Resolution 2023-32591RESOLUTION NO;',,- 2023-32591
A RESOLUTION OF THE MAYOR ` AND ' CITY
COMMISSION OF THE CITY OF MIAMI BEACH,
FLORIDA, ACCEPTING THE RECOMMENDATION OF
THE FINANCE AND ECONOMIC RESILIENCY
COMMITTEE, MADE AT ITS MARCH 31, 2023 MEETING,
AND ALLOCATING A GRANT IN THE TOTAL AMOUNT
OF $75,000 TO SAVE FOUNDATION, INC., A NOT -FOR -
PROFIT CORPORATION OF THE STATE OF FLORIDA,
FOR DEVELOPMENT AND IMPLEMENTATION OF A
SOCIAL MEDIA CAMPAIGN FOR LGBTQ YOUTH
IMPACTED BY THE "PARENTAL RIGHTS IN
EDUCATION" BILL; FURTHER, AUTHORIZING THE CITY
CLERK AND CITY MANAGER TO EXECUTE THE CITY'S
STANDARD GRANT AGREEMENT WITH RESPECT TO
THE FOREGOING; AND FURTHER, IN VIEW OF THE
IMPORTANCE OF THIS ORGANIZATION AND THE
PUBLIC PURPOSES SERVED BY THIS PROGRAMMING,
DIRECTING THE CITY ADMINISTRATION TO PRIORITIZE
AN ALLOCATION OF A $25,000 GRANT TO SAVE
FOUNDATION, INC., AS PART OF THE CITY'S ANNUAL
BUDGET PROCESS FOR A SECOND AND THIRD YEAR.
WHEREAS, in 2022, the state of Florida enacted the "Parental Rights in
Education" bill, aimed to prohibit school districts from encouraging classroom discussion
about sexual orientation or gender identity; and
WHEREAS, specifically, the Bill bans "classroom instruction by school personnel
or third parties on sexual orientation or gender identity" in kindergarten through third
grade, and to prohibit such teaching "in a manner that is not age appropriate or
developmentally appropriate for students," which could be interpreted to extend to all
grade levels; and
WHEREAS, by prohibiting this type of discussion in the classroom, many people
believe that the Florida Legislature silenced gay children, their teachers, and education
advocates by banning the discussion of sexuality and gender identification topics in
Florida schools; and
WHEREAS, many of LGBTQ students suffer teasing, bullying, harassment,
violence and internalized oppression that can lead to academic consequences, risky
behavior and even suicide; and
WHEREAS, LGBTQ youth face unique challenges and recent studies show that
during 2021 alone, 42% of LGBTQ youth seriously considered attempting suicide in the
past year; and
WHEREAS, the Trevor Project estimates that at least one LGBTQ youth
between the ages of 13-24 attempts suicide every 45 seconds in the U.S.; and
WHEREAS, respectful, positive discussions on gender and sexuality helps
LGBTQ youth feel safe, seen, valued, and respected, and decreases the educational,
mental, and physical harms that they experience; and
WHEREAS, many people believe that the "Parental Rights in Education" bill sent
a message to LGBTQ youth that their sexuality and identity are something that must be
hidden, and prohibited, and severely restricted the activity of organizations in schools
that provide companionship, emotional shelter and collegiality to teens in need of
support; and
WHEREAS, with Florida schools and classrooms weaponized against the
LGBTQ community and its youth, it is up to the parents and the surrounding community
to encourage and normalize discussions regarding sexual orientation and gender
identity; and
WHEREAS, the City of Miami Beach is a diverse and inclusive community and
has demonstrated a long history of opposing discrimination based on sexual orientation
and gender identity, among other categories; and
WHEREAS, the Mayor and City Commission wish to allocate a one-time grant in
the total amount of $75,000 to Save Foundation, Inc., a not -for -profit corporation of the
State of Florida, and South Florida's leading organization dedicated to protect LGBTQ
community against discrimination, to be used for development and implementation of a
social media campaign for LGBTQ youth impacted by the "Parental Rights in Education"
bill, subject to SAVE submitting a report by November 1, 2023, documenting the
objectives achieved with the grant funding and compliance with all other terms of City's
standard grant agreement; and
WHEREAS, the campaign, entitled "Miami Beach Cares" would be distributed
through social media, digital banners, and the City trolley with the goal of getting
interested persons to a website with information and resources for parents and youth
who are dealing with issues related to sexual orientation and gender identity; and
WHEREAS, at the March 31, 2023 Finance and Economic Resiliency Committee
meeting, the Committee unanimously supported providing a $75,000 grant in the first
year, with two additional $25,000 grants for a second and third year.
NOW, THEREFORE, BE IT DULY RESOLVED BY THE MAYOR AND CITY
COMMISSION OF THE CITY OF MIAMI BEACH, FLORIDA, that the Mayor and City
Commission hereby allocate a grant in the total amount of $75,000 to Save Foundation,
Inc., a not -for -profit corporation of the State of Florida, for development and
implementation of a social media campaign for LGBTQ youth impacted by the "Parental
Rights in Education" bill; further authorize the City Clerk and City Manager to execute
the City's Standard Grant Agreement with respect to the foregoing; and further, in view
of the importance of this organization and the public purposes served by this
programming, direct the City Administration to prioritize an allocation of a $25,000 grant
to Save Foundation, Inc., as part of the City's annual budget process for a second and
third year.
PASSED and ADOPTED this of
ATTEST:
day of APr/. �202
—1?4 Dan Gelber, Mayor
if —Rafael E. Granado, City Clerk
(sponsored by Commissioner David Richardson)
APPROVED AS TO
FORM & LANGUAGE
& FOR EXECUTION
C -
(;�, 3-Z-3
City Attorney `A Data
Resolutions - R7 G
MIAMI BEACH
COMMISSION MEMORANDUM
TO: Honorable Mayor and Members of the City Commission
FROM: Alina T. Hudak, City Manager
DATE: April 28, 2023
SUBJECT: A RESOLUTION OF THE MAYOR AND CITY COMMISSION OF THE CITY
OF MIAMI BEACH, FLORIDA, ACCEPTING THE RECOMMENDATION OF
THE FINANCE AND ECONOMIC RESILIENCY COMMITTEE, MADE AT ITS
MARCH 31, 2023 MEETING, AND ALLOCATING A GRANT IN THE TOTAL
AMOUNT OF $75,000 TO SAVE FOUNDATION, INC., A NOT -FOR -PROFIT
CORPORATION OF THE STATE OF FLORIDA, FOR DEVELOPMENT AND
IMPLEMENTATION OF A SOCIAL MEDIA CAMPAIGN FOR LGBTQ YOUTH
IMPACTED BY THE "PARENTAL RIGHTS IN EDUCATION" BILL, WIDELY
KNOWN AS THE "DON'T SAY GAY" BILL; FURTHER, AUTHORIZING THE
CITY CLERK AND CITY MANAGER TO EXECUTE THE CITY'S STANDARD
GRANT AGREEMENT WITH RESPECT TO THE FOREGOING; AND
FURTHER, IN VIEW OF THE IMPORTANCE OF THIS ORGANIZATION
AND THE PUBLIC PURPOSES SERVED BY THIS PROGRAMMING,
DIRECTING THE CITY ADMINISTRATION TO PRIORITIZE AN
ALLOCATION OF A $25,000 GRANT TO SAVE FOUNDATION, INC., AS
PART OF THE CITY'S ANNUAL BUDGET PROCESS FOR A SECOND AND
THIRD YEAR.
RECOMMENDATION
Approve the recommendation of the Finance and Economic Resiliency Committee made at its
March 31, 2023 meeting.
BACKGROUND/HISTORY
At the February 22, 2023 Commission meeting, item C71-1 to provide a grant in the amount of
$75,000 to the Save Foundation, I nc., a non -for -profit corporation of the State of Florida, for the
development and implementation of a social media campaign for LGBTQ youth impacted by
the "parental rights in education" Bill, widely known as the "Don't Say Gay' Bill was referred to
the Finance and Economic Resiliency Committee for discussion. At the March 31, 2023,
Finance and Economic Resiliency Committee meeting the Resolution was approved
unanimously and included two additional years of funding for $25,000 per year.
SAVE Foundation is recognized as South Florida's longest serving organization dedicated to
protecting people who are lesbian, gay, bisexual, transgender, and queer (LGBTQ) against
discrimination.
Since 1993, SAVE has advocated for equal rights for persons of all sexual orientations and
Page 748 of 991
gender identities. SAVE accomplishes this through grassroots action focused on:
■ Community Outreach — changing hearts and minds by educating the people of South
Florida about LGBTQ issues.
■ Public Education - raising awareness about rights and protections for people of all sexual
orientations and gender identities.
■ Government Affairs - educating thought leaders and policies makers about the rights and
protections for people of all sexual orientations and gender identities.
SAVE Foundation's mission is to promote, protect and defend equality for people in South
Florida who are lesbian, gay, bisexual, transgender, and queer.
Through collective efforts, SAVE fought back against an onslaught of anti-LGBTQ policies
including the "Don't Say Gay' Bill, censorship by School Boards, and the Florida Medical
Board's ban on trans healthcare in 2022:
■ 74 volunteer phonebank shifts.
■ Protesting in Miami -Dade, Broward, Orlando, and Tallahassee.
■ Lobbying key elected officials for their support.
■ Providing buses for community members to attend rallies throughout the state.
■ Making sure the community is heard by testifying during public comments.
SAVE continues to work to ensure cities in South Florida are welcoming and inclusive for the
LGBTQ community through serving on the Miami Beach, City of Miami, and Miami -Dade
LGBTQ Advisory Boards, and guide local leaders to improve local policies.
Funding
Funding for this initiative is not part of the FY 2023 budget.
There have been a number of priority initiatives identified by the Commission and staff that will
have significant funding impacts. As the City develops the FY 2024 budget, the full fiscal impact
of the recently approved collective bargaining agreements will also need to be absorbed.
ANALYSIS
In 2022, the state of Florida enacted the "Parental Rights in Education" bill, widely known as
the "Don't Say Gay' bill aimed to prohibit school districts from encouraging classroom
discussion about sexual orientation or gender identity. Specifically, the Bill bans "classroom
instruction by school personnel or third parties on sexual orientation or gender identity" in
kindergarten through third grade, and to prohibit such teaching "in a manner that is not age
appropriate or developmentally appropriate for students," which could be interpreted to extend
to all grade levels.
The City of Miami Beach is a diverse and inclusive community and has demonstrated a long
history of opposing discrimination based on sexual orientation and gender identity, among other
categories.
The SAVE Foundation has provided a scope of work which includes the planning and
development of an ad campaign that will run from August 2023 through November 2023. The
scope provided includes deliverables including an overall media strategy for launch and ongoing
campaign, audience targeting strategies, and key performance indicators/benchmarks. The
budget provided includes funding for website hosting ($200), medialadvertising ($53,780) and
project management ($21,000). The campaign entitled Miami Beach Cares
(www miamibeachcares.lgbt) would be distributed through social media, digital banners, and the
city trolley with the goal of getting interested persons to websites with information and resources
for parents and youth who are dealing with issues related to sexual orientation and gender
identity. The resources that will be included on the website will address topics of mental health
and suicide prevention, faith and religion, homelessness and housing, youth programs available
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through local organizations, bullying, and family acceptance to name a few. Local leaders will
support the development of the resources that are best suited for Miami Beach.
SUPPORTING SURVEY DATA
49% of residents are satisfied or very satisfied with schools in Miami Beach
FINANCIAL INFORMATION
FY 2023: $75,000
FY 2024: $25,000
FY 2025: $25,000
Since this initiative is not budgeted as part of the FY 2023, the Administration prepared a budget
amendment for Commission for approval at the April 28, 2023 Commission meeting.
A grant in the amount of $75,000 for the first year and $25,000 for two additional years to
Save Foundation, Inc., a not -for -profit corporation of the State of Florida, and South Florida's
leading organization dedicated to protect LGBTQ community against discrimination, will be
used for development and implementation of a social media campaign for LGBTQ
youth impacted by the "Parental Rights in Education" bill, subject to SAVE submitting a report
by November 1, 2023, documenting the objectives achieved with the grant funding and
compliance with all other terms of City's standard grant agreement. Additional annual funding
of up to $25,000 may be considered during the annual budget process as well for up to two
additional years.
The social media campaign will strive to encourage positive dialogue about and promote
acceptance of LGBTQ identities as well as provide information on resources available to
LGBTQ youth and their families.
Applicable Area
Not Applicable
Does this item utilize G.O.
Bond Funds?
No
Strategic Connection
Prosperity - Be known for (K-12) educational excellence.
Legislative Tracking
Education and Performance Initiatives
Sponsor
Commissioner David Richardson
ATTACHMENTS:
Description
❑ Commission Memo
❑ Attachment 1
Page 750 of 991
Attachment 2
SAVE Scope of Work
Resolution
Page 751 of 991
1 • 1
MIAMI BEACH
COMMISSION MEMORANDUM
TO: Honorable Mayor and Members of the City Commission
FROM: Rafael A. Paz, City Attorney
DATE: February 22, 2023
SUBJECT: A RESOLUTION OF THE MAYOR AND CITY COMMISSION OF THE CITY
OF MIAMI BEACH, FLORIDA, APPROVE A GRANT IN THE AMOUNT OF
$75,000 TO SAVE FOUNDATION, INC., A NOT -FOR -PROFIT
CORPORATION OF THE STATE OF FLORIDA, FOR DEVELOPMENT AND
IMPLEMENTATION OF A SOCIAL MEDIA CAMPAIGN FOR LGBTQ YOUTH
IMPACTED BY THE "PARENTAL RIGHTS IN EDUCATION" BILL, WIDELY
KNOWNAS THE "DON'T SAYGAY' BILL.
ANALYSIS
Pursuant to the request of Commissioner David Richardson, the above -referenced Resolution
is submitted for consideration by the Mayor and City Commission at the February 22, 2023
Commission meeting.
SUPPORTING SURVEY DATA
N/A
FINANCIAL INFORMATION
The fiscal impact of this measure is $75,000.
Is this a "Residents Right Does this item utilize G-O.
to Know" item, pursuant to Bond Funds?
City Code Section 2-14?
No No
Legislative Tracking
Office of the City Attorney
Sponsor
Commissioner David Richardson
ATTACHMENTS:
Page 397 of 1507
Page 752 of 991
Office of School Board Members December 13, 2022
Board Meeting of December 14, 2022
Ms. Monica Colucci, Board Member
SUBJECT: DISTRICT COMPLIANCE WITH FLORIDA LAW
LINK TO STRATEGIC
PLAN: INFORMED, ENGAGED, & EMPOWERED STAKEHOLDERS
In September 2022, Miami -Dade County Public Schools (M-DCPS) responded to a Florida Department
of Education's (FDOE) survey by providing a list of policies regarding student services. Subsequently,
in a letter from FDOE dated November 18, 2022, it was indicated that a document entitled "Miami -Dade
County Public Schools — 2020-2021 Guidelines for Promoting Safe and Inclusive Schools, Supporting
Transgender and Gender Expansive Students" (guidelines) was not in compliance with current Florida
law or State Board of Education rule.
While reliance to the referenced guidelines was discontinued by the District, the above referenced
document was posted on the Academics and Transformation website during the 2020-2021 school
year, during the 2021-2022 school year, the document was revised in August of 2021, and posted, and
remained posted during the 2022-2023 school year, having recently been removed, as it was not in
compliance with current Florida law or State Board of Education rule, which went into effect on July 1,
2022.
The posting of the document "Miami -Dade County Public Schools — 2020-2021 Guidelines for
Promoting Safe and Inclusive Schools, Supporting Transgender and Gender Expansive Students",
underscores the importance for establishing a process, with fidelity, in which manuals, guidelines,
documents, or any other written guides, which are not embedded in Board policy, relating to academic
programs, student support services, and curriculum, are vetted through a formal process to ensure that
they comply with federal guidelines, state statutes, and School Board Policies, while ensuring that the
Board is formally apprised of those items.
This agenda item seeks the Board's approval to direct the Superintendent to present a report at the
February 8, 2023, Academics, Innovation, Evaluation and Technology Committee meeting, citing Board
Policies, established policies, practices, and procedures, with respect to the development, review,
approval, and posting of manuals, guidelines, documents, and any other written guides, that are not
embedded in Board policy, relating to academic programs, student support services, and curriculum
This item does not appear on the published agenda. There exists good cause to vary from the published
agenda as the matter addressed in the item emerged after the publication of the December 14, 2022,
Board Meeting agenda.
Good Cause
H-11
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This item has been reviewed and approved by the Office of the General Counsel as to form and legal
sufficiency.
ACTION PROPOSED BY
MS. MONICA COLUCCL That The School Board of Miami -Dade County, Florida, direct
the Superintendent to:
1. review existing Board policies, current established
policies, practices, and procedures, with respect to the
development, review, approval, and posting of manuals,
guidelines, documents, and any other written guides,
which are not embedded in Board policy, relating to
academic programs, student support services, and
curriculum, and
2. present a report at the February 8, 2023, Academics,
Innovation, Evaluation and Technology Committee
meeting describing current established policies and
procedures, with respect to the development, review,
approval, and posting of manuals, guidelines, documents,
and any other written guides, which are not embedded in
Board policy, and the formal method of which to inform
Board members of said items, and
3. if necessary, initiate rulemaking to amend relevant School
Board Policies to ensure that the Board is informed of any
documents that are developed and published which are
not embedded in Board Policy.
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MIAMI-DAD]E COUNTY PUBLIC SCHOOLS
2020-2021
GUIDELINES FOR PROMOTING SAFE AND INCLUSIVE SCHOOLS
Supporting Transgender and Gender Expansive Students
School Operations and Division of Student Services
Revised: 07/2020
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MIAMI-DADE COUNTY PUBLIC SCHOOLS
GUIDELINES FOR PROMOTING SAFE AND INCLUSIVE SCHOOLS
The School Board of Miami -Dade County has adopted comprehensive anti -discrimination and
anti -bullying policies that require all students be treated with respect regardless of their unique
characteristics, including sexual orientation or gender identity.' Every student has the right to
learn in a safe and accepting school environment and schools have a responsibility to provide a
safe and nondiscriminatory environment for all students, including transgender and gender
nonconforming students.
These guidelines are intended to promote a positive, proactive approach that upholds and
protects the rights of transgender and gender nonconforming students; and best practices to
ensure that transgender students and gender nonconforming students have equitable access to
all aspects of school life (academic, extracurricular and social) in ways that preserve and protect
their dignity.
This guide includes affirming the right of students to wear clothing, attend classes, choose
restroom and locker rooms, and be addressed with names and pronouns that reflect the gender
they identify with.
This document is intended to support schools in fulfilling our shared obligation to promote the
dignity, respect and equity of transgender and gender nonconforming students.
DISTRICT POLICIES SUPPORTING LGBTQ YOUTH
School Board Policy - 1362, 3362, 5517 - Anti-Discrimination/Harassment- The Board will
vigorously enforce its prohibition against discrimination/harassment based on sex, race, color,
ethnic or national origin, religion, marital status, disability, genetic information, age, political
beliefs, sexual orientation, gender, gender identification, social and family background, linguistic
preference, pregnancy, and any other legally prohibited basis. Retaliation against an employee
or student for engaging in a protected activity is prohibited.
School Board Policy - 5517.01 - Bullying and Harassment- Bullying, Harassment,
Cyberbullying, and Discrimination (as referred to and defined herein) encompasses, but is not
limited to, unwanted harm towards a student or employee based on or with regard to actual or
perceived: sex, race, color, religion, national origin, age, disability (physical, mental, or
educational), marital status, socio-economic background, ancestry, ethnicity, gender, gender
identity or expression, linguistic preference, political beliefs, sexual orientation, or social/family
' See School Board Policies 5517, Anti-Discrimination/Harassment (Students) and 5517.01, Bullying and
Harassment.
2
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background. This policy prohibits bullying or harassment of any student by any Board member,
District employee, consultant, contractor, agent, visitor, volunteer, student, or other person in the
school or outside of the school at school -sponsored events, on school buses, and at training
facilities or training programs sponsored by the District.
GUIDING PRItiCIPLLS
Even though the needs of transgender students vary tremendously based on a range of factors,
a number of guiding principles informed this document. These principles include:
• Every student has the right to learn in a safe and accepting school environment.
Supporting transgender students gives them the equal opportunity that schools are
legally obligated to provide to all students.
• All adults must act as protective agents committed to the safety and well-being of the
youth they serve, including those who are transgender or gender non -conforming, and
should recognize that working as a team is in the best interest of individual students
seeking support.
• No student should ever be asked, encouraged or required to affirm a gender identity or
to express their gender in a manner that is not consistent with their self -identification or
expression.
• Ongoing learning is a key element of this process. Educators and administrators need to
engage in regular professional development and training to build a school climate that
avoids gender stereotyping and affirms the gender of all children.2
Z See GLSEN & Harris Interactive (2012). Playgrounds and Prejudice: Elementary Schools Climate in the United
States, A Survey of Students and Teachers. New York: GLSEN (providing statistical data quantifying the effect to
bullying on students who do not conform to gender stereotypes)
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SHARED UNDERSTANDING - DEFINITIONS
There are often gaps in trust — grounded in past or current experiences between students,
families and educational institutions. This document will also incorporate language, resources and
suggestions for navigating these trust gaps and supporting the student's safety and well-being.
A number of terms are used in this document that may not be commonly known. A short list of
definitions is included below to facilitate a shared understanding. It is not an all-inclusive list.
Gender: Complex relationship between physical traits and one's internal sense of self as male,
female, or neither (gender identity) as well as one's gender expression (outward presentation and
behaviors).
Sex assigned at birth: A person's biological sex is a combination of bodily characteristics,
including chromosomes, hormones, internal and external genitalia, and secondary sex
characteristics. At birth, infants are assigned a sex, usually male or female, based solely on the
appearance of their external anatomy.
Gender expression: How a person expresses their gender through outward presentation and
behavior. This includes, for example, a person's name, clothing, hair style, body language and
mannerisms.
Gender identity: A person's deeply held internal sense or psychological knowledge of their own
gender, regardless of the biological sex they were assigned at birth.
Gender expansive: refers to people who do not follow other people's ideas or stereotypes about
how they should look or act based on the female or male sex they were assigned at birth.
LGBTQ: Acronym for Lesbian - Gay - Bisexual -Transgender - Queer/Questioning
Sexual orientation: A person's emotional, romantic, and/or sexual attraction to other people.
Sexual orientation is not the same as gender identity. Who you love.
School Allies for Equity (SAFE) Network: provides school and district employees with the
knowledge necessary to build comprehensive and inclusive programs of support for all students
and parents including students who are LGBTQ. (Previously known as the Sexual Minority
Network).
Transgender: Is a general term used to describe people whose gender identity differs from the
sex they were assigned at birth.
Transition: The process through which transgender people begin to live as the gender with which
they identify, rather than the one typically associated with their sex assigned at birth.
Non -Binary: People who do not feel like the word's "girl" or "boy" fits. They may feel like both or
neither. They sometimes use pronouns such as they, them theirs.
Note: Using the terms `Yransgendered" or "transgenders" is offensive and should be avoided.
4
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PUBLIC/PRIVATE TRANSITIONS
Whether a student makes a public or private transition, remember that the student is undergoing
an incredibly personal experience; few youth want to be the center of attention, particularly for
such a personal matter. Only the student can determine their gender identity. Outside confirmation
from medical or mental health professionals, or documentation of legal changes, is not required.
The school should be prepared for genuinely innocent confusion or uncertainty that may come
from members of the school community and set clear boundaries about what to say to the student
or their family.
Schools must also be able to respond to negative reactions to a student's public gender transition.
The larger community can subject these students and their families to ignorant intrusions and
even outright hostility. But schools are uniquely positioned to serve as a buffer to protect students
and their families.
Many negative reactions are a result of a lack of knowledge or familiarity with the idea of
transgender people, particularly transgender youth. While a public transition might make others
(including you) feel uncomfortable, that discomfort does not outweigh the student's need to be
safe and supported.
To assist schools in responding to questions, negative reactions or concerns to a student's public
gender transition, without speaking about the specific student, school staff may use the following
talking points to respond:
• `Y know this is new territory for many of us. Sometimes change is challenging. Perhaps 1
can share some information with you about gender identity and transgender people?"
• "1 can assure you that the safety, well-being and education of all students are our highest
priorities. "
• "Of course I can't talk about any individual student, just as 1 would never talk about your
child. "
• "Schools have always worked to support the needs of individual students in a variety of
ways. Like we have always done, we are committed to supporting all of our students. "
• 'Imagine if this was another type of student need that other people weren't comfortable
with, how would you respond?"
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GUIDANCE TO SUPPOR-T' TRANSGENDER AND GENDER EXPANSIVE STUDENTS
Due to the increased risks facing transgender and gender expansive students, as well as the
unique circumstances that may arise when working with these students and their families,
additional guidance and recommendations are being provided to help ensure these students
receive the same educational opportunities as their peers.
Districts make important decisions regarding policies and practices to promote student safety and
support, with equal access to all programs, services, and facilities provided by school districts. All
M-DCPS students must be treated equally and fairly, free from discrimination, harassment, and
bullying based on their real or perceived sexual orientation, gender identity, and gender
expression. This commitment to equal and fair treatment includes transgender and gender
expansive students, and applies to all District operations, programs, and activities.
These recommendations facilitate district compliance with local, state, and federal laws, while
furthering the goals of cultivating and sustaining caring, supportive, respectful, and affirming
learning environments that provide for the education, safety, and welfare of all students. This
section provides the most common and foundational support for transgender students in schools
and provide practical steps to implement them; however, it does not anticipate every situation that
might occur. The unique needs and concerns of each student should be addressed on a case -
by -case basis with a student -centered approach that includes the ongoing engagement of the
student, the parent/guardian, as appropriate, and school personnel with a legitimate educational
interest per the Family Education Rights and Privacy Act (FERPA).
The overall goal is to ensure the safety, comfort, and healthy development of all students,
including transgender and gender expansive students, maximizing inclusion and social integration
while minimizing exclusion and stigmatization.
Names and Pronouns: School staff should address students by their chosen name and
pronouns that correspond to their gender identity, regardless of whether there has been a legal
name change. Upon request, the chosen name and gender should be included in the district's
information management systems, in addition to the student's legal name. District -generated
student email addresses should also reflect the student's chosen name, if first names are
identifiable in such addresses. These changes inform all staff, including substitute teachers, of
the name and pronoun to use when addressing the student, and help avoid inadvertent
disclosures.
Student Records: When requested, schools should engage in reasonable and good faith efforts
to change current unofficial student records (e.g., class and team rosters, yearbooks, school
newspapers, and newsletters) with the chosen name and appropriate gender markers to promote
consistency among teachers, substitute teachers, school administrators, and other school staff.3
While Florida law provides a process for people to seek a legal name change, there may be
extenuating circumstances that make a legal name change desired, but unattainable.
Parents/guardians, or students who are age 18 or older, also have the right to seek amendment
3 C. Foley, US Department of Education, ED Facts Partner Support Center, personal communication with C. Jones in
CEPI, July 10, 2015.
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to the school records (per FERPA) if their records are deemed "inaccurate, misleading, or in
violation of the student's privacy."
Privacy and Confidentiality Regarding Disclosures: Transgender and gender expansive
students have the right to decide when, with whom, and to what extent to share private
information. When contacting the parent/guardian of a transgender or gender expansive student,
school staff should use the student's legal name and the pronoun corresponding to the student's
assigned sex at birth, unless the student or parent/guardian has specified otherwise.
Restrooms: Students should be allowed to use the restroom in accordance with their gender
identity. Alternative and non -stigmatizing options, such as an all -gender or single user restroom
(e.g., staff bathroom or nurse's office), should be made available to students who request them,
but not presented as the only option. Any student who has a need or desire for increased privacy,
regardless of underlying reasons, has the right to access a single -user restroom. 4
Locker Rooms or Changing Facilities: A student should not be required to use a locker room
that is incongruent with their gender identity. Locker room usage should be determined on a case -
by -case basis, using the guiding principles of safety and honoring the student's gender identity
and expression. Some options include: 1) a change in schedule; 2) use of a private area in the
facility (e.g., nearby restroom stall with a door, or an area separated by a curtain, a physical
education instructor's office in the locker room); and 3) use of a nearby private area (e.g.,
restroom, nurse's office). Any student who has a need or desire for increased privacy, regardless
of the underlying reasons, may request the options listed above.
Physical Education Classes and Intramural Sports: Students should be allowed to participate
in physical education classes and intramural sports in accordance with their gender identity.
Interscholastic Sports: Students should be allowed to participate in interscholastic sports in
accordance with their gender identity. Eligibility of transgender students in Florida High School
Athletic Association (FLHSAA)-sponsored post -season tournaments is governed by the FLHSAA,
subject to state and federal civil rights laws.
Dress Code: Students should have the right to express their gender at school, within the
parameters of the school's dress code, without discrimination or harassment. The school's dress
code should be gender -neutral and not restrict a student's clothing choices on the basis of gender.
In the event that the dress code has differing expectations or practices based on gender, students
should be permitted to dress in accordance with their gender identity.
° In the event that the school does not have such a facility, every effort must be made to accommodate
the student's needs
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Gender -Based Activities or Practices: Districts should evaluate all gender -based programs and
practices and maintain only those that have a clear and sound educational purpose. Gender -
based programs and practices can have the unintentional consequence of marginalizing,
stigmatizing, and excluding transgender and gender expansive students. Moreover, in some
circumstances, they may violate state and federal laws. When students are separated by gender
in school activities, students should be allowed to participate in accordance with their gender
identity. When considering overnight accommodations, situations should be assessed on a case -
by -case basis, seeking solutions that are inclusive, respectful, and acceptable to the student and
do not impose an additional expense or burden on the student.
Overnight Field Trips: A transgender student's comfort level with sleeping arrangements will
largely dictate the manner in which related issues are addressed. If students are to be separated
based on gender, then the transgender student should be allowed to room with peers that match
their gender identity.
RLSLARCE-t
Children typically begin expressing their gender identity between the ages of two and four years
of age, around this age, transgender children often express their cross -gender identification to
their family members and caregivers through behaviors like dressing in clothing and engaging in
activities consistent with their gender identity. Even at that young age, transgender children are
often insistent and persistent about their gender, differentiating their behavior from a phase or
imaginative play.
Research indicates that LGBTQ students, nationally are targeted with physical violence and
experience a hostile school environment more frequently than their non-LGBTQ peers.
According to a national report, 40 percent of transgender and nonbinary students were physically
assaulted or threatened, (e.g., punched, kicked, or injured with a weapon) in their lifetime due to
their gender expression. 5
Overall, LGBTQ students who are bullied and harassed are more likely to experience depression
and anxiety, feel excluded from the school community, and experience lower academic
achievement and stunted educational aspirations.
Lesbian, gay, bisexual, and transgender (LGBT) students are over -represented in the
unaccompanied homeless youth population, creating significant barriers to health, safety, and
school success. Nationally, 38% of transgender and nonbinary students have experienced
housing instability. More alarming is 28% of youth who experience housing instability reported a
suicide attempt in the past year. 5
The adverse health and educational consequences for transgender students are even greater
than those for LGB students.
Not all LGBTQ students are equally affected by these risk factors. LGBTQ students with
intersecting, marginalized identities (e.g., black transgender females, LGBTQ students with
5 The Trevor Hotline: National Survey on LGBTQ Youth Mental Health 2020
0
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disabilities) are at greater risk of negative outcomes. Among those who seriously considered
suicide, only half of Black LGBTQ youth received psychological or emotional counseling
compared to 3 out of 5 LGBTQ youth overall. 6 M-DCPS recognizes the role that power, privilege,
discrimination, and oppression play in creating disparities that exist between LGBTQ students
and their peers, and that only by addressing the underlying structural inequities will the existing
disparities in academic achievement and health outcomes be eliminated.
M-DCPS is committed to reducing the impact of high -risk factors and providing equitable
resources and access to quality educational opportunities to meet the needs of all students.
BEST PRACTICES
M-DCPS recognizes the need for all students to have a safe and supportive school environment
to progress academically and developmentally, and believes school administrators, teachers,
staff, families, and students all play an important role in creating and sustaining that environment.
Students must be treated equally, fairly, and be protected from discrimination based on their real
or perceived sexual orientation, gender identity, and/or gender expression. As such, the M-DCPS
encourages schools to:
Enforce School Board policies protecting students from harassment, violence, and
discrimination based on their real or perceived sexual orientation, gender identity, and/or
gender expression (e.g., enumerated nondiscrimination, anti -bullying, and anti -
harassment policies). Inclusive school policies and administrative guidelines regarding
implementation provide clear guidance for school administrators, teachers, support staff, families,
and students to ensure all members of the school community have similar, consistent
expectations for what is considered appropriate conduct in school and at school -related activities.'
Provide professional development opportunities on issues affecting LGBTQ students to
all staff. These opportunities should extend beyond teachers, administrators, and school mental
health staff, to include anyone who interacts with students (e.g., coaches, bus drivers, cafeteria
workers, custodians, and administrative support staff). M-DCPS conducts introductory and
advanced workshops to help educators and other school personnel understand, assess, and
improve school safety and climate for all students, including those who are LGBTQ. Districts
should encourage and support staff attendance at these and other role -appropriate professional
development opportunities.8
6 Trevor Research Brief: BLACK LGBTQ YOUTH MENTAL HEALTH
' See Miami -Dade County Public Schools Model Anti -Bullying Policy 5517.01 as an example of an enumerated
policy that includes sexual orientation, gender identity and gender expression. Retrieved
from.http://www.dadeschools.net/schoolboard/rules/Chapt5/5d-1.101.pdf Retrieved from
http://studentservices.dadeschools.net/bullying/Pdfs/MDCPS bullying -harass policy pdf
s The introductory workshop (A Silent Crisis: Creating Safe Schools for Sexual Minority Youth) and advanced
workshop (Planning for Action: Next Steps in Creating Safe Schools for Sexual Minority Youth) are available at
regional sites throughout the states.
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Support the formation of extracurricular student -led clubs, such as Gay -Straight Alliances
or Gender and Sexuality Alliances (GSAs) in middle and high schools. In accordance with
the Equal Access Act and School Board Policy 5730, the GSA should be afforded the same rights
and privileges as other student -led extracurricular clubs in all areas, such as appointment and
compensation of advisors, publicity for events, and inclusion on school websites. These groups
have been shown to improve school climate for all students, regardless of sexual orientation,
gender identity, or gender expression, and serve as protective factors for all students, both
members and non-members. They can provide different functions, including supporting potentially
isolated and at -risk LGBTQ students and their allies, educating the larger school community, and
advocating for a more inclusive school climate.
Provide appropriate and meaningful family engagement and support. Since parental
acceptance and family support are key determinants of LGBTQ student health, student support
teams, staff, and community partners should provide resources to help families and students
locate information, affirming counseling, and support services. School mental health professionals
(school counselors, school social workers, and school psychologists) play an important role in
helping students evaluate their academic and family situations, support systems, and resources.
School mental health professionals have the necessary training to conduct mental health and
substance use assessments, as needed. Schools should provide a welcoming environment for
diverse families, including those that are headed by LGBTQ parents/guardians, and are
encouraged to educate all families in their community about M-DCPS policies and guidelines.
Encourage respect for the human and civil rights of all people, including those who are
LGBTQ, across the curriculum. Research shows that inclusion of LGBTQ topics in curricula
is correlated with students feeling safer in school, regardless of sexual orientation or gender
identity. Schools are encouraged to have relevant and age appropriate content throughout the
curriculum, in areas such as social studies, English language arts, creative arts, and health
education, including sex education.9
Provide developmentally appropriate information about LGBTQ issues in school libraries
and in student and faculty resource centers. School libraries should include a selection of
high -interest LGBTQ books and media. Computer -filtering software should not inhibit age -
appropriate access to medical and social information. Schools are encouraged to review the
computer -filtering protocol to ensure that students and other school community members can
access information related to LGBTQ youth, local and national resources, and LGBTQ health
information.
Collect and review data to identify disparities that create barriers to a safe and successful
learning experience for LGBTQ students. LGBTQ students are disproportionately at risk for
experiencing bullying, truancy, violence, substance use, unaccompanied homelessness,
discipline referrals, and involvement with the juvenile justice system. Districts are encouraged to
analyze available attendance, suspension, expulsion, bullying, student risk behavior, and school
climate data to promote practices that improve LGBTQ students' attendance and participation in
school.
As indicated in the Student Services School Profile, schools must designate a SAFE
Network Liaison, which is willing to work with students on issues related to sexual
orientation, gender identity, and gender expression. The principal will identify a student
9 Note that changes in materials and methods that fall under the umbrella of sex education must go through the
Materials Review Committee approval process.
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services staff member to serve in the role of SAFE Liaison and attend quarterly trainings to receive
specialized professional development focused on building expertise in program development and
delivery of comprehensive services. Program elements include: the provision of individual, group,
and family counseling services; community resource information; support groups and social
networking opportunities; and providing or coordinating anti -bullying prevention and educational
activities. These services are provided with the focus of increasing resiliency, self-esteem, and
school/social/familial supports. Students report feeling safer at school when they know where to
go for information or support regarding LGBTQ issues, or when they have a trusted school staff
person available. This person may assume a leadership role in working with LGBTQ students and
their families, educate the school community regarding these topics, serve as the point person for
the building, work closely with the district Title IX Coordinator, and be a liaison to M-DCPS.
ADDITIONAL BLST PRACTICLS:
• Provide professional development for faculty and staff with a focus on increasing resiliency
and school/social/familial support to transgender students.
• Include topics in faculty and staff meetings or trainings on key terms related to gender
identity and expression; the development of gender identity; experiences of transgender
and gender nonconforming students; ways to support transgender students and how to
improve school climate for transgender and gender nonconforming students.
• Engage in regular professional development and training to build a school climate that
avoids gender stereotyping and affirms the gender of all children.
• Provide a safe space for the student to disclose their gender identity to the administration,
counselor or unsupportive parents,
• Provide counseling services for the whole family, connect them to local resources or other
parents of transgender or gender -expansive youth.
• Use a Student Gender Support Plan to systematically address various aspects of a
transgender or gender expansive student's experiences at school. It is designed to ensure
that the school, student and parents (when appropriate) are all on the same page and
have shared expectations about how the specific, gender -based needs of the student will
be met.
11
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HELPFUL DOCUMENTS
School Allies for Equity (SAFE) Network
Gender Support Plan
(formerly known as the Sexual Minority Network)
1. Identify student's preferred name and pronoun.
Parent/Guardian Involvement-
2. Are guardians of this student aware and supportive of their child's gender transition?
Confidentiality, Privacy and Disclosure-
3. How public or private will the information about this student's gender be?
If student has asserted a degree of privacy, what are the expectations of the institution if that
privacy is compromised? How will a teacher/staff member respond to questions about the
student's gender from, other students, staff members, or parents/community?
Student Safety
4. Who will be the student's "go to adult on campus"?
S. If the person is not available who should the student go to?
6. What process will be in place for frequent monitoring of the student and/or their family?
7. What are the expectations in the event the student is feeling unsafe and how will student seek
for assistance?
Names, Pronouns and Student Records
8. Name and pronouns to be used when referring to the student.
9. What adjustments can be made to protect the student's privacy?
10. Who will be the point person to ensure these adjustment are made and communicated as
needed?
11. Who will handle instances when the incorrect name and pronouns are used?
12. How will the student's privacy be accounted for and maintained in the following situations or
contexts:
• During registration
• Completing enrollment
• With substitute teachers
• Standardized tests
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• School photos
• IEP/Other Services
• Student Cumulative File
• After -school programs
• Lunch lines
• Taking attendance
• Teacher gradebook
• Official school -home communication
• Unofficial school -home communication
• Outside district personnel providers
• Summons to the office
• Yearbook
• Student ID
• Distribution of texts/or other school supplies
• Assignment of an IT account
• PA announcement
13. If the student's guardians are not aware and supportive of the child's gender status, how will
school -home communication be handled?
14. What are some other ways the school needs to anticipate information about this student's
preferred name and gender marker potentially being comprised? How will these be handled?
Use of Facilities
15. Student will use the following restroom(s) on campus.
16. Student will change clothes in the following place.
17. If the student has concerns about facilities, who will be the contact person?
18. What are the expectations regarding use of facilities for any class trip?
19. What are the expectations regarding rooming for any overnight trip?
20. Are there any questions or concerns about the student's access to facilities?
Extracurricular Activities
21. Does the student participate in an after -school program?
22. What steps will be necessary for supporting the student there?
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23. In what extracurricular program will the student be participating (sports, theatre, clubs, etc.)?
24. What steps will be taken to support the student there?
Other Considerations
25. Are there any specific social dynamics with other students, families or staff members that need
to be discussed or accounted for?
26. Does the student have any sibling(s) at school?
27. Are there lessons, units, content or other activities coming up this year to consider (growth and
development, social justice units, name projects, dance instruction, Pride events, school dances,
etc.)?
28. What training will the school engage in to build capacity for working with gender -expansive
students?
Support Plan Review and Revision
29. How will this plan be monitored over time?
30. What will be the process should the student, family, or school wish to revise any aspect of this
plan?
31. What are the specific follow-ups or action items emerging from this meeting and who is
responsible for them?
These questions will help implement a comprehensive and supportive environment for transgender and
gender non -conforming youth. This document should be used as a guide to help staff identify issues
that need to be addressed. Should you need to document any part of this plan, please do so on a
Student Case Management Student Services Form (FM-3673), this plan is not to be placed in a student's
cumulative file, as these files are accessible to other individuals.
Information above was extracted from Gender Spectrum's Gender Support Plan 2016.
*Additional Resources can be found by visiting the SAFE Network Website.
Questions regarding support should be directed to Gladys Duran, LCSW at durang@dadeschools.net or (305) 995-1778
Revised: 07/2020
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FOUNDATION
4/16/2023
1101 Brickell Avenue, South Tower, Bth Floor, Miami, FL 33131
Phone: 305-751-7283 1 Email: save@save.lgbt I "deb: https://foundation.save.Igbt
Dear Esteemed Mayor and Commissioners of the City of Miami Beach,
I am reaching out to provide a summary of the campaign to support parents and families of
LGBTQ youth.
The campaign entitled Miami Beach Cares (www.MiamiBeachCares.lgbt) would be distributed
through social media, digital banners, and the city trolley with the goal of getting interested
persons to a website with information and resources for parents and youth who are dealing with
issues related to sexual orientation and gender identity.
The resources that will be included on the website will address topics of mental health and
suicide prevention, faith and religion, homelessness and housing, youth programs available
through local organizations, bullying, and family acceptance to name a few. We will convene
community leaders of nonprofits to develop the resources that are best suited for Miami Beach
residents.
With the absence of information in our schools, parents and youth are searching for resources
to address their questions and concerns. We hope to offer guidance to families and youth who
are in need of support. We believe that this initiative will serve our community well and continue
to build on the City of Miami Beach's legacy as a beacon for the LGBTQ community.
Sincerely,
"A -
Orlando Gonzales
Executive Director
A% Safeguarding American Values for Everyone SAVELGBT f SAVELGBT Ca SAVELGBTV
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FOUNDATION
PROPOSED GRANT
1101 Brickell Avenue, South Tower, Bth Floor, Miami, FL 33131
Phone: 305-751-7283 1 Email. save@save.lgbt i Web: https://foundation.save.Igbt
Timing
o Approximately one month of planning and creative development
o Three months of ad campaign run time (August -November)
SCOPE OF WORK
CREATIVE
Deliverable: We will bring to you two campaign ideas and present these ideas through a few
hypothetical executions (digital banners, trolley, social media) so you can see how it comes to
life. After two rounds of review, we would narrow down to one idea, for which we would produce
and develop all of the assets mapped out in an approved media plan.
MEDIA PLANNING
Our media team works in lock step with our creative team to plan and develop an integrated
campaign. As a part of this phase, we will provide you with our recommended media plan to
achieve the campaign objectives.
Deliverables: In this phase, we will provide you with the following:
• Overall media strategy for launch and ongoing campaign. It will include audience targeting,
flight schedule, channel recommendations and suggested spend levels.
• To be inclusive of those mediums we found most effective. But could include radio, print,
digital, social, outdoor, influencer, etc.
• Analytics strategy with key performance indicators and benchmarks.
PROJECT MANAGEMENT
• Calls and meetings
• Communication with the City of Miami Beach to discuss reviews and approvals
• Campaign optimization and benchmark tracking
• Ongoing reporting
• Build website, purchase domain name, and set up web hosting
• Manage the online resources published on the website
CITY OF MIAMI BEACH TEAM INCLUDED
• Chief Education Officer
• Director of Communications
• LGBTQ Advisory Committee Members
• Youth Commission Members
Safeguarding American Values for Everyone y SAVELGBT f SAVELGBT @SAVELGBTV
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A11FOUNDATION
BUDGET
1101 Brickell Avenue, South Tower, 8th Floor, Miami, FL 33131
Phone: 305-751-7283 1 Email: save@save.lgbt I Web: https://foundation.save.Igbt
Domain name MiamiBeachCares.LGBT
$20
Website hosting
$200
Media/advertising spend
$53,780
Project administration and management, ad creative
development, and media planning
$21,000
TOTAL
$75,000
ESTIMATED TIMELINE
Decision by the City of Miami Beach
April 28, 2023
Grant paperwork signed
May 31
Planning, creative development, reviews and approvals
June 1 — July 31
Campaign launch date
August 14
Campaign end date
November 14
S2h1 Safeguarding American Values for Everyone IF SAVELGBT f SAVELGBT @SAVELGBTV
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