we accept the responsibilities that this entails. 

It is our obligation as members of this club to act as respectful ambassadors of dignity to convey a message of the utmost kindness to all students at our school. It shall, upon joining, become our mission to educate and advocate to our peers, teachers, and elders on behalf of those who are misunderstood. As members we pledge to uphold all beliefs of equality and dignity that every member of the student body deserves.

In joining and placing our signatures below we seek to show our commitment to a fairer, and more just society and enter into an agreement with the respectable administration that we will provide a safe, judgment free and supportive environment for any member of the student body who wishes to find acceptance. 

Sincerely,

Image Credit: blugraphic dot com

ACLU Tips on Starting a GSA (and Legal Support)

Link: ACLU Tips on Starting a GSA   (Printable Version HERE)

November 1, 2011

Gay-Straight Alliances, or GSAs, are student-led and student-organized school clubs that aim to create a safe, welcoming, and accepting school environment for all youth, regardless of sexual orientation or gender identity. GSAs provide a supportive environment for lesbian, gay, bisexual, and transgender (LGBT) students, as well as those who are perceived by others to be LGBT, are questioning their identity, have LGBT friends or family members, or just care about LGBT issues.

GSAs help make schools safer for all students by providing support, educating others in their school about LGBT issues, and engaging in awareness activities like the national Day of Silence. GSAs also allow LGBT and straight students to work together to take on issues that affect all students, including harassment and discrimination based on sexual orientation, gender identity, and gender expression.Research has shown that LGBT students hear fewer homophobic slurs, experience less harassment, have better attendance, and feel safer at schools that have GSAs. Like any club, what a GSA does is up to its members, but it often includes things like pitching in on community service projects and getting together for social activities.

While school administrators sometimes balk at allowing students to start GSAs, federal law guarantees that students at public high schools have the right to do so. Under the law, there are two types of clubs in public high schools: curricular clubs (those that relate directly to things that are taught in the school, like the Math Club), and non-curricular clubs (those that don't relate directly to things that are taught in the school, such as the Key Club or Chess Club). The federal Equal Access Act says that if a public high school allows students to form any non-curricular clubs at all, then it must allow students to form any non-curricular club they want — and it also has to treat all non-curricular clubs equally. If you're trying to start a GSA at your school and your administration tries to stop you, or if doesn't allow the GSA to do things that it lets other non-curricular clubs do, keep reading for tips on what to do.

Starting a Gay/Straight Alliance

Here are the basic steps to starting a GSA at your school. Chances are you'll be able to start your GSA with no problems - after all, over 4,000 GSAs already exist in every state in the nation. Sometimes, though, administrators, parents, or other students try to stand in the way of GSAs. In case that happens at your school, we're including information on how to handle opposition.

1. Be Able to Explain Why You Want to Start a GSA

Some of the people you have to talk to along the way may ask you why you want to start a GSA. That's not a bad question to ask yourself. Under the law, you don't have to have a reason to start any non-curricular club. But it's important to be able to rationally explain your reasons for wanting a GSA to people who oppose you or just want to know more about what the club is all about. Is anti-gay harassment a problem at your school? Do LGBT students or allies who want a safe, supportive space where they can be themselves? Those are both really good reasons to start a GSA.

2. Find Out Your School's Rules for Setting Up a Club

Starting a GSA is just like starting any other school club. Get a copy of your student handbook, and look up your school's requirements for student organizations so that you can be sure to follow the rules carefully. If it's not in the student handbook, ask an administrator, guidance counselor, or the faculty sponsor of an existing club what steps are required to start a club. Some of the things you may have to do are find a faculty advisor or write a constitution or mission statement. Be sure to do everything you're supposed to do according to the school's rules.

3. Find a Faculty Advisor or Sponsor

Most schools require that clubs have faculty advisors or sponsors. And even if your school doesn't require one, it's not a bad idea to have one. Ask a teacher (or, if your school allows them to be club sponsors, a staff member like a counselor or librarian) who has shown herself or himself to be supportive of LGBT students to be the advisor or sponsor for your GSA. Your faculty advisor can help with things like writing a constitution and explaining why you want to start a GSA to others. Keep in mind that if your school isn't very friendly to the idea of a GSA, some teachers who want to help may be more comfortable doing so in a more behind-the-scenes way.

4. Tell the Administration That You Want to Start a GSA

Talk to your school principal or assistant principal and let him or her know that you plan to start a GSA. A supportive administrator can really help you move things along, and if he or she isn't supportive, then at least you'll know where you stand, which will help you figure out what to do next. If he or she says that a GSA won't be allowed, ask why so that you can prepare yourself to address his or her concerns, and tell him or her that preventing a GSA from forming is against the law under the federal Equal Access Act. Be respectful and don't get into a big fight about it — for now, just make note of what reasons he or she gives you. You can take the time to respond to your administrator's arguments against forming a GSA in the next step. See "Common Arguments Against GSAs — and Why They're Wrong" below for responses to some of the reasons school administrators say they won't allow a GSA.

5. Prepare and Turn In Any Necessary Paperwork

Make sure you follow the rules thoroughly and correctly. If you have to write a mission statement about your GSA, check out some examples from other GSAs around the U.S. This is a good time to address any concerns or arguments your administrator may have brought up earlier. If you anticipate problems with your application, you might want to contact the ACLU now — we can offer suggestions and advice for how to prepare your application to form the club. Keep dated copies of any forms or other paperwork you have to turn in for your club application, and keep notes on when and to whom you turned them in to as well as any conversations you have with school officials about starting the club. Print out and keep copies of any emails you've exchanged with school officials about the GSA, too. If your school gives you any trouble later about starting your GSA, then at least they won't be able to say they're doing it because you didn't sign a required form or made some other mistake with your application.

If the School Says No

If your school turns you down, tells you that you have to change the name of your GSA or that it can't be focused on LGBT issues, tells you that students have to have parental permission to join the GSA when it doesn't require that for other clubs, or tries to tell you that the GSA can't do things that other clubs get to do like have a photo in the yearbook or make club announcements, you should contact the ACLU. We might be able to help!

If the School Says Yes…

6. Start Meeting!

Congratulations! Check out our library of resources on LGBT school issues for links to materials that can help you come up with meeting topics and activities and more information on your rights.

7. Common Arguments Against GSAs — and Why They're Wrong

"We can't let our students have a club that's about sex."

GSAs are NOT about sex. GSAs are about valuing all people regardless of whether they're gay, straight, bisexual, transgender, or questioning. Like any other club GSAs offer students with a common interest a chance to connect and give students a respite from the day-to-day grind of school. They're about creating a supportive space where students can be themselves without fear and making schools safer for all students by promoting respect for everyone. A GSA meeting is no more about sex than the homecoming dance or any other school-sponsored activity. And several federal courts have ruled in favor of GSAs when schools have used this as an excuse to try to stop them from forming.

"We can't let outsiders come in and start this kind of club in our school."

Outsiders don't form GSAs. GSAs are started and led by students. While there are a couple of organizations that have tried to create contact lists or loose coalitions of the over 4,000 GSA clubs across the country, GSAs aren't chapters of some larger organization. There is no big, evil national GSA conspiracy out there trying to get its hands on the youth of America. And according to the federal Equal Access Act, students can start any kind of non-curricular club at their schools that they want.

"It's just too controversial."

Sure, a GSA may be controversial, but it's illegal for schools to use that as excuse to silence them. If other students, parents, or community members are in an uproar over a GSA, the school's responsibility is to address those people's concerns - not shut down a group that is peacefully doing its thing just because some people don't like it. Besides, when a GSA becomes a point of contention in a community, it really only proves the need for the GSA to exist in the first place. And again, several federal courts have ruled in favor of GSAs when schools have used this as an excuse to try to stop them from forming.

"If we let students start a GSA, then we'd have to let students form any other kind of club they want. What if they wanted to start a KKK club?"

If a club's purpose is to harass or intimidate other students, then the club is disruptive to the educational process and the school can stop it from forming — so this kind of argument just doesn't fly. Letting students start a GSA doesn't mean all those other crazy sorts of clubs some school say they're so scared of are going to materialize out of thin air. Have a lot of students been approaching your school about starting a KKK club? We really doubt it!

Got any questions? Want some advice on starting your club? Contact the ACLU! Your contact with us will be kept confidential, and we won't contact your school or do anything without your okay.

Good luck with your GSA!

Image Credit: brodylevesque dot blogspot dot com

Appointment with Vice Principal Report

I met with the vice principal yesterday, who was very helpful. Here's some highlights from the meeting.

His advice about having a successful club:
-Make it inclusive
-Plan positive things to do around school
-be visible but not overbearing

He supplied us with a club application form. Once filled out, we take it for approval by the administration. If this is done before "Club Rush Week," then we can participate in it. GSA members set up a "station" to advertise/inform students about the new club and attract new members. In order to make it in time for that, we must:
-Have our application ready (there are several things we have to decide together)
-Need signatures from Faculty Advisor and 10 student members (we only have 7 so far)
-Contact Student Council to set up station for Club Rush Week.

If we don't do it in time for CRW, that's okay. We can still apply for the club.

I asked him for faculty names for a possible co-faculty advisor. He needs to think about it.

He thought the club was needed. He mentioned some community members may not understand and object. (Which, imo, shows even more the benefit of the club).

I gave him the Family Acceptance Project booklet, "Supportive Families, Healthy Children."

Appointment with Vice Principal

I want to inform the school's administration our plans for starting a new school club and hopefully receive guidance that we are following all the steps necessary. I will bring the student letters and a copy of the Family Acceptance Project's Supportive Families, Healthy Children booklet. I should also bring a list of what I understand the club-starting steps are.

I asked the GSA group who is the friendliest administrator. They said the principal was very nice, but they weren't sure how he would be about the idea of a GSA. Several also felt one of the vice principal would be kind and approachable. Okay then!

It's on Monday. I'm a little nervous. 

Yesterday, before opening my fortune cookie,
I jokingly held it up to my forehead and asked,
"Will my meeting with the vice principal on
Monday be successful?"
The answer.

Image Credit: lilacsbloom dot blogspot dot com

Creating a FB Group for Planning Purposes

Thank goodness for social media. I created a Facebook group "GSA ( )HS Planning Committee" for us to use to conduct our meetings. With everyone's busy summer schedules, it would have been difficult to plan an in-person meeting where everyone could attend. So far, each GSA member has a FB account and could participate. I post a topic for us to discuss, and all can see it at their convenience.

Now... if I could just get the summer to slow down. 

My husband took this photo from his flight.
SLC International Airport with Salt Lake City
in the background.

District's Bullying Policy

District's Bullying Policy Link

POLICY NO. 5181 -- BULLYING

1.0 PHILOSOPHY

• Alpine School District is committed to provide students with safe and secure learning environments and believes a student’s ability to achieve academically can be reduced by bullying. Bullying can affect a student’s attendance as well as his/her sense of well-being. Bullying may result in physical illness, mental and emotional anguish and long-term social consequences.

2.0 DEFINITIONS

1. 2.1 Bullying is defined as aggressive behavior that is intended to cause harm or distress, exists in a relationship in which there is an imbalance of power or strength and may be repeated over time. Bullying may be physical, verbal/written or psychological.
2. 2.2 Physical bullying includes, but is not limited to, pushing, grabbing, pinching, shoving, poking, tripping, kicking, hitting and destroying property.
3. 2.3 Verbal/written bullying includes, but is not limited to, name calling, mean teasing, spreading false rumors, intimidation, sexual comments, harassing and threatening comments which are communicated verbally, in writing or through electronic media. (Cyber bullying)
   1. 2.3.1. Cyber bullying means using e-mail, web pages, text messaging, blogs, instant messaging, three-way calling or messaging or any other electronic means for aggression, intimidation, or harassment against another person. Examples include, but are not limited to, sending mean, vulgar, or threatening messages or images; posting inappropriate pictures of or sensitive, private information about the victim; pretending to be someone else to hurt that person; rude comments; lies; stalking; threats; extortion; harassment; and transmission of unflattering or embarrassing photographs.

3.0 PROHIBITION OF BULLYING

• Alpine School District prohibits bullying of students by other students at school or at school related functions (Ref: Utah Code 53A-11a-301). All victims of bullying and all persons with knowledge of bullying should report the incident(s) immediately. Actions to be taken are outlined in Policy No. 5180 DISCIPLINE and its associated Rules and Regulations and Procedures. S.C.R. 1 (2006) Resolution Encouraging School Boards to Adopt Policy Prohibiting Bullying.

Board Approved: March 13, 2007

Board Reviewed: April, 2012

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District's Policy for Senior-High School Clubs

District's Club Policy Link

Policy No. 5530

1.0 SCHOOL CLUBS-SENIOR HIGH SCHOOLS ONLY

1. 1.1 General Provisions
   1. 1.1.1 Students are encouraged to enter into social activities of the school. All clubs and/or social groups shall:
      1. 1.1.1.1 Exist for the benefit of all students of the school.
      2. 1.1.1.2 Extend membership opportunities to all registered students.
      3. 1.1.1.3 Be organized in such a way that membership cannot be determined, even in part, by the popular vote of the club membership.
      4. 1.1.1.4 All clubs must adhere to standards of conduct set in Policy 5182 - Safe Schools.
      5. 1.1.1.5 Submit charters, constitutions, and by-laws which are consistent with the rules and regulations herein stated and which shall be approved by the school principal, the school faculty, the superintendent and the board of education.
      6. 1.1.1.6 Be under the sponsorship of one or more faculty members.
      7. 1.1.1.7 In order to be eligible to participate in any club, a student must return a signed parental permission form for that club.
2. 1.2 Skiing Clubs
   1. 1.2.1 Senior high schools may sponsor ski clubs.
   2. 1.2.2 The clubs may organize and conduct cross-country or downhill ski activities outside of school time for their club members.
   3. 1.2.3 Students must meet the general school requirement of purchasing the school accident insurance policy or having a completed insurance waiver form on file at the school.
   4. 1.2.4 Instruction and supervision prior to and during the activity are to be in keeping with the general requirements of prudence and reason.
   5. 1.2.5 Transportation to and from the activity must be on a licensed public carrier.
3. 1.3 Hiking Clubs
   1. 1.3.1 Senior high schools may sponsor hiking clubs.
   2. 1.3.2 Students may not engage in cliff climbing, rappelling or similar activities.

Board Approved: February 23, 1982

Board Approved: February 14, 2006

Board Reviewed: March 5, 2013

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