[0:00] With their bursex, it allowed to pass through puberty naturally, without medical interventions like puberty blockers from sex hormones for sex reassignment surgery. Now, watchful waiting has been replaced with accept and affirm. Outfront told you that the child, whatever the age, expresses any interest in becoming a transgender person, the school should accept and affirm. This is also

[0:30] the position of the Minnesota School Board.

[0:33] association, but some claim that the affirmation only strategy demanded by people in organizations

[0:39] with political and financial incentives is a way to drive children toward lifelong

[0:44] mentalization. Trans persons are humans to be loved and deserve a life without harassment

[0:53] Everyone and violence as does every word, except

[1:00] and for me,

[1:07] except and affirm, however,

[1:10] does not mean believe for many.

[1:14] For the majority of kids, transgender is a foreign concept and hard to understand.

[1:20] For Arayaka, sex isn't even a concept that they thought about and should not be a concept

[1:26] that the school introduces.

[1:28] But now it seems to have cracked into the books,

[1:31] educational materials, videos, and films

[1:34] that even the youngest are seeing.

[1:36] The LGBTQ plus community says that it's normal,

[1:40] and relentlessly promotes that viewpoint.

[1:43] Those with a religious and one-to-year science outlet

[1:48] have a different change.

[1:59] For them, the transgender category

[2:01] or in dialects of fundamental truth.

[2:03] For those of faith who are protected by the First Amendment,

[2:07] there are only two sepsis, man and women.

[2:11] For those in science that are not cultural cardiology,

[2:15] there are only two sepsis, men and women.

[2:18] That is the case in biology for the first time to understand.

[2:26] These people's opinions ought to be given equal consideration

[2:30] and not categorized as intolerant,

[2:33] Judgmentals, bigoted, unsupported, transphobic, hateful, even evil for daring to offer a different opinion than the LGBTQ plus advocates.

[2:43] Under our constitution and judicial rulings, those

[2:59] who sincerely hold their beliefs are protected from the government prohibiting them to do so.

[3:06] but importantly, those hold beliefs are prohibited from demanding that the government force others to adopt those beliefs.

[3:15] While transgender women may sincerely believe that they are women, not all women, go along with that.

[3:23] Many radical feminists argue against trans women being women.

[3:29] A common and rat-fam parodansky insists that one can be called anything they so desire and dress accordingly, but the actual becoming of the opposite sex does not happen.

[3:43] Plenty of others are also up in arms, claiming that all the advances that have been made to protect roles in women such as Title IX are being destroyed when men identifying as trans women invade the province of naturally-born women.

[3:58] whether in entertainment, sports, prisons, or elsewhere.

[4:04] If a trans girl or trans woman retains all the anatomical elements of a man,

[4:09] exposure in a natal female and you could harm the sensibilities of those natal females,

[4:15] is this a self and welcoming environment for all?

[4:20] Perhaps it may be that a new category will redefine as the turmoil in Polish sports illustrates

[4:25] regarding the trans woman's swimmer, Lea Thomas.

[4:29] She must take hormones to suppress her natural testosterone,

[4:33] but the male advantages that she inherited in her DNA

[4:36] give her an almost insurmountable advantage over male women.

[4:41] The sports world is unsure of what to do about this.

[4:45] One state's legislature, South Dakota,

[4:47] resolved an issue by an active bill that prevents trans women

[4:51] from keeping a gas male woman.

[4:53] And on March 3 of this year, I was governor Kim Reynolds did the same.

[4:58] This is not the case in Minnesota High School sports, as the Minnesota State High School

[5:03] League in 2015 specifically allowed trans women to compete with NATO women.

[5:14] In conclusion, I ask the board to consider what it can do to ensure that the rights of all

[5:21] students are respected without alienating local culture and values are human rights of any

[5:31] I would caution that enacting specific policies, although proactive, may not be the best

[5:38] approach of this time. Instead, a wait-and-see approach is suggested, allowing time for evaluating

[5:44] state and national court cases to further provide a better direction. But other viewpoints, as

[5:49] with this presentation, should always be considered impossible.

[5:52] First, prevent lawsuits by following existing district policies and practices, applicable

[5:59] court decisions and the law, all of which should be enumerated and published, so citizens

[6:05] will understand why particular actions are or are not taken, such as transgender persons

[6:12] use bathrooms and locker rooms, overnight school trips, school and athletic programs.

[6:17] this guarantees transparency. Consider providing consent forms asking a parent for

[6:23] specific instructions required for any school activity in which their children would

[6:27] participate. The guiding principle is that school boards have the duty to

[6:32] represent all students and be sensitive to parental rights. Second, ensure that

[6:38] parents are notified by the school immediately if their child expresses an interest

[6:42] in or wants to transition, even if a child is born to be a child. Unless such a child is

[6:51] very wildly endangered. This means any student under the age of 18 unless they are

[6:58] emancipated. Parents are the foremost guarantors of their child's education, safety, and best

[7:04] interests. They are the child's moral compass. It is important for all better students to

[7:11] be grounded in the concept of belonging to a whole community.

[7:16] Third, teachers, parents, and children

[7:18] retain constitutional rights in an educational setting.

[7:22] If genuine faith or understanding of science

[7:25] prevents them from adopting a policy of accepting a firm,

[7:29] retaliation in any form should not be tolerated.

[7:33] Transgender kids like all kids need to understand

[7:37] And the world doesn't evolve around them, they're part of the world.

[7:46] And they're all students need to treat each other with kindness and compassion, but they

[7:56] cannot be required to violate their own beliefs.

[8:01] Use of a new name and preferred pronouns should be an option for those interacting with each

[8:10] Fourth, the newest study by the Wayne Institute finds that most suicide attempts about 61

[8:16] percent among LGBTQ people occurred within five years of realizing one sexual minority identity.

[8:24] Signs of psychological fragillitation optimally need detected by parents first by school counselors

[8:32] and reported to teachers for observation and follow-up as mandated by state statute.

[8:37] However, policies or procedures regarding this issue should be carefully crafted to insulate

[8:43] the school and its personnel from liability of failure to recognize those signs.

[8:49] Fifth, the school should carefully consider whether it should be held responsible for

[8:53] monetary damages and transgender students later re-transitions and then claims that the school

[9:01] improperly affirmed and accepted what should have been diagnosed and treated as a psychological

[9:11] Studies show that in most cases, there is an underlying condition to gender dysphoria,

[9:17] primarily depression, suicidal ideation, and anxiety and adolescence, and ADHD and

[9:24] younger kids who just read an eye.

[9:26] The board should consider the approach taken in the UK.

[9:30] Get a consent form signed by both parents or primary and legal parent.

[9:33] plus a diagnosis from a psychologist or psychiatrist

[9:36] and not a school counselor,

[9:38] that recommends the transition.

[9:40] Without a recognition of possible underlying causes,

[9:44] the number of trans-gender kids in school

[9:46] is only going to increase according to current statistics.

[9:49] Please, non-bodyguards.

[9:51] Please, non-bodyguards.

[9:52] Non-vying rights is a growing segment.

[9:55] Whether or not we believe that those kids

[9:58] truly suffer from gender dysphoria

[10:00] or are caught up in a social contagion

[10:02] or an underlying condition.

[10:04] Decisions have to be made to accommodate them

[10:07] and their peers.

[10:09] We all want simple answers for helping.

[10:12] Accepting and affirming them with an aid change

[10:15] and use of preferred pronouns is only a bandaid though,

[10:19] perhaps effective in the short term,

[10:21] but it may not be an invest interest in the long term.

[10:24] And choices may now will impact the rest

[10:26] of the student population that sees a protected class

[10:29] and preferential treatment to the detriment of themselves.

[10:33] The lead cannot be forced and logic thrown out

[10:37] when unadulterated science can help with providing answers.

[10:41] No matter what's coming, however, kindness and compassion

[10:44] should be extended to everyone.

[10:47] And

[10:52] as the middle screen of both were wondered

[10:54] to just resilience, a sense of humor,

[10:58] and tossing out any sense of being a victim

[11:00] will create the opportunity for a happy life.

[11:03] Thank you.

[11:04] Thank you.

[11:53] Thank you.

[11:56] Thank you.

[11:57] Thank you.

[12:20] Good evening.

[12:21] Last week, a college shared with me a TED Talk entitled The Danger of a Single Story.

[12:28] I understand this particular TED Talk is even shown to better students in some of our classrooms.

[12:33] After listening to it, I thought it might be appropriate to reference it tonight.

[12:38] The woman who gave the talk said, hold, the danger of only hearing a single story does

[12:43] There's not that this story may be false.

[12:45] The real danger of a single story is that it is incomplete.

[12:50] How front presented their story about the transgender legal issues last August?

[12:55] I'm not claiming that what Outfront said regarding the law of this false only that it was incomplete.

[13:02] So tonight I will tell you the rest of the story.

[13:05] While I have been a licensed practicing attorney in Minnesota for the last 33 years,

[13:10] I'd like to note at the outset that nothing I say tonight is intended as legal advice

[13:16] for you or anyone else.

[13:18] I'm simply presenting information concerning the shifting legal landscape to help inform

[13:23] the board as to all the issues involved.

[13:27] I've heard that history school is to make federal schools safe and welcoming for all students.

[13:32] It is my role, the information percentage here tonight will help you in reaching that goal.

[13:38] Because my time is short, I would like to briefly cover three points tonight.

[13:43] Number one, the laws are still evolving.

[13:47] When Alfred began their presentation last August, they highlighted court cases which might

[13:51] suggest the legal questions have been settled on these issues.

[13:55] I can assure you that it's not the case.

[13:58] Even the Alfred's attorney admitted the law isn't settled when she said there is a split

[14:02] the courts apply the law on these issues. The courts are indeed split in their decisions

[14:09] because the law is constantly trying to balance and reconcile competing claims. One example

[14:15] currently in the headlines is the Title IX dispute involving a transgender woman competing

[14:20] in collegiate women's courts. Title IX was originally passed in 1972 when transgender issues

[14:26] weren't even heard of. Its original purpose was to give women athletes a fair playing

[14:32] field, compared to men's athletes. Now, the courts must attempt to balance the rights

[14:37] of women athletes with those of transgender athletes, something Title IX never contemplated

[14:43] and it was written. As a consequence of this uncertainty in the laws, school board is

[14:49] walking in legal type between balancing the competing rights of transgender students and

[14:54] the rights of the rest of the students in the district. Not an easy balancing act to achieve.

[15:01] My second point tonight. The challenge is presented by First Amendment issues. The

[15:06] All-front Attorney did not address First Amendment issues at all. She simply lost

[15:10] over them saying, well, the First Amendment cuts old ways in

[15:14] complete schools in each challenging position. That was all she said about it. Yes, the

[15:19] First Amendment does indeed cut both ways, making the legal title of the

[15:23] school board is attempting to walk even more instantly. Now the next thing I will

[15:28] say seems so obvious, itself evident, that I shouldn't even have to say it out loud,

[15:33] especially not in a public school, where civics, American history and government are supposedly

[15:39] taught in a daily basis. But let me say it, but let me just say it anyway just to make it perfectly clear.

[15:48] Freedom of expression is a fundamental human right. Freedom of speech is a fundamental human right.

[15:55] Both rights are enshrined in our first amendment, but also acknowledged and affirmed in the

[16:00] international declaration of human rights, Article 19, which states, everyone has the right

[16:06] to freedom of opinion and expression.

[16:09] No one's voice can be silenced, just because some people label it as hate speech.

[16:21] That is not the state that law now, nor has it ever been in the last 240 years of our history.

[16:28] It's clear that those who wish to silence us simply don't understand the First Amendment.

[16:33] They don't understand that you deserve it.

[16:36] For some, either they or some of the self-appointed watch groups are the judges of who is the right to speak and who doesn't.

[16:45] Now, just as transgender students are asking protection of their human rights,

[16:49] the school ward must also protect those very same human rights for the rest of the students as well.

[16:55] And please remember human rights are not just reserved for those in a protected place.

[17:01] But here is something else that health front didn't tell the best of it.

[17:06] Embedded in those human rights, a pre-expression is the fundamental human right not to be compelled to speak or affirm something with which you disagree.

[17:16] And this fundamental human right from compelled speech brings us to this discussion of these pronouns.

[17:23] The entire concept of freedom of speech is the individual's right to choose to say something,

[17:29] but just as importantly, the right to choose not to say something with which the individual

[17:35] disagrees.

[17:36] To put it simply, if we are free to speak what we want, we are also equally free, not to speak

[17:41] what we don't want.

[17:44] Our front discusses the desire students who wish to be interested using pronouns

[17:48] importance with your transgender staffs. We are certainly free to leave those

[17:53] pronouns, but only if we wish to do so. And here's the truth. The problem arises

[17:58] when the use of each pronouns becomes mandatory or it's even favored by a

[18:03] student policy. At that point, as a government entity is engaging in the

[18:09] prohibited practice of compelling the speech of a student. Over and over again, the

[18:15] The Supreme Court has repeatedly ruled that no one can be compelled to speak or firm something with which they disagree.

[18:22] Bottom line, the Constitution prohibits the school as a government entity from compelling speech.

[18:29] As you are no doubt aware, the Becker School District party has in place a policy that prohibits a former compelled speech.

[18:37] After policy number 531 states, quote,

[18:41] anyone who does not wish to participate in reciting the Pledge of Allegiance

[18:44] for any purpose may elect not to do so.

[18:48] Students and slow personnel must respect another person's rights

[18:52] to make that choice.

[18:54] If this principle is true for the recitation of the Pledge of Allegiance,

[18:58] I would submit that it is also true for the compelledness of pronouns.

[19:11] In

[19:20] the 1943 Barnax Age, which established this principle, Justice Robert H. Jackson famously wrote,

[19:27] if there is anything that is principled in our Constitution, it is that no government official

[19:32] and prescribed which shall be orthodox in politics, nationalism, religion or other matters of opinion,

[19:39] or forced citizens to confess by word or act your faith that are in.

[19:45] The recent marijuana case in federal court called the school violated the teacher's right

[19:49] to not to be compelled to use his students before pronouns as being protected by the First

[19:54] Amendment.

[19:55] The recent California law that actually had come to criminalize misgendermity was quickly

[20:01] struck down on constitutional grounds, other cases have reached similar rulings.

[20:07] and in policy to the contrary adopt the right for schools will be on in space a potential violation of constitutional rights.

[20:16] So allow me to pose a hypothetical question for the school board to consider.

[20:21] How will the school board respond when a teacher insists persons must use preferred pronouns in their class

[20:27] and he student objects on the grounds of compelled speech?

[20:31] Will the teacher be held accountable for vitally in the distance past which the right is?

[20:37] Or is it okay that the student be scolded by the teacher and given you feeling great

[20:41] class in a grading class in retaliation for not using the right pronouns?

[20:52] Well the students academic transfer retarded with pronoun violations.

[20:55] If the student chooses to exercise their basic human right, not to say or firm something with which they disagree.

[21:02] Hopefully!

[21:04] If that is the case, I'll come back with a claim that is a safe and welcoming learning

[21:07] environment for the next students as well.

[21:10] How many bosses, civil and human rights violations does the school district want to defend if

[21:16] they attempt to compel the use of pronouns?

[21:19] The legal type of your honor is just to be given more.

[21:24] My next point.

[21:25] If you want discrimination by the government entity, it's prohibited.

[21:29] I touched on this issue last week when I addressed the school board asking for the opportunity

[21:32] you speak tonight. In short, the school district north teachers promote one

[21:37] new point in silence another. This is particularly important in light of all

[21:42] front-forging everyone to affirm and accept transgender students by only using

[21:47] their preferred pronouns. If the school fails to maintain strict new

[21:51] travel in this area, it might also violate the constitutional prohibition against

[21:55] you point discrimination. My final point, who's in and who's out. All front

[22:03] emphasized that transgender students are to be treated as a protected class, but

[22:08] creating such an extension among our students makes the question of who's in

[22:12] that protected class and who's out. First, I would ask the school board to define when

[22:18] is a student transition and not a merit-deaf consideration? Will the school

[22:23] the school district, the judge, when that has occurred.

[22:26] But remember, Alfred consisted that an individual's gender

[22:29] and we flew it.

[22:31] A transgender person is free to self-identify

[22:34] the individual gender in any way they want,

[22:38] and at any time.

[22:39] So what do you qualify?

[22:41] It's not the school that makes that determination.

[22:43] It must be the students themselves.

[22:46] So when does the student become a member of the protected class?

[22:49] On the day they choose to self-identify?

[22:51] or must some kind of time have a lab school before they have proven they are in fact transitioned.

[22:57] What have, for argument's sake, a student comes to school one day and suddenly claims they have transitioned,

[23:03] analysis on using the bathroom or locker room, consistent with a new gender.

[23:09] The student says they are part of the protected class and the school must allow them to use whatever bathroom they wish.

[23:16] But let's say in this hypothetical, the school is highly suspicious the student is not

[23:21] insincere.

[23:22] It is attempting to both mock the system.

[23:25] Remember, Alfred was specifically asked this very question by one of the board members

[23:29] last August.

[23:31] Alfred's response, don't worry about it, you will know if the student is genuinely transitioned

[23:36] or if they're just trying to mock the system.

[23:39] In other words, their advice in the school board is, you will know it when you see it.

[23:44] Really?

[23:46] So who will make that determination?

[23:48] A teacher, the principal, school board?

[23:52] So what happens when this student was denied access

[23:54] to the lack of reserve choices, then soon the school

[23:57] of funding gender extermination.

[23:59] As in the school denied them the same protection

[24:01] as others in their protected classroom.

[24:03] How will the board respond?

[24:05] Does the board really want to try and defend it

[24:07] Lawson by saying, yes, we refuse to give that student

[24:10] in the same protection as other transgender students,

[24:13] because we knew they weren't really transgendered at all.

[24:16] They were just mocking the system.

[24:19] Which one of you wants to be the one to say that

[24:21] at the PV news reporters?

[24:23] Which one of you wants to testify to that

[24:26] in open court in front of the jury

[24:28] when this lawsuit was signed?

[24:30] So I will ask the question.

[24:33] How does this move in German community

[24:35] and who is not transition

[24:36] and their core narrative mission into the project of class.

[24:40] Any way of slices the word will likely find itself

[24:43] in legally competitive position.

[24:46] The legal title of the school board design

[24:48] just became even more dangerous.

[24:51] Please remember, the standards, policies,

[24:55] procedures you adopt become a legal standard

[24:57] by which you will be judged.

[25:00] The word is promised to make vector schools safe

[25:02] and welcoming for all its needs.

[25:05] not just this left with you in a protected place.

[25:09] While I was finally presented to one point on the law

[25:12] last harvest, they did not tell you the entire mental story

[25:15] impacting our students.

[25:17] I hope my words tonight provide the more

[25:19] additional issues to consider as you know,

[25:22] chart a course ahead.

[25:23] Thank you, Denver Rowan, us to be heard.

[25:26] It took courage to do so.

[25:56] Thank you so much.

[25:57] For allowing me to speak to this evening,

[25:59] and I am to request, can you hear me?

[26:02] No.

[26:06] Is better?

[26:07] Okay.

[26:08] Thank you for allowing me to speak to this.

[26:11] And I am to request with the child protection week.

[26:14] Our mission is to protect children from protection,

[26:17] from exploitation, indoctrination, and violence.

[26:20] Parents across the state express their great appreciation

[26:24] for the information we provide.

[26:26] We are mothers.

[26:28] We are grandmothers whose love for children

[26:30] comes from a commitment to the long-term well-being of children,

[26:37] of all children, no matter their race, color,

[26:41] creed, or sexual identity.

[26:44] Tonight, I'm reviewing just a sample in the books and curriculum

[26:48] that frequently show up in schools in Minnesota

[26:50] as part of diversity, inclusion, and gender policies.

[26:55] To be clear, I am not aware of or have been informed

[27:00] of any of these particular books being currently present

[27:05] in the Becker schools, but because their use is so common,

[27:10] it certainly bears further investigation by the school board,

[27:14] whether they or others like them are currently available

[27:17] to the Becker students.

[27:19] As books and reading materials are brought into the schools,

[27:22] each needs to be viewed through the lens of whether

[27:25] they are the right choices for K-12 classrooms.

[27:28] So these are some examples. Starting with the youngest grades,

[27:32] Fred Prince's voice intended for ages 3 to 8.

[27:43] This book is about acceptance, love, and respect.

[27:53] Acceptance, love, and respect. Always essential lessons.

[27:59] But it also affirms and normalizes confusion about being a boy or girl.

[28:04] A four-year-old boy, a four-year-old boy likes pre-interpreted, he likes pink, he likes

[28:12] wearing dresses, wearing dresses makes him happy.

[28:16] The story introduces the youngest of children to question whether being a boy or a girl

[28:25] is really something they are born with.

[28:28] It teaches their feelings, determine our sexual identity.

[28:32] I am Jazz, Mr. Ada Stewart.

[28:37] The

[28:45] story about a very famous boy named Jazz Jones describes to

[28:55] very young children

[28:56] that having a girl brain in a boy body is called transgender

[29:01] and that loving means affirming those feelings.

[29:06] It means you're born that way.

[29:13] Parents, teachers, friends are all expected to encourage Jazz as new identities

[29:20] including using the girls bathroom and playing on the girls sports teams.

[29:30] I am jazz, suggest to children that if they don't conform to typical gender stereotypes,

[29:38] they should question who they are.

[29:41] It also teaches that you are not born male with female.

[29:50] Going to the gender-brand person preschool plus.

[30:00] Graphic and the next one as well as one call of gender dummy are found today in many Minnesota

[30:06] preschools, gender gardens, and early grades. They have been used as part of the Minnesota

[30:12] Department of Education's training for teachers and administrators in what the department

[30:18] calls the continuums of gender and sexuality.

[30:31] The

[30:40] target audience is very young.

[30:43] These pictures describe a child's gender as being a mix-and-match of how you feel, what you like, how you act, as well as how you're born.

[30:55] They force every child to make their gender identity their own personal creation.

[31:01] They

[31:08] also forced every child to discard the understanding that they are a boy or a girl by

[31:15] birth.

[31:16] The child must decide and choose who they are.

[31:20] With just a look, these pictures impose a false worldview on every very young child in

[31:28] the classroom.

[31:33] It's perfectly normal as a popular education resource targeted at ages 10.

[31:38] He

[31:45] finds transgender as quote, someone who processed from the gender that person was born with to be opposite gender, unquote.

[31:57] This crossing over is based on the feelings and their thoughts.

[32:03] quote, some may feel, some may feel this way, the support from them, some may feel this way

[32:10] all the time, others may feel this way for only a few months or a few years and some

[32:17] may feel that sometimes they're one gender and sometimes they are the other gender.

[32:30] It's perfectly normal, completely adopts the view of gender as being fluid and feeling

[32:37] based

[32:41] rather than being true genders that are based on biology and it transfers that view

[32:47] of human beings onto young people as fat.

[33:06] You want to end here.

[34:06] These are brought in under the umbrella of being inclusive.

[34:09] A massive supply of book titles is now available that normalize behaviors that violate the

[34:15] norms, values, and beliefs of many families and their community.

[34:19] Children are highly influenced by simple exposure to ideas by teachers they trust.

[34:25] Then they adopt them.

[34:26] Many parents are concerned that the genre of literature grooms children for accepting the norms presented to them.

[34:34] And that is their intention.

[34:37] Does gender inclusive mean that it's okay to violate the values and beliefs of the community?

[34:43] The school board has the responsibility to make that decision and thank you so much.

Untitled meeting

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