July 2017

The date for adopting the “Toolkit” was rescheduled after the public, belatedly informed that such a document was pending inundated the MDE with emails and phone calls. And after legislators publicly registered their opposition, Legislator’s Letter to Commissioner (PDF), the MDE posted this message on their website:

Thank you to everyone who submitted comments and suggestions to the draft gender inclusion toolkit. We have reviewed those comments and provided a draft to the Minnesota Department of Human Rights for their review, as planned.

Schedule Change for Next Council Meeting

There is a schedule change for the upcoming council meeting. In order to provide adequate time to review the revised draft, we will post the draft on our website on Monday, June 19. The council will then reconvene on Wednesday, July 19, from 3-5 p.m., at the Minnesota Department of Education, Conference Center B, Room 15, in order to discuss and take action on the revised draft.

Monday, June 19th, came and went, and a revised draft finally appeared a week late on Monday, June 26th.

The first draft of the gender inclusion toolkit was never posted on the MDE website for the public to have any opportunity to review. Contrary to their above comment, they did not solicit comments or suggestions. Comments only began pouring in when their first draft was outed by CPL. Prior to that, only gender activists were providing input! In fact, they are the authors. Think about that. The only input and the only resources used to develop state recommendations on transgender policies and practices in ALL Minnesota schools came from radical gender activists.

MDE’s disinterest in public input is evidenced by noting that their revised draft is virtually unchanged. They remain fully and deeply committed to promoting a radical gender fluid agenda on all our kids.

Some of the now-familiar examples of this agenda are:

  • Gender is how we feel;
  • Biological sex is referred to as “assigned sex”;
  • Gender “transition plans” are recommended from a gender activist group called Gender Spectrum which calls for Gender Diversity training for parents, peers, the community, parents of other students, and school staff;
  • Family members who do not affirm a child’s transgender feelings are considered potentially unsafe, and reporting this abuse to legal authorities may be deemed appropriate;
  • Not using a student’s ‘preferred pronoun’ may be considered bullying. CPL saw this coming when we opposed the MN Bullying Bill. [The “Bullying Bill” was never really about bullying. It was about forcing gender fluid ideology into the schools];
  • Federal Title IX law continues to be misrepresented as requiring boys who identify as girls to be allowed to compete on girls’ sports teams. This is false.

The “Toolkit” also informs schools that they “need to ensure” that transgender students may use bathrooms, locker rooms and hotel accommodations according to their gender feelings. And here’s the kicker: students who want to protect their privacy are the ones to be segregated.

“Privacy objections raised by a student in interacting with a transgender or gender nonconforming student may be addressed by segregating the student raising the objection provided that the action of the school officials does not result in stigmatizing the transgender and gender nonconforming student.”

The Minnesota Departments of Education and Human Rights are advising school districts that they “need to ensure” that boys and girls who raise privacy objections about having to share hotel rooms with someone of the opposite biological sex are the ones to be separated from everyone else. Common sense has left the building!

This “Toolkit” and the other exhibits mentioned above have created a hostile environment for children who do not affirm radical gender ideology. They have also created an environment where non-affirming students are literally being bullied for not embracing and accepting their lies.

The “Toolkit” itself states that the MN Human Rights Act “provides that all students have the right to attend school in a safe and supportive environment where they can learn and have equal access to all educational opportunities. Illegal discrimination can occur if a student is …exposed to a hostile environment that interferes with the student’s ability to learn or participate in activities at school.