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Transgender students, just like any other student, are entitled to equal protection under the law. This idea is promogulated by the legal protections enshrined in Title IX and the Civil Rights Act which prohibit discrimination based on race, sex, gender, gender identity, sexual orientation, pregnancy, disability and other factors. Because of legal challenges, the Biden administration has been unable to extend Title IX protection to transgender students in 26 states. it is essential for educators to be aware of this changing standard of equal protection. It is imperative that education administrators approach this topic with sensitivity and understanding, after all, these are children and some of the most vulnerable members of our communities.

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As a future education administrator in the Academic and Leadership graduate program, it is important to make sure that you are operating in legal compliance with the laws and regulations. This usually is a straightforward matter, but with the various federal lawsuits holding up the implementation of the updates to Title IX that incorporate Transgender students, it is critical to remain aware.

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This information is important to teachers, principles, superintendents, school board

members, parents, education staff, and those who care.

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The U.S. Department of Education

Primary purpose of promoting student achievement and ensuring equal access to education. I learned it administers federal education funding, establishes policies on federal financial aid for education, collects data on schools, and promotes educational research but is not in "charge" of students education per se.

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The Texas Education Agency

A state agency that oversees all aspects of primary and secondary education. Furthermore the agency also enforces the Educators’ Code of Ethics and facilitates this by requiring frequent training. I learned the TEA is the central hub for all major Texas education policy.

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Texas Education Code

Tex. Educ. Code § 46.003

Provide equitable access to education for all Texas students regardless of demographics

Often referred to as the "Robin Hood Law", ensures school districts with an inadequate tax base, receive enough funds for education

For each year, except as provided by Sections 46.005 and 46.006, a school district is guaranteed a specified amount per student in state and local funds for each cent of tax effort, up to the maximum rate under Subsection

To pay the principal of and interest on eligible bonds issued to construct, acquire, renovate, or improve an instructional facility. The amount of state support is determined by the formula

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Texas Administrative Code

19 Tex.Admin.Code § 247.3

Educator code of ethics regarding treatment of students. This ensures teachers treat transgender students properly, no matter their personal feelings, views, or values

3.2: The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor

3.4: The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation

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Holding

The court ruled in, Bostock v. Clayton County, 2020, that Title VII of the Civil Rights Act protects employees from discrimination based on sex, which includes sexual orientation and gender identity

Impact

The decision protects employees at businesses with at least 15 employees from discrimination based on sexual orientation or gender identity

Rationale

The court ruled that it's impossible to discriminate against someone for being transgender or gay without also discriminating against them based on sex

The Biden administration used this ruling to expand equal protection of the law to transgender students in education setting by updating Title IX regulations

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Today is the second anniversary of the Supreme Court's landmark decision in Bostock v. Clayton County. The ACLU represented Aimee Stephens and Don Zarda in their lawsuits, which were joined on appeal with Gerald Bostock's, and we argued Bostock on their behalf to the nation's high court. Stephens, Zarda, and Bostock were each fired from their jobs solely because they were members of the LGBTQ community. On June 15, 2020, we won: The court held that everyone in every state in the country who works at or applies for a job with an employer that has at least 15 employees is protected under federal law against employment discrimination based on sexual orientation or gender identity.

The LGBTQ community sought this achievement for more than 50 years. Prior to this monumental win, workers in fewer than half the states had established legal protections against sexual orientation and gender identity discrimination in employment, and now workers in all 50 states, as well as federal territories, do. Those who suffer such discrimination now have the right to file a complaint with the federal Equal Employment Opportunity Commission (EEOC), which will investigate the complaint, seek to resolve it, and either file suit on behalf of the complainant or authorize them to file suit.

Photo By Bill Clark/CQ Roll Call via AP Images

In addition, numerous sexual orientation and gender identity employment discrimination lawsuits that had been dismissed prior to Bostock have since been revived. Having such a clear and absolute federal ban on employment discrimination against LGBTQ people encourages employers to take steps to prevent such discrimination from occurring in the first place, and to remedy it quickly if it does.

Moreover, the ruling has had far-reaching effects beyond that long-sought breakthrough and its immediate impact on federal employment discrimination law, as evidenced by the more than 250 cases that have cited Bostock in the mere two years since the case was decided. Numerous courts have since followed the Supreme Court's compelling reasoning - which did not depend upon the particulars of the federal employment discrimination law - to hold that other federal laws barring sex discrimination in other settings also protect against sexual orientation and gender identity discrimination.

That's because the Supreme Court recognized in Bostock that, as a matter of simple logic, "it is impossible to discriminate against a person for being homosexual or transgender without discriminating against that individual based on sex."

Among the federal decisions that have relied on Bostock's reasoning was a ruling in the ACLU's long litigated Grimm v. Gloucester County School Board case. In the final appeal in that litigation, the federal U.S. Court of Appeals for the Fourth Circuit held that, after Bostock, there is no question that adverse, unequal treatment of transgender students - including barring them from using restrooms corresponding to their gender identity - discriminates based on sex in violation of Title IX, the federal law prohibiting sex discrimination by federally funded schools.

Similarly, in Doe v. Snyder, the U.S. Court of Appeals for the Ninth Circuit concluded that Bostock 's reasoning requires that the federal law prohibiting sex discrimination by federally funded health care providers be understood to prohibit unequal treatment of transgender patients.

Bostock's impact also extends to the federal agencies that enforce these laws. On his first day in office, President Biden issued an executive order directing all federal agencies to recognize that existing federal bans on sex discrimination protect against LGBTQ discrimination as well. The order was a welcome balm after four years under an administration that did not acknowledge Bostock and would not enforce the legal protections that LGBTQ people enjoy under federal law.

Establishing clear federal protections against employment discrimination based on sexual orientation and gender identity discrimination was a major milestone in the quest for LGBTQ rights. Court rulings and agency statements concluding that federal prohibitions on discrimination in housing, schools, health care, and other areas also extend to sexual orientation and gender identity discrimination have amplified the impact of that victory several times over.

But Bostock changed more than just how our federal laws are understood. Courts, administrative agencies that enforce state nondiscrimination laws, and state government officials in 10 states that have express statutory prohibitions on sex discrimination likewise already have recognized that those laws prohibit sexual orientation and/or gender identity discrimination in at least some contexts. Such state protections often go further than federal laws, prohibiting sexual orientation and gender identity discrimination by businesses serving the general public and by smaller employers than are regulated by federal law. The result is that, in addition to federal protections, LGBTQ people now have protections under the law of more than 60 percent of the states.

As we experience great threats to civil liberties across our nation and unprecedented legislative assaults on the rights of transgender young people, keeping our triumphs in mind is important to sustain and build resiliency and hope. Don Zarda passed away before his case reached the Supreme Court, and Aimee Stephens watched the Supreme Court argument but did not live to see the outcome. Their legacy lives on, however, in the protections that now exist not only in federal employment law, but under numerous other federal and state nondiscrimination laws and rules. Especially during Pride month, remembering and commemorating the impact of their victory in Bostock makes us very proud, and gives us the strength to keep fighting.

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How the Impact of Bostock v. Clayton County on LGBTQ Rights Continues to Expand | News & Commentary | American Civil Liberties Union

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Today is the second anniversary of the Supreme Court's landmark decision in Bostock v. Clayton County. The ACLU represented Aimee Stephens and Don Zarda in their lawsuits, which were joined on appeal with Gerald Bostock's, and we argued Bostock on their behalf to the nation's high court.

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Title IX Final Rule Overview

Provides full protection from sex-based harassment

Requires schools to take prompt and effective action to end any sex discrimination in their

education programs or activities—and to prevent its recurrence and remedy its effects

Requires schools to provide supportive measures to complainants and respondents affected

by conduct that may constitute sex discrimination, including sexual violence and other

forms of sex-based harassment

Requires schools to respond promptly and effectively to all complaints of sex discrimination

with a fair, transparent, and reliable process that includes trained, unbiased

decisionmakers to evaluate all relevant and not otherwise impermissible evidence

Provides schools with flexibility to adapt the regulations’ grievance procedure requirements

to their educational communities so that all schools can implement Title IX’s promise of

nondiscrimination fully and fairly in their educational environments

Protects students, employees, and applicants from discrimination based on pregnancy or

related condition

Prohibits discrimination against LGBTQI+ students, employees, and others

Protects people from harm when they are separated or treated differently based on sex in

school

Protects students, employees, and others from retaliation

Supports the right of parents and guardians to act on behalf of their elementary and

secondary school children

Ensures that schools communicate their nondiscrimination policies and procedures

Prohibits schools from sharing personal information

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Student Handbook

Handbook directly addresses Gender-Based Harassment (SAISD, 2017, p.45)

SAISD makes it clear it will not tolerate the harassment of transgender students

The handbook states that Gender-based harassment can occur regardless of the student’s or the harasser’s actual or perceived sexual orientation or gender identity

The handbook provides examples of types of harassment

Offensive jokes, name-calling, slurs, or rumors

Physical aggression or assault

Threatening or intimidating conduct;

Other kinds of aggressive conduct such as theft or damage to property

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Administration Building Training Room

Administration Building Board Room

Central High School Tucker Building - 655 Caddo Street, San Angelo

Four San Angelo ISD students were selected for honors by the Three Rivers Counseling Association (TRCA) at the 33rd Annual Counselor Appreciation Luncheon with three receiving Student Tribute Awards and one a Scholarship. Congratulations to: 4th Grader Johnny Evans of Santa Rita Elementary, 8th Grader Tereso Carrasco of Lincoln Middle School, Senior Manuel "Manny" Baltazar of Lake View High School, and Senior Analeah Zamarron of Lake View High School.

The second of a new series of evening Community Night events hosted by non-profit agency, the Alcohol & Drug Abuse Council for the Concho Valley (ADACCV) will be held tomorrow night, Tuesday, March 22, 2022 from 6 to 7:00 pm at the Lake View High School cafeteria to address the topic of Underage Drinking. This topic will include a discussion on current statistics regarding underage drinking, how to talk to your children about alcohol and how to recognize potential signs of underage drinking.

SAISD recently announced the new series of events hosted by ADACCV covering important topics students face today. The events are free to attend, and are geared towards parents of our middle and high school students. One topic will be addressed at each Community Night event. Upcoming event dates and topics are as follows:

Tuesday, March 22nd from 6-7:00 pm at Lake View High School cafeteria, Topic: Underage Drinking

Tuesday, April 5th from 6-7:00 pm at Lincoln Middle School cafeteria, Topic: Vaping

Monday, May 2nd from 6-7:00 pm at Lone Star Middle School cafeteria, Topic: Prescription Drugs

One elementary student lights up with excitement as he exhibits his knowledge of a star's life cycle while another pair of students challenge an adult to read the title of their passion project presentation on Greek Mythology, cleverly written in Greek as an engaging opener. Both are examples of San Angelo ISD students in our elementary Gifted and Talented (GT) program as they present a months-long research project of their own selection at the annual Dr. Carol Ann Bonds Texas Research Institute for Young Scholars (TRIYS) Symposium.

The TRIYS Symposium was started by former SAISD Superintendent Dr. Bonds to give GT students the opportunity to do research and develop the attributes within the SAISD Learner Profile of communication, collaboration, critical thinking and creation. GT students in 1st through 5th grade from across the District begin the process in the fall, learning research skills, collaborating with other GT students and choosing a topic that aligns with their individual passions.

As an update to the precautionary evacuation at Lake View High School earlier today, March 10, 2022, San Angelo ISD has now received an all clear from the San Angelo Police Department and San Angelo Fire Department who determined there was no threat to the Lake View High School campus.

Santa Rita Elementary fourth grade students presented at a San Angelo Rotary Club meeting on February 25, 2022 together with SAISD Digital Innovation Facilitator Brandon Ligon, and shared information about zSpace augmented and virtual reality (AR/VR) technology and how it is integrated into student learning experiences.

A shared motto weaves its way throughout the campus at Lamar Elementary touching every student and educator on a daily basis. Walk the halls or chat with Principal Jennifer Ryan or one of her team members, and it will reverberate in just about everything they do and is visually incorporated into the walls: "Lamar Leads." In this week's San Angelo ISD Campus Spotlight, we introduce you to the Lions at Lamar Elementary.

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Home - San Angelo Independent School District

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Home - San Angelo Independent School District

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Educator Code of Ethics

The state of Texas, in Texas Administrative Code § 247.2, codified the ethics and standards practice for Texas Educators

Ethical Standard 3.2: The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor

Emphasizes a comprehensive approach to the ethical responsibilities of educators

Ethical Dilemma and Connection

Conflict Between Personal Beliefs and Professional Duty

An educator may struggle between adhering to their personal beliefs (which may not support transgender identities) and the ethical obligation to treat all students with respect and fairness.

Discrimination vs. Inclusivity

If an educator's beliefs lead them to behave in a discriminatory manner, such as allowing or turning a blind eye to bullying of transgender students, they risk harming the learning environment.

Student Safety and Well-Being:

Educators are ethically bound to ensure the safety and well-being of their students. If a teacher's transphobic beliefs result in the lack of support for a transgender student facing bullying or discrimination, this could lead to significant emotional distress and negatively impact the student's mental health.

The solution is balancing educators personal convictions or beliefs so that they are in compliance with ethical standard 3.2. If the educators beliefs and values adversely affects or endangers the learning, physical health, mental health, or safety of the student, they they are in violation and ought to face disciplinary actions.

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United States Constitution 14th Amendment

U.S. Const. amend. XIV, § 1.

All persons born or naturalized in the United States

No State shall make or enforce any law which

Shall abridge the privileges or immunities of citizens

Deprive any person of life, liberty, or property, without due process of law

Deny to any person within its jurisdiction the equal protection of the laws

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Passed by Congress June 13, 1866, and ratified July 9, 1868, the 14th Amendment extended liberties and rights granted by the Bill of Rights to formerly enslaved people.

Following the Civil War, Congress submitted to the states three amendments as part of its Reconstruction program to guarantee equal civil and legal rights to Black citizens. A major provision of the 14th Amendment was to grant citizenship to "All persons born or naturalized in the United States," thereby granting citizenship to formerly enslaved people.

Another equally important provision was the statement that "nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws." The right to due process of law and equal protection of the law now applied to both the federal and state governments.

On June 16, 1866, the House Joint Resolution proposing the 14th Amendment to the Constitution was submitted to the states. On July 28, 1868, the 14th amendment was declared, in a certificate of the Secretary of State, ratified by the necessary 28 of the 37 States, and became part of the supreme law of the land.

Congressman John A. Bingham of Ohio, the primary author of the first section of the 14th Amendment, intended that the amendment also nationalize the Bill of Rights by making it binding upon the states. When introducing the amendment, Senator Jacob Howard of Michigan specifically stated that the privileges and immunities clause would extend to the states "the personal rights guaranteed and secured by the first eight amendments." Historians disagree on how widely Bingham's and Howard's views were shared at the time in the Congress, or across the country in general. No one in Congress explicitly contradicted their view of the amendment, but only a few members said anything at all about its meaning on this issue. For many years, the Supreme Court ruled that the amendment did not extend the Bill of Rights to the states.

Not only did the 14th Amendment fail to extend the Bill of Rights to the states; it also failed to protect the rights of Black citizens. A legacy of Reconstruction was the determined struggle of Black and white citizens to make the promise of the 14th Amendment a reality. Citizens petitioned and initiated court cases, Congress enacted legislation, and the executive branch attempted to enforce measures that would guard all citizens' rights. While these citizens did not succeed in empowering the 14th Amendment during Reconstruction, they effectively articulated arguments and offered dissenting opinions that would be the basis for change in the 20th century.

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14th Amendment to the U.S. Constitution: Civil Rights (1868)

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EnlargeDownload Link Citation: The House Joint Resolution Proposing the 14th Amendment to the Constitution, June 16, 1866; Enrolled Acts and Resolutions of Congress, 1789-1999; General Records of the United States Government; Record Group 11; National Archives.

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The Texas Constitution Article VII

Tex. Const. art. VII, §1.

This section mandates that the state must provide “an efficient system of public free schools.”

Requires public schools to offer free, fair and equal educational opportunities to all

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Title IX of the Education Amendments of 1972, 20 U.S.C. § 1681

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Title IX of the Education Amendments of 1972, 20 U.S.C. § 1681

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Title IX of the Education Amendments of 1972

Prohibits sex discrimination in any education program or activity receiving federal financial assistance.

The Biden administration expanded Title IX to offer equal protection under the law using the legal precedent created in Bostock v. Clayton County, 2020,to implement rule changes

These rule changes have taken effect in 24 states

Legal challenges halted rule changes in 26 states

Education administrators need to remain aware of any new rulings in these legal challenges

Title IX of the Education Amendments of 1972, 20 U.S.C. § 1681

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The Department of Education is committed to expanding and protecting opportunities for students to learn. Title IX of the Higher Education Act promises equal access to education for all students and it protects them against discrimination on the basis of sex.

Title IX was enacted to ensure: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance."

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The Department of Education is committed to expanding and protecting opportunities for students to learn. Title IX of the Higher Education Act promises equal access to education for all students and it protects them against discrimination on the basis of sex.

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Key Recommendations

Develop clear policies that articulate the rights and responsibilities of transgender students, including guidelines for names, restroom access, and participation in sports.

Ensure that policies comply with local, state, and federal laws regarding discrimination and harassment

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Key Recommendations

Provide training for staff, faculty, and administrators on gender identity, biological sex, and sensitivity to better support transgender students.

Information on legal obligations and the importance of creating a safe and respectful environment for all students

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Key Recommendations

Establish procedures for addressing harassment or discrimination complaints promptly and effectively

Create safe spaces where transgender students can seek support from trusted teachers, staff, or peers

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Overview

Completing the Padlet and related assignments provided me with critical insights into the application of various law statutes and regulations on my journey to becoming an education administrator. For instance, discovering that ethical principles are codified rather than locally produced was significant because the state legislature explicitly states, in unambiguous terms, how teachers are expected to behave and treat students.

Furthermore, my research on Title IX offered insights into the transgender student debate by helping me understand how the court’s decision in Bostock v. Clayton County, 590 U.S. 644 (2020), enabled the Biden administration to extend equal protection under the law to transgender students. Gaining this meta-understanding of legal applications will aid me significantly in my future role as an education administrator.

My personal stance regarding transgender students has evolved. While I have always believed they should be treated with dignity, respect, and fairness, I now recognize that they require additional care and understanding from educators. Transgender students represent a vulnerable population within the student body, with unique needs. Educators should do everything possible to ensure these students feel comfortable in their classrooms, enabling them to learn effectively. After all, the top priority of any school should be the acquisition of knowledge.

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Lead by Example

Promote educators as role models of inclusivity and respect for all students, encouraging them to be proactive in supporting all students and addressing bias

Develop and Communicate Clear Policies

Establish and communicate clear anti-discrimination policies that explicitly protect the rights of transgender students

Create guidelines that address the use of preferred names and pronouns, confidentiality concerning students' gender identities

Training and Professional Development

Provide regular training for educators and staff on LGBTQ+ inclusivity, gender identity, and best practices for supporting transgender students

Implement programs that foster cultural competency

Create a Safe and Inclusive Environment

Display LGBTQ+ affirming symbols to signal support for all students

Establish designated safe spaces

Foster Open Communication:

Encourage open conversations about the importance of respect in the classroom. Provide opportunities for all students to express their needs and concerns

Communicate with parents about inclusivity efforts and offer resources to help them understand and support their children

Ensure Access to Resources

School counselors offering resources that are LGBTQ+ affirmative and sensitive to the unique needs of transgender students

Use inclusive curriculum that represent diverse identities and experiences, ensuring that all students see themselves reflected in what they learn