Presentation to PPS Leadership August 14, 2013 LGBTQ Administrators & Allies SUPPORTING PORTLAND PUBLIC SCHOOLS’ LGBTQ STUDENTS, STAFF, AND FAMILIES

LEARNING OBJECTIVES Identify risks to LGBTQ and gender-variant students. Identify school practices that are positively associated with improved academic outcomes for LGBTQ and gender-variant students. Review updated FAQs for LGBTQ employees. Apply updated FAQs to common school scenarios. Consider the impact of race and culture on administrators’ support for LGBTQ students, staff, and families.

STUDENT VOICE

WHY SHOULD WE CARE? Oregon’s LGBTQ students are at risk – especially if they don’t report harassment or assault. In 2011 (Grades 7-12): 73% - Experienced Verbal Harassment (vs. 82% Nationally) 34% - Experienced Physical Harassment or Assault Vs. 56% Nationally 64% - Of the Above Never Reported a Single Act of Harassment Vs. 60% Nationally 48% - Of those who did report, said nothing was done Vs. 40% Nationally

LGBTQ-Affirming Schools Have Better Outcomes for Students LGBTQ Students Who Feel “Unsafe or Uncomfortable”: 3x as likely to have skipped at least one full class day in the past month 32% vs. 10% 3x as likely to have skip at least one class period in any given school day 30% vs. 9% LGBTQ Students Who Feel “Supported”: Have higher average GPAs (3.2 vs. 2.9) Have higher post-secondary aspirations (5% no post-secondary plans vs. 11%) Have lower incidences of depression (37% vs. 68%)

What Makes a Positive Difference? #1 – Functioning Gay-Straight Alliances (GSAs)

What Makes a Positive Difference? #2 – Supportive Educators

What Makes a Positive Difference? #3 – Inclusive Curriculum

What Makes a Positive Difference? #4 – Comprehensive Anti-Bullying and Harassment Policies that Call Out LGBTQ and Gender Identity/Expression

LGBTQ FAQs re PPS Employees Voices of 3 PPS Teachers See TeacherTen.org Review updated FAQs re PPS LGBTQ Employees School-based scenarios PD expectations and supports Wrap-up