2012-2013 Orange Packet
Content
For more information and resources, contact GSA Network:
Central Valley – 1295 Wishon Ave. #6 Fresno, CA 93728 ph. 559.268.2780 f. 559.268.2781
Northern California –1550 Bryant St. Ste. 800 San Francisco, CA 94103 ph. 415.552.4229 f. 415.552.4729
Southern California – 1145 Wilshire Blvd #100 Los Angeles, CA 90017 ph. 213.482.4021. f. 213.482.4027
www.gsanetwork.org
Gay-Straight Alliance Network
empowering youth activists to fight homophobia & transphobia in schools
Gay-Straight Alliance Network is a youth leadership organization that connects school-based Gay-Straight Alliances
(GSAs) to each other and community resources. Through peer support, leadership development, and training,
GSA Network supports young people in starting, strengthening, and sustaining GSAs and builds the capacity of
GSAs to:
1. create safe environments in schools for students to support each other and learn about homophobia
and other oppressions,
2. educate the school community about gender identity and sexual orientation issues, and
3. fight discrimination, harassment, and violence in schools.
GSA Net wor k i s a yout h l eader shi p organi zat i on.
Yout h fr om GSAs around Cal i for ni a ser ve on our r egi onal Yout h Counci l s,
St at ewi de Advocacy Commi t t ee and t he GSA Net wor k Board.
ACTIVITIES:
Regi onal GSA Summi t s
Advocacy Trai ni ngs
GSA Act i vi st Camp
Queer Yout h Advocacy Day
YES Conf erence, San Franci sco
Expr essi on, Not Suppr essi on, Fresno
LGBTQ Vi si bi l i t y Campai gn
Ant i - Sl ur Campai gn
AB 537 (Make I t Real ! ) Campai gn
LGBTQ- I ncl usi ve Lessons Campai gn
I nf ormat i onal Web Si t e
Resour ce Mat eri al s
I ndi vi dual GSA Support
GSA Resource Materials
from Gay-Straight Alliance Network
Contents:
1. GSA Tree Checklist
2. GSA Network 2012-2013 Calendar
3. GSA Leadership Resource Guide
4. Fundraising for Your GSA Resource Guide
5. Decision-Making in Your GSA Resource Guide
6. How to Facilitate a Meeting Resource Guide
7. Planning Events Resource Guide
8. Transitioning Leadership Resource Guide
9. Know Your Rights! Education Code Shields
10. What to do if you are Harassed or Discriminated Against
11. School Climate Survey
find more resources at www.gsanetwork.org/resources
The Roots: What Grounds a GSA
Establishing Your Club’s Purpose
! Picking Your GSA’s Mission: Decide if your GSA will focus on
Support, Social, Activist or combine all three.
! Write a Mission Statement: (see back for samples) so that
everyone inside and outside your club knows what your GSA is all
about.
! Know Your GSA’s Vision & Values: Have conversations with
your GSA about what kind of school you want. Having a vision of
what the impact your GSA will have is important because it helps
keep your GSA focused.
! Leading Your GSA: Decide how your GSA will be run. You can
try having a traditional Officer system with a President, or a Board
system with a group of equal leaders. For more ideas, check out
our GSA Leadership Resource Guide: http://www.gsanetwork.org/
resources/building-your-gsa/gsa-leadership
Preparing for Meetings
! Leadership Meetings: However your GSA is lead, be sure
that the leaders of the club meet regularly (at least twice a
month) to plan your GSA meetings, take care of any work that
has to be done, and keep the GSA’s projects moving forward. Many GSA leaders will meet every week after
they’ve had the regular GSA meeting and work on the ideas that came up in the meeting.
! Make An Agenda: Make a list of the topics you’re going to talk about in your regular meetings. Be sure to assign
a set time for each topic so that you don’t over schedule your meeting. At the beginning of each meeting be sure
to give your members a chance to add a topic to the agenda.
! Make a Meeting Calendar: At the beginning of the school year, plan out all of your meetings and make a
calendar of them for your members. Include all major LGBTQ holidays and Days of Action. For a complete list,
look at the end of this guide for GSA Network’s Calendar.
! Publicize Meetings: Figure out the best ways to reach as many people in your school. Use daily
announcements, flyers, posters, newspaper/TV ads, etc. It’s also a good idea to have a Publicity Officer to be in
charge of promoting your meetings every week.
! Bring Food: People are happier when they’re fed, so buy food if club has money or raise money from your
members through a snack donation jar you can pass around each meeting. You can also ask for donations from
local business. For ideas and sample letters and calling scripts, check out our Fundraising for Your GSA
Resource Guide: http://www.gsanetwork.org/resources/building-your-gsa/fundraising-your-gsa
GSA TREE CHECKLIST
Making your GSA strong and well run is an important part of being a GSA activist! Like a
strong tree, a well run GSA will be around long after you graduate. This checklist is meant
to help you build your GSA by focusing on the 3 parts of a strong GSA:
THE ROOTS > THE TRUNK > THE BRANCHES
For more information and resources for Gay-Straight Alliance, contact GSA Network:
Central Valley – 1295 Wishon Ave. #6 Fresno, CA 93728 ph. 559.268.2780 f. 559.268.2781
Northern California – 1550 Bryant St. Ste. 800 San Francisco, CA 94103 ph. 415.552.4229 f. 415.552.4729
Southern California – 1145 Wilshire Blvd #100 Los Angeles, CA 90017 ph. 213.482.4021. f. 213.482.4027
Gay-Straight Alliance Network GSA TREE CHECKLIST www.gsanetwork.org
For more information and resources, contact GSA Network:
Central Valley – 1295 Wishon Ave. #6 Fresno, CA 93728 ph. 559.268.2780 f. 559.268.2781
Northern California – 1550 Bryant St. Ste. 800 San Francisco, CA 94103 ph. 415.552.4229 f. 415.552.4729
Southern California – 1145 Wilshire Blvd #100 Los Angeles, CA 90017 ph. 213.482.4021. f. 213.482.4027
The Trunk: What Keeps Your GSA Strong
Running a Good Meeting
! Use Ground Rules: Set ground rules for your meetings
so that all members feel safe and that their voices
matter. For ideas on good ground rules to use for your
GSA, check out GSA Network’s Ground Rules at the
end of this guide.
! Make Decisions: Figure out how your GSA is going to
make decisions. Will you use majority vote, consensus,
secret ballot? For more ideas on how to decide things in
your GSA, check out our Decision-Making in GSAs
Resource Guide:
http://www.gsanetwork.org/resources/building-your-
gsa/decision-making
! Facilitating Meetings: Be sure to have a facilitator to
keep your meetings moving and focused on the
agenda. It’s a good idea to have different members take a turn in running your meetings so that more members
develop their skills in running meetings. For more ideas on how to run good meetings, check out our How to Facilitate
a Meeting Resource Guide: http://www.gsanetwork.org/resources/building-your-gsa/how-facilitate-meeting
! Taking Notes: Ahead of time, assign a person to take notes for each meeting. This can be one of your leaders or a
member of the GSA. Make sure you record any actions that the GSA or members need to take for the next meeting.
Be sure to post the notes on your GSA bulletin board, website and/or Facebook group so that people can read them,
even if they don’t come to meetings.
! Involve Your Members: Your GSA members are what make your GSA possible, so it’s super important that they
have a chance to have their voices and ideas heard. Be sure you give your members lots of chances to say what they
think. A good way to do this is to create a comment box for suggestions, comments, ideas or questions.
Staying Organized
! Keep Good Records: You won’t be the GSA leader forever, so be sure to create good records of everything your
GSA does for future leaders. Create a GSA Binder that will contain all your records. Your binder can have all your
meeting notes, event plans, flyers, group photos, copies of letters/emails to your school administration, etc. Also,
include a document that summarizes what the GSA has done for the year. These documents can be almost like
letters from one GSA leader to the next leader, letting them know what the GSA did, what goals it accomplished and
what things it still needs to work on. Keep at least two copies of this binder, one with your GSA leaders and one with
your GSA advisor, in case one gets accidentally lost.
! Stay In Touch: Help your members stay in touch with each other by creating a Facebook group page for your GSA.
This can help you spread information about events, projects and meetings, as well as let you post the notes from past
meetings and agendas for future ones. A Facebook group can also be a great place for members to share advice.
! Passing the Torch: A big secret to having a Kick Ass GSA is training your members to be leaders from day one. As a
GSA leader, it’s your job to make sure the leaders who will come after you are well-trained and have all the resources
and skills they’ll need to be awesome leaders! For great ideas on how to do this, check out our Transitioning
Leadership Resource Guide: http://www.gsanetwork.org/resources/building-your-gsa/transitioning-leadership
Gay-Straight Alliance Network GSA TREE CHECKLIST www.gsanetwork.org
For more information and resources, contact GSA Network:
Central Valley – 1295 Wishon Ave. #6 Fresno, CA 93728 ph. 559.268.2780 f. 559.268.2781
Northern California – 1550 Bryant St. Ste. 800 San Francisco, CA 94103 ph. 415.552.4229 f. 415.552.4729
Southern California – 1145 Wilshire Blvd #100 Los Angeles, CA 90017 ph. 213.482.4021. f. 213.482.4027
The Branches: Your GSA in Action!
Making Ideas Happen
! Have a Brainstorm Session: When
coming up with ideas for GSA activities
and events, let all your members and
leaders share their ideas in a brainstorm
session. Set up blank posters around your
meeting room and let everyone write down
their ideas. If members see an idea they
like, they can put a check mark next to it.
Afterwards, organize your ideas into the
top three. This will help your GSA decide
which they want to do.
! Make a Plan: Writing down your plan for
making an event or activity happen is the
most important part of making your ideas
happen! Set dates when things are due,
who is responsible for what, what supplies
you’ll need, and any fundraising you might
need to do. For more ideas and a blank planning sheet for you to use, look at our Planning Events Resource Guide:
http://www.gsanetwork.org/resources/gsa-actions-events/planning-events
! Set Up Committees: Make committees to take care of projects (like planning an event) outside of meeting times.
Meeting outside of your regular GSA meeting will leave your GSA time for members who don’t want to work on the
project and will give your committees more time to get their work done.
! Ask for Help: Asking for help can be hard, but no one can get things done by themselves! Ask your GSA advisor,
fellow GSA leaders, GSA members, friends outside of the GSA and GSA Network staff for help.
Notes: _________________________________________________________________________
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Gay-Straight Alliance Network GSA TREE CHECKLIST www.gsanetwork.org
For more information and resources, contact GSA Network:
Central Valley – 1295 Wishon Ave. #6 Fresno, CA 93728 ph. 559.268.2780 f. 559.268.2781
Northern California – 1550 Bryant St. Ste. 800 San Francisco, CA 94103 ph. 415.552.4229 f. 415.552.4729
Southern California – 1145 Wilshire Blvd #100 Los Angeles, CA 90017 ph. 213.482.4021. f. 213.482.4027
Sample Mission Statements
There are many different reasons to have a GSA at your school. Some students want a safe place to
hang out and feel free to be who they are. Others need a supportive place to talk about what's going
on in their lives. Then there are groups that want to create a school free of homophobia by
implementing LGBTQ issues in their education. Many schools require a club to write a constitution or
a document stating their purpose. Your GSA should decide what type of group they want to be. Does
your club want to be an Activist, Social or Support GSA? Maybe you want to use parts of the different
types of GSAs and create your own unique group. These are a few sample mission statements to
help your GSA get started. This is an opportunity to create your GSA's identity.
Activist Mission Statement (Organize...Creating Change...Action!!)
The Bayard Rustin GSA brings together queer youth and straight allies to fight homophobia on cam-
pus and in the community. By raising awareness of different sexual and gender identities, linking
homophobia with other oppressions, and advocating for equal treatment for youth of all sexual orien-
tations, our GSA will create a school environment free of homophobic, sexual, verbal, and physical
harassment.
Social Mission Statement (Fun...Hang Out...A Place To Be Free!!)
The Fiesta High School GSA brings students of different sexual and gender identities together to
meet new people, hang out, eat food, and have fun. We will coordinate outings, dances, movie nights,
and other activities. Through acceptance at all our activities we will reduce isolation and depression.
Support Mission Statement (What's on your mind...Let's Talk!!)
The Rainbow Connection welcomes all lesbian, gay, bisexual, transgender, queer, questioning and
straight youth to come and talk about any issues concerning them. Listening is our main objective and
members can bring up personal issues they are facing. By using one-on-one or group discussion, we
hope to create a safe place to offer support, resources, and alternative outlets for emotion.
ACTI VI ST CAMP – 3 days of training and leadership skills where youth learn about running a
successful campaign, how to have a kick-ass GSA, class, power & privilege, as well as networking
with other GSA members! Camps are held in San Francisco and Los Angeles.
Committed activist youth join their regional YOUTH COUNCI L, where they make a 1-year
commitment to lead trainings, plan our annual conferences, and work with their GSA on mounting a
campaign at their school. To join a Youth Council, go to: www.gsanetwork.org/about-us/youth-
council
At the begi nni ng of the school -year:
• Youth Council and Statewide Advocacy Council members start mapping their school
campaigns and do a TRAI NI NG OF TRAI NERS so that they can run regional workshops,
trainings, and camps for hundreds of GSA members throughout the year.
• Every regi stered club in California receives a SCHOOL YEAR KI CK-OFF PACKET with
resources, materials and contact information. Don’t forget to RE-REGI STER EVERY YEAR!
• NEW CLUB REGI STRATI ON also happens in Sept. and Oct. as many clubs are formed at the
start of the year. To regi ster, go to www.gsanetwork.org/register-your-gsa
NATI ONAL SUI CI DE PREVENTI ON MONTH – Raise awareness at your school about LGBTQ teen
suicide and strategies for prevention. For resources, visit: www.thetrevorproject.org
LGBTQ LATI N@ HI STORY MONTH – Sept. 15 – Oct. 15. Making plans to celebrate Latin@ History
Month? Team up with groups at your school to celebrate the accomplishments of LGBTQ Latin@
historical figures. Find ideas at www.gsanetwork.org/nuestroarcoiris
October 2012 – June 2013 – Our regional staff members are here to help YOU! Do you need us
to visit your GSA meeting or give you help on the phone? Give us a call or e-mail! You can also
request a LEADERSHI P TRAI NI NG for GSA members and allies. To fi nd your regi onal staff, go
to: www.gsanetwork.org/about-us/staff
…And check out our ongoing GSA events at www.gsanetwork.org/events
LGBT HI STORY MONTH – During October, GSAs celebrate LGBT History Month using the 31
historical icons celebrated each day of the month on www.lgbthistorymonth.org. GSAs can also
use GSA Network’s guide on how to teach your school about LGBT people in history:
www.gsanetwork.org/lgbthistorymonth
10. 11. 12 – NATI ONAL COMI NG OUT DAY! Use this day to raise awareness of LGBTQ & ally youth
at your school. Organize film screenings, encourage people to come out as allies, or launch a
campaign to fight slurs!
10. 19. 12 – SPI RI T DAY is an annual day in October when millions of Americans wear purple to
speak out against bullying and to show their support for LGBTQ youth.
11. 20. 12 – This day
was set aside to memorialize those who were killed due to anti-transgender
hatred or prejudice. TRANSGENDER DAY OF REMEMBRANCE was first held to honor Rita Hester,
and now the event has grown to memorialize many transgender people across the world.
12. 15. 12 – YOUTH EMPOWERMENT SUMMI T (YES) – a STUDENT ACTI VI ST CONFERENCE
every year in San Francisco that draws over 500 students from the region and provides a day of
workshops, networking, and a youth dance! For more i nfo, www.gsanetwork.org/yes or
contact: [email protected]
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GSA NETWORK 2012 – 2013 CALENDAR
Vi si t our websi te for updates and resources! www. gsanetwork. org
2. 6. 13 – NATI ONAL GSA DAY. Coordinated by Iowa Pride Network, National GSA Day is a day of
action celebrating GSA clubs and honoring LGBTQA youth. www.gsaday.org
2. 12. 13 – The country celebrates FREEDOM TO MARRY DAY. Inspired by the student-led actions
about marriage equality in 2005, GSA Network encourages GSAs to organize an action at their
school to highlight same-sex marriage equality as a fight for civil rights for all.
www.freedomtomarry.org
LGBTQ BLACK HI STORY MONTH. Making plans to celebrate Black History Month? Team up with
groups at your school to celebrate the accomplishments of LGBTQ Black historical figures. Find ideas
at www.gsanetwork.org/blackedOUThistory
EXPRESSI ON NOT SUPPRESSI ON (ENS) – An all day GSA Network LGBTQ conference planned
and organized by and for youth in the Central Valley, which ends with a youth dance! For more
i nfo, contact [email protected]
After over a decade of fighting for queer youth rights, with over 2,000 youth from across the state of
California having now participated in the event, GSA Network and several other organizations
sponsor QUEER YOUTH ADVOCACY DAY at the State Capitol in Sacramento in Spring 2013. We
will bring youth from across the state to converge in Sacramento for an all-day gathering to
educate legislators about the needs of LGBTQ youth in their schools and communities.
4. 19. 13 – Organized by GLSEN, the DAY OF SI LENCE is the largest annual day of direct action in
the country with thousands of GSAs in the country participating on their campus.
www.dayofsilence.org
5. 22. 13 – Thanks to hundreds of GSA activists, California celebrates HARVEY MI LK DAY, a day of
special recognition on May 22
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, the birthday of Harvey Milk, the first openly LGBTQ elected official
in California. Visit www.gsanetwork.org/hmd to get ideas!
YEAR-END SURVEY – Through our annual survey, GSA Network reaches out to GSA club advisors,
presidents, and members about what worked and didn’t work on your campus as well as gain
valuable information about how we can do better. There’s a $100 raffle for clubs who participate
plus individual prizes!
It’s also time to start getting ready for GSA ACTI VI ST CAMP! For exact dates and to appl y,
go to: www.gsanetwork.org/events/activist-camps
PRI DE! – LGBTQ youth and straight allies join GSA Network in our Pride celebrations in San Francisco,
Fresno and Los Angeles.
HOW DO I STAY I NFORMED?
GSA NETWORK NEWS – We send a bi-weekly e-newsletter to all our registered members and
hundreds of allies. It includes a GSA Network highlight, actions and activities that we sponsor, as well
as event postings that have been submitted to us from various GSAs and ally organizations around
the state.
Si gn up at www.gsanetwork.org/news/gsa-network-news
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GSA NETWORK 2012 – 2013 CALENDAR
GSA Leadership
Choosing an Effective Leadership Model:
How will your club!s leadership be organized?
What will be expected of club leaders and who will they report to?
• First, be sure to check whether your school policies require a particular leadership arrangement.
• Hierarchy-based leadership--President (or Co-Presidents), Vice President, Secretary, Treasurer, etc. This format can
be useful for getting things done because it has well-defined roles and designates a clear chain of responsibility.
• Board-based leadership--Your club has a "board" of people who lead the GSA. Each board member has a defined
leadership role which covers a major areas of responsibility (examples: Facilitator or Chair, Outreach/Publicity
Coordinator, Program Coordinator, Funding Coordinator, Grade Representatives, etc.). This model tends to be more
egalitarian than the hierarchy-based structure; while leadership positions are well-defined, board members make
decisions collectively and report/answer to the whole group instead of a President or Co-President.
• Committee-based leadership--specific committees are formed to address particular GSA objectives or needs and are
led by committee "chairs" which give individual reports at large-group meetings. Sample committees include:
fundraising committee, events committee, publicity committee, visibility and education committee, etc. Usually, this
structure works best for larger clubs. To combine this leadership model with the one above, consider having
committee chairs also meet as a leadership board.
• Remember that these leadership structures can be adapted or combined to fit your club. Or, you can develop your own
model. If your club uses another leadership structure that works well, let us know about it!
Establishing a Meeting Structure:
How often will your club leaders meet?
Will leadership/committee and large-group meetings be combined or separate?
• Some GSAs have club leaders meet weekly or bi-weekly outside of the large group, and then give a report and present
items for vote, etc. Others combine leadership and large group meetings, where officers or board members give
reports to the whole club and everyone is involved in discussing important items.
• GSAs that have a committee-based leadership structure sometimes design meetings to include both time for separate
committees to meet and large-group presentations/decision-making.
Suggestions and Guidelines for Transitioning GSA Leadership Smoothly:
• Set up a mentoring system. Have future leaders work with current leaders to gradually become more comfortable with
leadership positions.
• Transfer leadership during the year. Some schools transfer leadership at the end of first semester. This way, new
leaders can be assisted by old leaders.
• Get trained! Send GSA members and leaders/potential leaders to the Leadership Trainings co-sponsored by the GSA
Network in your area. Encourage the next year!s leaders to apply to the GSA Activist Camp (held in August).
• Plan a mini-retreat for the beginning of the school year or over the summer to develop relationships among your club!s
current and incoming leaders, build momentum for the next year, and give older leaders a chance to debrief and offer
advice.
• Have current leaders keep clear and organized files, notes, and paperwork that they can pass along to new leaders.
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Statewide Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: 928 N. Van Ness Ave. Fresno, CA 93728, ph: 559.268.2780, f: 559.268.2786
Southern California: 1145 Wilshire Blvd #100, Los Angeles, CA 90017, ph: 213.482.4021 f: 213.482.4027
www.gsanetwork.org
GSA Fundraising Made Easy
Your GSA club probably has a lot of wonderful ideas and projects in mind, but does not have enough money
to support them. In order to be an effective leader of a strong GSA club, it is very important to understand how
fundraising works. Many students elect a treasurer to be in charge of all financial responsibilities, but fundraising
is work that everyone needs to know how to do! This resource sheet will help get your club on the path to raising
dollars to spend on queer-fabulous events!
It is important that every GSA member understands fundraising and thinks about ways to help the club members
raise money.
If you are unaware of your school’s fundraising policy for clubs, talk to the Student Government (or Associated
Student Body) Advisor. Invite them to a GSA meeting so they can explain the process for fundraising to all
of the GSA members.
The chart below, describes the steps that some GSA clubs have to follow in order to have a successful
fundraiser. The fundraising policies are different at every school, so it is important to understand the
fundraising policies at your own school.
How to Fundraise At Your School
•
•
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Statewide Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: 928 N. Van Ness Ave. Fresno, CA 93728, ph: 559.268.2780, f: 559.268.2786
Southern California: 1145 Wilshire Blvd #100, Los Angeles, CA 90017, ph: 213.482.4021 f: 213.482.4027
www.gsanetwork.org
Have a GSA meeting dedicated to understanding what fundraising is.
Have the facilitator of the meeting define fundraising: fundraising is the act of raising money for an
organization or club’s mission and projects.
You can also start planning a fundraiser during that meeting by asking your club members what
ideas they have.
•
•
Talk to your Associated Student Body/Student Government Advisor
some schools allow clubs to petition
student government for funding
some schools require that clubs do
their own fundraising
student government will
provide funding for event
need to ask student government's approval
some schools require a portion
of the club's profit be given back
to student government
some schools allow
the club to retain all
of thier profits
if a club is chartered, they are usually given bank
accounts to safely store thier money
check the requirements for withdrawing money
some schools need the signature of the advisor
and two students: president and treasurer
(continued from other side)
Fundraising
Here are some successful GSA Fundraising Ideas
Selling rainbow pastries (rainbow cakes, rainbow-sprinkled cupcakes, rainbow-chocolate
chip cookies).
Team up with the Drama/Theater club and sponsor a play with LGBT issues, charge
admission, and then split the profits.
Sponsor a competition (essay writing, poem, etc) and have local businesses donate items/
money for winners
A lot of local businesses allow school clubs to have fundraisers. For example, Jamba Juice
donates 20% of all the purchases made during a specific period of time. All it takes to get this
started is filling out a simple form.
Murrieta Valley High School’s GSA had a silent auction were businesses and individuals
donated items that were auctioned off and the proceeds went to the GSA club.
Students can mail letters or call parents, teachers, local businesses, and community
members to donate money.
Plan a fundraising event.
Once your GSA has decided on a possible fundraiser, use GSA Network's “How to Plan an Event”
Resource Guide to help you with the logistics of the event. Follow the numbers with the Event/Project
Planning Worksheet
Event: What is the name of the fundraiser/What type of fundraiser is your GSA planning?
Date: When does your GSA plan on having the fundraiser?
Goals: How much money does your GSA expect to fundraise?
Objectives: What is the purpose of the fundraiser?
Strategies: What are the steps, due dates, and who is responsible for each step? For
example, if you need to reserve a specific space, who is going to do it and how much time
in advance does the reservation need to take place?
Materials: What items are going to be needed and who can provide them?
Evaluation: How did your fundraiser go? Was it a success? How many people attended?
How much profit did you make? Did you sign up more people to support the GSA?
If your GSA has a very successful fundraiser event,
let us know at [email protected]—we’d like to hear about it!
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For more information and resources for Gay-Straight Alliances, contact GSA Network:
Statewide Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: 928 N. Van Ness Ave. Fresno, CA 93728, ph: 559.268.2780, f: 559.268.2786
Southern California: 1145 Wilshire Blvd #100, Los Angeles, CA 90017, ph: 213.482.4021 f: 213.482.4027
www.gsanetwork.org
If you are unsure of how to ask for donations here are a few examples:
Sample Phone-Call Scripts
Short Version:
Hi, May I speak with _____? Do you have a minute to discuss (school name)? I am a student there and we have (a problem, an opportunity.
Explain what it is in 1 sentence). This is what we want to do (explain your project in one sentence); and we need your support. This is how
you can help (ask for something specific like donate $20, buy 2 tickets, donate food to feed 10 people, etc.) Do you have any questions?
Your donation will (be specific: make our school safer, help 10 students, buy 2 books for our library, etc.) Will you support us?
Longer Version:
Hi, may I speak with __________? Hi, this is _______ calling, I wanted to talk to you about an organization I’m involved with at school, do
you have a few minutes?
I’m a member of a student-run club at school called the __________. We work to fight homophobia and transphobia and anti-LGBT
harassment in our school by educating our peers about sexual orientation and gender identity issues as well as providing a safe space for
queer youth and their allies.
Some of the projects and event we’ve sponsored in the past include: _________. This year we’d like to _____________ [mention a particular
project your GSA is working on]. We also have weekly meetings at school, where folks come to hang out, have a snack, plan events and
talk about what we can do for social justice.
I’m calling to ask if you’d like to become a supporter of the ________ by making a donation to our club. [Give them time to think before you
say anything else.]
If yes:
Great! Do you have a pen? You should make your checks payable to: _________. You can send the check to: ____________.
[Thank them]
[In a few days, call them to see if they’ve had a chance to mail the check yet.]
If maybe/unsure:
[Don’t give up right away! Ask them to donate any amount they can]
[If they want to know more about the GSA, try to answer any questions they have and offer to send them GSA-related materials if you
have any]
If no:
[Thank them for their time and move on to the next person. You can’t win them all. You should expect as many as half of the people you ask
to say no, that’s normal. People have many reasons for saying no, don’t assume it’s personal.]
Sample Letter
[Date]
Dear __________:
For the past ___ months, I have been involved with a student-run club at my school called the ___________ Gay-Straight Alliance (GSA).
We work to fight homophobia and transphobia and anti-LGBT harassment in our school by educating our peers about sexual orientation and
gender identity issues and providing a safe space for LGBTQ (lesbian, gay, bisexual, transgender, questioning) youth and their allies. I am
writing to ask you for you to donate any amount possible to this organization to help make some of our upcoming projects possible.
Harassment towards LGBTQ youth is a very real problem in our school. In ______ [your town] harassment and bullying against queer youth
in our remains a serious problem. In many schools, students hear words or phrases such as “fag” and “that’s so gay” multiple times a day.
For instance, [Give specific examples from your school]. Our GSA club was started to help make our school safer for LGBTQ students,
teachers, and staff by educating the school community about sexual orientation and gender identity issues.
I joined the GSA because [explain why and how it has helped you].
Some of the projects and events we’ve sponsored in the past include: ______ [list previous projects]. This year, we’d like to work on _______
[name a specific project. Make it clear what their money will go towards]. We also have weekly meetings at school, where folks come to hang
out, plan events, and talk about issues in their lives and social justice.
We can’t continue this important work without the support of individuals who really believe in what we’re doing to fight homophobia and
transphobia in our school and make it easier.
Thank you,
[sign the letter]
P.S If you have other questions about the GSA please call me at _______. I hope you will support our GSA and its efforts to make our
school safer for LGBT youth.
[If you send a letter, it is very important to do follow-up phone calls about a week later. This will increase your
success in getting donations.]
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Statewide Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: 928 N. Van Ness Ave. Fresno, CA 93728, ph: 559.268.2780, f: 559.268.2786
Southern California: 1145 Wilshire Blvd #100, Los Angeles, CA 90017, ph: 213.482.4021 f: 213.482.4027
www.gsanetwork.org
FUNDRAISING RESOURCES – Sample Phone Call Script & Sample Letter
Community Grants
Community grant-making programs give money to organizations or student clubs that submit an application
that explain why they need the money. Usually, the grants are given to organizations/clubs that have specific
detailed projects they would like to work on, but need money in order to accomplish it.
Here is some advice from Julie Dean of the Community Foundation Silicon Valley:
Be SPECIFIC about what you plan to do with the grant what activities your GSA will do and how you
will spend the money (research your budget and make it realistic)
Be clear WHY you want to do the project described in your grant. For example, how will the project
benefit your group? Benefit your school? Benefit others in the community? What is the effect your
project will have? It is important to describe the activities you will do, but also explain why your group
wants to do the project and why it is important.
Be YOURSELF. Don’t try to so hard to make your application sound “professional” that it doesn’t
sound like anything you would ever say. The people reviewing your application will usually be more
impressed if you keep it real than by big words.
Be THOROUGH. Always double-check that you included all the information requested, whether it is
filling in a form, writing on a separate sheet, or attaching a list, budget, or other info. When you are
providing a phone number/address for a contact person, it is usually helpful to indicate if it is a youth
or an adult, and to provide contact info for one of each.
The following organizations/foundations have funding available for youth-initiated projects. Sign up for GSA
Network News at www.gsanetwork.org to stay updated on various grant opportunities.
Also check out these organizations that have funded GSA clubs before:
Youth Grants Board (Youth Leadership Institute)- Marin County, two or three grant cycles per year,
call 415-445-1676
CTA GLBT Safety in Schools Grant and Scholarship Program (California Teachers Association- Human
Rights Dept.), call 650-552-5446 for more information.
Fresno Regional Foundation – Grants Advisory Board for Youth (GABY) funds youth-led projects. For
more information call 559-226-5600 or email [email protected]
Gay and Lesbian Allied Administrators – Greater Los Angeles region, gives GSA of the Year Award
(includes cash prize along with recognition) call 213-241-7614 or email [email protected] for more
information.
The Riverside & San Bernardino Counties Community Foundation – Two grants for youth programs:
Community Impact & Youth Grants. For more information, call 951-684-4194 or go to: www.
communityfoundation.net
Don't forget to check with your local community’s foundation to see what kind of opportunities they can
offer to your GSA! To see what’s in your area, just do a search online for the name of your community and
“community foundation.”
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For more information and resources for Gay-Straight Alliances, contact GSA Network:
Statewide Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: 928 N. Van Ness Ave. Fresno, CA 93728, ph: 559.268.2780, f: 559.268.2786
Southern California: 1145 Wilshire Blvd #100, Los Angeles, CA 90017, ph: 213.482.4021 f: 213.482.4027
www.gsanetwork.org
FUNDRAISING RESOURCES – Grants
Decision Making in GSAs
In order to run effective meetings and get things done as a group, your Gay-Straight Alliance
should designate a process for making decisions as an organization. Be sure to familiarize
yourselves with school policy first; some schools require major decisions to be approved by
the Student Council and/or Administration. Also, you need to decide what role your club's
advisor will play in the decision-making process.
Possible decision-making models include:
Unanimous -- A process called consensus is used to make sure everyone at the meeting agrees
on the decision. See below for more info on how to reach consensus at your meetings.
Majority or 2/3 vote -- This model usually works best when only club members present at the
meeting are given a vote. You may want to publicize the meeting agenda beforehand so people
will know what is being discussed (and will be more likely to show up if they feel strongly about the
issue and want to be involved in the decision-making process).
Hierarchy -- club officers have ultimate decision-making power. This model may include further
levels of decision-making power, such as Leaders-->President/Advisor-->Administration
More About the Consensus Process:
Consensus-based decisions are achieved through discussion and must be approved by everyone
at the meeting. A particular decision might be reshaped many times before consensus is reached.
Groups that choose to use the consensus process often do so because voting on issues can divide
membership and leave some people feeling unheard. Reaching consensus may also raise levels of
commitment by group members because everyone is agreeing on a solution. The consensus-
building process, however, requires time, discipline, and patience on the part of meeting participants,
as well as a careful and attentive facilitator.
If your group is having trouble reaching consensus about a particular issue or question, try
these tactics:
• Reword the consensus statement.
• Ask objectors to clearly state their feelings/reasons for objecting.
• See if the statement can be modified to accommodate the objection while still remaining
acceptable to everyone else.
• Try to find consensus by asking, "Can everyone live with this decision?" This doesn't mean
that everyone needs to be getting everything they want.
Although a very useful and often effective method for decision making, consensus is not possible or
even applicable in every case. If you feel that the situation is unresolvable by consensus, don't be
afraid to ask the group if everyone is willing to vote on it.
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Statewide Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: 928 N. Van Ness Ave. Fresno, CA 93728, ph: 559.268.2780, f: 559.268.2786
Southern California: 1145 Wilshire Blvd #100, Los Angeles, CA 90017, ph: 213.482.4021 f: 213.482.4027
www.gsanetwork.org
How to Facilitate a Meeting
What is a Facilitator?: The facilitator is the person in charge of the meeting. They move the
meeting along.
The Facilitator is Responsible for:
• Getting agreement on agenda and processes before and during the meeting
• Conducting the meeting - makes sure the group keeps to ground rules, time limits, etc.
• Guiding discussion
• Staying neutral, asking questions and suggesting ways to approach parts of the agenda
• Making sure the group comes to decisions and work is divided among members
• Keeping the group on track when they head off onto tangents
• Watching the vibe of the meeting and helping to keep energy up
• Making sure everyone participates and no one dominates
• Creating a safe and positive environment (protects people from personal attack)
• Intervening if problems come up, dealing with concerns
• Creating a comfortable environment - using language that makes everyone comfortable
Strategies for Good Facilitation: (see the back of this sheet for specific things you can say during the meeting)
• Ask person who put specific item on agenda to give a brief introduction on important background
information and what they want done
• Give 5 minute warnings when moving on to another agenda item. Appoint a separate timekeeper if
necessary.
• Put off off-subject topics - Create a list (a “parking lot”) for items to be discussed at another time
• Paraphrase (repeat back in your own words) to check for the sense of the discussion
• Help people avoid repeating themselves by summarizing discussion and asking only for comments
in areas that haven!t been mentioned
• Make suggestions for how to move forward - after discussion has gone on for a while, try to
summarize, look for agreement or sticking points, and come to decision
• Ask questions
• Be positive and encourage full participation - make sure everyone gets to speak, try to notice when
someone is holding back
• Focus on issues, not personalities
• Ask someone else to facilitate if you want to actively participate in the discussion
• Check briefly for agreement before moving on - make sure everyone understands decisions
Techniques for making decisions in meetings:
• Brainstorming
• Prioritizing (ranking items)
• Pro!s and Con!s
• Straw voting (informal poll to see where people are)
• Going around to everyone to check for the sense of the group
This resource sheet was developed with help from CompassPoint Non-Profit Services
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Statewide Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: 928 N. Van Ness Ave. Fresno, CA 93728, ph: 559.268.2780, f: 559.268.2786
Southern California: 1145 Wilshire Blvd #100, Los Angeles, CA 90017, ph: 213.482.4021 f: 213.482.4027
www.gsanetwork.org
Suggested Wording for Facilitating a Meeting
(from the North American Students of Cooperation
Cooperative Education and Training Institute)
1. Make sure each agenda item is introduced by the person responsible for it. This way everyone understands
why the item is being discussed. The introduction should include: information that everyone needs to know,
what needs to be decided, and possible pro!s and con!s.
Jane, could you please give us a little background on this issue and tell us what action you are requesting?
2. Make sure everyone has a chance to speak.
I’ve noticed a few people have been saying a lot on this issue; before hearing any more from them, is there anyone who hasn’t spo-
ken yet who has something to add?
3. Encourage everyone to say what!s on their mind. Try to notice when people are holding back; that could
make it hard for them to come to a decision later.
I sense some hesitancy from folks to speak openly on this issue; it’s important we hear all points of view, so I encourage everyone to
be honest about their feelings.
4. Make sure people speak only on the matter at hand. If other issues come up, keep track of them on a
"parallel agenda" and let people know that the group will return to this agenda before the end of the meeting.
Joe, you’re raising some good points and I’ve noted them here; we’ll come back to them before the end of the meeting, but let’s
focus more directly on the issue at hand.
5. Encourage people to avoid repeating themselves and others by summarizing discussion periodically.
So far, I’ve heard the following objections raised…The arguments in favor of the proposal seem to be…I’ve heard people propose the
following possible solutions…
6. Keep the meeting moving along. Remind people of time and appoint a timekeeper if necessary. If designat-
ed time runs out, ask the group to agree to spend more time on the issue, postpone it until later in the meeting,
or put the discussion off until another meeting.
We’re about to run out of the designated time on this issue. Is there agreement to spend another ten minutes to get a few more
ideas on the table and make a decision now, or should we postpone a final decision until our next meeting?
7. Encourage the group to take a break to restore energy or ease tension.
I’m seeing a few people "resting their eyes." Would anybody object to a five minute break to get up and stretch and get some fresh
air?
8. After a topic has been discussed for a while, start trying to move the group toward agreement by summariz-
ing discussion points, looking for common points of agreement, identifying sources of conflict, etc.
I’m hearing most people agree with…but there seems to be a few points of view on…Perhaps we could focus on how to agree on
these last few issues.
9. Know when the group has reached a decision. Also know when a group cannot reach a decision; suggest
postponing a decision when…
a) the group needs critical information
b) the group needs to hear from others
c) the group is not prepared
I’d like to propose we postpone this discussion because…
10. Make sure everyone understands the decision.
Could we briefly summarize the proposal that’s being decided right now?
11. If you want to participate actively in the discussion, ask someone else to take over facilitating the meeting.
If you have a quick personal comment, signal to the group that this comment comes from you personally.
I’m recognizing myself as speaker. (Stand up or take some other physical action to distinguish you are not speaking as facilitator.)
How to Plan an Event
Work Plan
When planning events and projects as a GSA, it will be helpful to create a “work plan.” This document will cover details of
the planning process and designate responsibility for different tasks. Taking the time to make one at the outset will help
your group stay organized and focused. This document will also address issues that your GSA should keep in mind while
planning your event.
Here!s what to include on your work plan:
1. A brief description of the project/event.
2. Dates for the planning period.
3. Date(s) for the project/event.
4. Goals (broad things you are working toward – this project/event is part of that work).
5. Objectives (concrete things that this specific project will accomplish by its end).
6. Strategies/steps for planning the project/event. Be detailed and specific!
7. Dates for each step of the planning process to be completed by – and stick to them!
8. Indication of who is responsible for each step. Delegate and spread leadership.
9. List of materials that will be needed for the project/event and who is responsible for them.
10. A description of how the project/event will be evaluated and who will conduct and analyze the evaluation results.
Don!t forget to document all of your work (work plan, planning meeting agendas, etc.) and save it in a folder so that future
planners can reference it. If you have access to the equipment, you may want to also videotape or tape record the event,
not only for future leaders but also for members who couldn!t attend the event.
Strategies
Advertising:
When advertising for you project/event don!t just announce it to your GSA. Think about other audiences who might be interested in
attending. For example, invite other diversity or civil rights groups on your campus. In addition, keep staff, faculty, and administrators
in mind. Your project/event may be a great way to educate them.
Co-Sponsorship:
Joint projects are a great way to develop relationships with other groups and build allies. Approach various groups and see if they
want to be involved in putting on a project/event that addresses issues you are both dealing with. Keep in mind that there are several
ways for groups or individuals to help co-sponsor your project/event. Money is an obvious method of contribution, but groups may
also help with flyering, postermaking, making copies, or volunteering at the event. Above all, make sure to be fair when distributing
the credit – be sure to recognize everyone who participated.
Accessibility
Space/Location:
This one is important for obvious reasons – you want a space where people will safe attending your project/event. However, you also
want to think about whether the location is accessible to various people. Is it in a place that is easy to find? What about wheelchair
accessibility?
Hearing Impaired:
It is important for us to remember that the LGBT community includes people from all backgrounds and abilities. Do some research
on your campus to find out if there is anyone who knows sign language who can volunteer their time. Having a signer at your project/
event is an important way to be inclusive of the deaf community. Depending on the event, you may want to get a manuscript of the
performance ahead of time to make it easier on the interpreters.
Language:
Language is a common barrier that students face at their school. Make sure your flyers are translated into multiple languages to
reach a broader audience. Collaborate with other clubs on campus to help bring in bi-lingual speakers or have bi-lingual students be
able to translate at the event. If you are showing a video, make sure it has subtitles in other languages.
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Statewide Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: 928 N. Van Ness Ave. Fresno, CA 93728, ph: 559.268.2780, f: 559.268.2786
Southern California: 1145 Wilshire Blvd #100, Los Angeles, CA 90017, ph: 213.482.4021 f: 213.482.4027
www.gsanetwork.org
General Access:
There are many things to keep in mind to be sensitive to the socio-economic diversity in your GSA and community. Recognize that
people have varying access to resources including money, cars, computers, etc. Make sure that your project/event is accessible
through public transportation. In addition, try to coordinate carpooling. When deciding on the cost of your project/event consider a
sliding scale. For example, students pay less than adults or you can ask patrons to pay what they can afford. Of course, you can
always try to do enough fundraising so the event is free!
Evaluation
It is always a good idea to evaluate your project/event. Not just to see if people enjoyed it, but also as a way to measure the diversity
of the issues and communities you address and represent. Take the evaluation seriously. It is a great way to look at the work you are
doing and to get input and feedback from your audience. Upon looking at the evaluation results, ask yourself the following questions:
How diverse are the projects/events we are hosting? Are we reaching any new audiences? What topics haven!t we explored?
Sample Evaluations
You want to have two versions of an evaluation; one for the presenter(s) and one for the audience. Feel free to duplicate these evalu-
ations or alter them as you see fit. Whenever asking questions about one!s identity, it is always recommended to let the individual fill
out the information rather than you assuming an identity for them.
Presenter
Name:__________________________________________________________Date:_________________________________
Title of Event:_____________________________________Theme/Topic:___________________________________________
Format: VIDEO WORKSHOP LECTURE DISCUSSION PERFORMANCE OTHER:___________________________
Age:_______________________ Race(s):__________________________________________________________________
Sexual Orientation:_______________________________ Gender:________________________________________________
How do you feel the event went? What could make it better?
Audience
Title of Event:______________________________________________________Date:_______________________________
Age:______________ Grade:_______________________ Gender:______________________________________________
Sexual Orientation:_____________________________ Race(s):________________________________________________
On a scale of 1-5, 5 being the highest, how would you rate this event? (Circle One)
1 2 3 4 5
Ever been to the GSA before? YES NO
Ever been to one of our events before? YES NO
How did you hear about this event?
FLYER POSTER FRIEND ANNOUNCEMENT E-MAIL OTHER:_________________________________
What did you like about this event?
What did you dislike about this event?
What other topics would you like to see explored?
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Transitioning Leadership in GSAs
Passing the Torch of Leadership
As the school year comes to an end, many GSA leaders worry about what will happen to the GSA club once they are
gone. It is important to create a strategy for passing the torch of leadership so that your GSA stays strong for future years.
Your long-term goal is to keep your GSA active in the fight against homophobia and transphobia in schools. An effective
student club needs strong leadership every year. So, regardless of your club’s leadership structure (such as officers,
senators, executive committee, etc.), you will have a short-term goal every year of finding a reliable and passionate group
of individuals to lead the club. Then, you will need to develop a strategy that looks at the situation within your GSA club
and at your school, and plan how to best train new leaders.
Identify Your Resources
What are your strengths? Your challenges? Who is currently involved? Is there a teacher who is continuing as an advisor
from this year to next? How many graduating seniors currently lead the GSA? What about younger students in lower
grades? Are students generally apathetic at your school about the GSA, or do you have a strong engaged base?
Identify Your Potential Leaders
Look around your GSA meetings. Think about the participants in your events this year, such as Day of Silence. Are there
students who will be at school next year who are interested in a GSA leadership role? Maybe there are students in the GSA
who would make great leaders, with some coaching and training, but they feel unsure or unaware of their own leadership
potential. Remember that EVERY new member can potentially become a leader of your GSA!! Here are some steps for
cultivating new leaders:
Train new members in the rules, history and projects of your GSA.
Spread out responsibility to all members throughout the school year, not just at the end.
Take turns facilitating meetings so everyone knows what it feels like to be up front. This will prepare you
for a possible leadership role next year!
Specifically ask younger GSA members to facilitate meetings throughout the year.
Network, Network, Network! Network with other organizations on and off campus.
Select Your New Leaders Early!
Many GSA clubs are adopting a new strategy of selecting their new leadership in the middle of each school
year, rather than at the beginning. The advantage of holding elections at the beginning of Spring semester is
that your new leaders can then be trained and mentored by your outgoing leaders. And when the new school
year starts in the Fall, your new leaders are already trained and practiced at being leaders, so they can hit the
ground running.
Train Your Leaders
Develop a mechanism for your outgoing leaders to train your incoming leaders. Here are some tips:
Have summer outings to continue the GSA momentum and build connections between older students and
younger students
Have leadership trainings where all resources will be transferred (club constitution, summaries of past
events, etc.).
Invite all GSA leaders to participate in GSA Network events (Youth Council, Queer Youth Advocacy Day,
etc.), so that everyone knows what’s going on
Newly elected or potential GSA officers can attend GSA Activist Camp during the summer and become
ready to lead!
Have GSA Network staff come do a training for your new leaders.
Make your own strategy chart to plan how your own GSA will transition your leadership.
•
•
•
•
•
•
•
•
•
•
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Statewide Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: 928 N. Van Ness Ave. Fresno, CA 93728, ph: 559.268.2780, f: 559.268.2786
Southern California: 1145 Wilshire Blvd #100, Los Angeles, CA 90017, ph: 213.482.4021 f: 213.482.4027
www.gsanetwork.org
goals resources
identified
leaders
tactics
specific steps you will take e e e
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Main Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: ph: 559.268.2780
Southern California: ph: 213.482.4021, f: 213.553.1833
www.gsanetwork.org
Your Right to a
School Free of Harassment &
Discrimination
220
No person shall be subjected
to discrimination in any
program or activity put
on by a school that
receives state
funding.
201(b)
California’s public schools
must combat racism, sex-
ism, and other forms
of discrimination to
provide all with
equal educa-
tion.
201(a)
All students have the right
to participate fully in the
educational process free
from discrimination
and harassment.
You have the right to go to school and not be harassed or discriminated against because of your
actual or perceived sexual orientation, gender identity, and gender expression. If people (students,
s|oll, volun|eers, poren|s) o| your school ore horossing or discrimino|ing you becouse you´re
IGßTC or |hey |hink you´re IGßTC, your school is lorced by low |o s|op |ho| horossmen| ond
discrimination from happening.
Your school must also have a nondiscrimination policy that can be clearly seen on campus and
mus| hove o cleor process lor hling comploin|s, including hoving comploin| lorms you con use.
School School
School
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Main Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: ph: 559.268.2780
Southern California: ph: 213.482.4021, f: 213.553.1833
www.gsanetwork.org
Your Right to
Immediate & Ongoing Help
If You Have Been Bullied
If school personnel witness
an act of discrimination,
harassment, intimidation,
or bullying, he or she
shall take immediate
steps to intervene
when safe to
do so.
234.1(b)(1)
School districts must adopt a
process for receiving and
investigating complaints
of discrimination,
harassment,
intimidation, or
bullying...
234.1(b) & (f)
School districts must
publicize their
anti-bullying policy
and complaint
process to the
public.
234.1(c) & (d)
School districts must post
and annually update
support resources to
youth who have been
bullied and their
families on their
websites.
234.5
If you have been bullied, you have the right to get immediate help and ongoing support that:
- is part of a process with a clear timeline for complaints and appeals that is provided by your school
district
- protects you from retaliation if you file a complaint, as all complaints must remain confidential
- is made aware to you via district provided anti-bullying policies posted in all schools and offices
including teachers lounges and student government meeting rooms and is translated where appropriate
- is mode owore |o you vio |he school dis|ric|´s websi|e ond ovoiloble o| oll schools
Is your school breaking the law? Call our friends at the ACLU for help!
LGBTQ Student Rights Project:
Hotline: 213.977.5251 Fax: 213.417.2251 Email: [email protected]
aclu-sc.org/srp
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Main Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: ph: 559.268.2780
Southern California: ph: 213.482.4021, f: 213.553.1833
www.gsanetwork.org
Your Right to a
Gay-Straight Alliance Club
At Your School
You have the right to start a GSA at your school and the right to join a GSA if it already exists, as
long as there are other non-curricular clubs at your school. The Federal Equal Access Act says that
il your school hos non·curriculor clubs, |hen |hey hove |o ollow o G5A. The low olso soys |ho| your
school mus| |reo| oll clubs |he some ond le| |hem use school resources in |he some woy. 5o il your
school lets other clubs meet in classrooms, put up posters and organize school events, then they
have to let your GSA do the same.
220
No person shall be subjected
to discrimination in any
program or activity put
on by a school that
receives state
funding.
201(b)
California’s public schools
must combat racism, sex-
ism, and other forms
of discrimination to
provide all with
equal educa-
tion.
201(a)
All students have the right
to participate fully in the
educational process free
from discrimination
and harassment.
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Main Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: ph: 559.268.2780
Southern California: ph: 213.482.4021, f: 213.553.1833
www.gsanetwork.org
Your Right to
Learn Sexual Health Education
That Includes You
You have the right to learn sexual education that:
- Is not biased against LGBTQ people;
· Includes specihc inlormo|ion lor IGßTC s|uden|s,
- Is medically accurate and gives you information on contraceptives and condoms;
· Teoches you how |o ovoid ge||ing HIVJAID5 ond o|her 5e×uolly Tronsmi||ed Inlec|ions (5TIs),
· Does no| moke you ge| poren| permission |o |oke |he closs,
· Does no| only |eoch you |o woi| |o hove se× un|il you´re morried.
51934
All students must receive
HIV/AIDS prevention ed-
ucation at least once in
high school and once
in middle school.
51933
Schools must provide stu-
dents with information on
all forms of protection
and may not teach
an “abstinence
only” educa-
tion.
Schools must provide all
students with the
knowledge and skills
necessary to pro-
tect their sexual
health.
51930
51938
Student may be excused
from sexual health educa-
tion by a parent, but do
not require permis-
sion before par-
ticipating.
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Main Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: ph: 559.268.2780
Southern California: ph: 213.482.4021, f: 213.553.1833
www.gsanetwork.org
Your Right to
Medical Care During School
5|uden|s T2 ond older hove |he righ| |o leove school |o seek conhden|iol medicol services wi|hou|
the consent of their parent or guardian.
Services can include but are not limited to:
- Sexually Transmitted Infection (STI) Testing
· HIV Tes|ing
- Abortions
- Getting birth control
Schools must excuse stu-
dents for access to confi-
dential medical services
without the consent
of the student’s
parent.
46010.1
Schools must excuse absenc-
es related to having medi-
cal services rendered.
Teachers must allow
students to make
up all assign-
ments.
48205
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Main Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: ph: 559.268.2780
Southern California: ph: 213.482.4021, f: 213.553.1833
www.gsanetwork.org
Your Right to
Express Yourself
At Your School
Under the First Amendment of the U.S. Constitution, student expression is protected both on cam-
pus ono outsioe the clossroom. Coliíornio's Constitution hos on even stronger íreeoom oí speech
protection laws.
Students can discuss LGBTQ issues and topics In school and as part of class.
5chools con´| preven| s|uden|s lrom doing o closs pro[ec| obou| on IGßTC |opic or book, so long
os i| mee|s |he requiremen|s ol |he ossignmen|. ßo|h lederol ond s|o|e lows pro|ec| |his righ|.
Expressing Your Opinion at school.
Schools are required to let students express their opinion, including LGBTQ issues; on badges, but-
tons, armbands, bulletin boards, printed materials, petitions, and school publications.
T-shirts · Il o school ollows s|uden|s |o weor |·shir|s (or o|her |ypes ol clo|hes) |ho| e×press |heir be-
liels or poli|icol views, |hen |he school con´| |ell you |o |oke oll some|hing e×pressing IGßTC issues.
What is not covered under the law:
5peech isn´| pro|ec|ed il i| disrup|s closs |ime, il i|´s in|ended |o encouroge o|her s|uden|s |o breok
school rules, il i|´s obscene, or il i|´s some|hing un|rue obou| someone |ho| could domoge |heir
repu|o|ion. Addi|ionolly, schools con olso pu| some limi|s on where ond when cer|oin kinds ol
speech ore ollowed, bu| generolly, il o|her s|uden|s ore ollowed |o speok o| on even| or in closs o|
school, you should olso be ollowed |o |olk obou| IGßTC issues.
48907
Students have the right to
express themselves at
school whether it is
through what one
writes, says, or
wears.
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Main Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: ph: 559.268.2780
Southern California: ph: 213.482.4021, f: 213.553.1833
www.gsanetwork.org
Your Right to
Privacy
You hove |he righ| |o no| be "ou|ed¨ os being IGßTC |o onyone, including your poren|s, wi|hou|
your permission. Even il you´re "ou|¨ os being IGßTC o| school ond you´re no| "ou|¨ o| home, you
hove |he righ| |o your privocy os long os you con reosonobly e×pec| |ho| your poren|s won´| hnd
out.
220
No person shall be subjected
to discrimination in any
program or activity put
on by a school that
receives state
funding.
201(b)
California’s public schools
must combat racism, sex-
ism, and other forms
of discrimination to
provide all with
equal educa-
tion.
201(a)
All students have the right
to participate fully in the
educational process free
from discrimination
and harassment.
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Main Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: ph: 559.268.2780
Southern California: ph: 213.482.4021, f: 213.553.1833
www.gsanetwork.org
Your Right to
Learn About History
That Includes You
Schools must provide a study of the
role and contributions of …lesbian,
gay, bisexual, and transgender
Americans, persons with
disabilities, and members of
other ethnic and cultural
groups, to the economic,
political, and social
development of
CA and the
US.
51204.5
Schools must prohibit textbook
or other instructional material
that reflects adversely upon
persons because of their race,
sex, color, creed, handicap,
national origin, or
ancestry, sexual
orientation, or
occupation.
51501 & 60044
Governing boards may only
adopt instructional
materials that accurately
portray the cultural and
racial diversity of our
society.
60044
You have the right to learn history that:
- Is age-appropriate, factual, and related to current events about social movements
- Is not biased against LGBTQ people
- Includes contributions of lesbian, gay, bisexual and transgender (LGBT) people, people with
disabilities, both women and men, people of color, diverse ethnic communities and other historically
underrepresented groups
· Is developed o| |he locol level, by school dis|ric|s who will decide who|´s opproprio|e lor eoch
classroom based on parent and teacher input.
If your school is breaking the law…Go to www.gsanetwork.org/FAIR for information, to take the
FAIR/UNFAIR survey and to document your experiences.
What to do if you’re
Harassed or Discriminated Against
AB 537, the California Student Safety and Violence Prevention Act of 2000, protects students from
harassment and discrimination on the basis of actual or perceived sexual orientation and gender
identity.
1. Make a complaint at your school
The most important thing to do if you experience harassment or discrimination is to make sure you are safe. Violence and threats of
violence are illegal: if you have experienced a serious attack, report it to the police. Once you are safe, here are some steps to take to
stop the harassment or discrimination from continuing.
a. Write it down.
Document the incident. Make sure you write down a thorough description of the incident, including what happened, who was
involved, where it happened, when it happened, the names of any witnesses, and whether any faculty members were present and
how they responded. It is essential that you do this immediately. If someone witnessed the harassment, ask them to join you in
person when you make the complaint or have the witness add a short note to your written description verifying that they witnessed
the incident and that it happened as you described it.
b. Take it to the principal.
Take your complaint to the school principal or to the person he or she has designated to receive and process complaints of
harassment or other forms of discrimination. Under AB 537, your school is legally responsible for protecting you from harassment
and discrimination. However, you must notify the person responsible for taking complaints (your principal or other administrator) or
your school can still claim that they never knew about it. Don't let your school use this excuse!
Present your written report. It helps make a principal take a complaint seriously if he or she is also presented with a written
description of the event. Make a copy for yourself and keep it in a folder.
Ask for a solution. Ask your principal to take action that will stop the harassment and prevent it from happening again. Make sure
that this action doesn't involve removing you from the classroom or school – you are not to blame for any harassment you suffer.
Ask your principal to let you know what action he or she plans to take and when.
c. Follow up.
Report back. If harassment continues from the same individual, let your principal know that the disciplinary action isn!t working.
Document your interaction with your principal. Make a note of when you met with your principal, what you agreed on, and whether
your principal carried out his or her end of the bargain.
2. Take it to the next level
If the problem stops after the meeting with your principal, then congratulations! You have taken a stand and made a difference.
Unfortunately, this will not always be the case. What do you do next?
a. Recognize that your school has failed to respond.
How do you know if your school's response is inadequate? Ask yourself a few questions about the outcome of your complaint:
- Has the problem been solved? Did your school take positive steps to stop the harassment or discrimination?
- If the harassment or discrimination is constant or widespread, did your school take steps to change the school environment
and prevent harassment from happening, rather than merely responding to each incident?
- Did your school treat your complaint with seriousness and speed?
If the answer to any of these questions is "no," you should consider taking your complaint to the next level – your school district.
b. File a complaint with your school district.
Make sure you file your complaint within six months of the original incident. Your district is required to have a person who handles
complaints. To find out who this person is in your district:
1) Call the District Superintendent's Office. Get the phone number from your school handbook or your principal's office.
2) Ask who the designated complaint officer or compliance coordinator for the district is. Explain that each district is required
by law under the Uniform Complaint Procedures to have a person who receives complaints of harassment and discrimina-
tion. Be persistent. If the office can!t tell you who the complaint officer is, contact GSA Network for help.
3) Ask to talk to the designated complaint officer. Make sure that they are the right person to receive complaints and get their
mailing address for sending written complaints.
After this person receives your complaint, they have 60 days to conduct an investigation, make a decision, and send you a report.
3. Decide whether or not you want to appeal
If you are unsatisfied with a decision made by your district, you have only 15 days to appeal to the CA Department of Education.
Send (by registered mail): A copy of all of your documentation, statements from witnesses, a description of your meeting with your prin-
cipal, your district complaint, the district's response, and your explanation of why this response is not enough to:
Sharon Felix-Rochon, Office of Equal Opportunity, California Department of Education, 721 Capitol Mall, Room 651, Sacramento,
CA 95814, Attention: Director; (916) 657-4562.
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Statewide Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: 928 N. Van Ness Ave. Fresno, CA 93728, ph: 559.268.2780, f: 559.268.2786
Southern California: 1145 Wilshire Blvd #100, Los Angeles, CA 90017, ph: 213.482.4021 f: 213.482.4027
www.gsanetwork.org
The Dept. of Education will give your school district 10 days to solve the problem. The Department will reach a decision within 60
Things to consider when filing a complaint
Why file a complaint?
When you hear the word "complaint," you might have a negative reaction. You might think, "I'm not a complainer." However, the
way the word "complaint" is being used in the context of AB 537 is taking formal action by notifying authorities about a problem.
It means you're not going to let harassment or discrimination continue. You may have other fears about making a complaint: you
may worry about retaliation, or being outed. These are real concerns, and you should weigh them carefully. But be aware also
that if you don't complain, your school can claim that it didn't do anything because it didn't know there was a problem. In other
words, when you complain, you force your school to take responsibility. Making a complaint is the primary mechanism that AB
537 provides to students.
Preparing yourself for the risks you might encounter
Making a complaint can sometimes involve certain risks. When you weigh the risks of making a report of discrimination or harass-
ment, don't forget to weigh the risks of not reporting, which include escalation of harassment, continuation of an unsafe or hostile
school environment, and interference with your right to learn and be educated. Here are some risks you should consider before
you file a complaint and some strategies you can use to respond to them.
risk #1: retaliation from the perpetrator
At the first sign of retaliation from the person who harassed you, be prepared to report him or her again and insist that your
school take active measures to ensure your safety. You may also want to plan ahead and think about safe places at school,
safe routes from place to place within school, and safe ways to get to and from school. Ask friends or trusted adults to help
you plan for your safety if you fear that reporting harassment or discrimination may lead to more of the same. Remember,
too, that violence and threats of violence are illegal – and the police may be able to help you.
risk #2: inappropriate punishment
Some administrators will treat incidents of harassment as fighting between students and will punish both students while tak-
ing no special steps to eliminate harassment. If this is how your principal responds, you can pursue your complaint at the
district level (see reverse side of this sheet).
risk #3: confidentiality
The law requires that the person who receives your complaint must keep it confidential as appropriate; however, many
schools automatically notify your parents of bias incidents, threats, or harassment that you report. Ask your principal if he or
she will respect students' wishes not to notify parents. If you are afraid that your parents will find out about your complaint,
you can also send an anonymous letter of complaint to your district superintendent!s office so that your school will know
that harassment is occuring.
Crisis Situations (what if you can’t wait)
The whole complaint process takes 145 days. Sometimes you just can!t wait that long.
Physical Danger
If you are in physical danger, you need to make sure you are safe. If you experience violence or threats of violence, contact
the police immediately. If anyone is physically violent with you or threatens to be violent, they are breaking the law, and the
police can help. Don!t tolerate any violence, even if you think you can take it; you never know when it will escalate. Don!t wait
for your school to act if you are in physical danger. You can still file a complaint with your school even if you involve the police.
When you can!t file a complaint with your principal
You are supposed to go to your principal first with your complaint, but you have the option of skipping this step and going
directly to your district. Keep in mind that your principal may be the person with the power to solve the problem faster.
Under certain conditions, however, it may be in your best interest to go directly to your school district. For example, if your
complaint involves a faculty member, if you are concerned about confidentiality or fear retaliation, or if your principal hasn!t
listened to your complaint, you may want to file your complaint at the district level first.
Legal Remedies
If the harassment or discrimination you are experiencing cannot wait through this long process, keep in mind that you have
other options. At any point, you can talk to a lawyer and possibly take your school to court. A judge can issue something
called "injunctive relief," which is an order that a judge gives your school that your school has to follow immediately.
How you can put pressure on your school to act
Throughout this process, you also have the option of activism. Activism can help you put pressure on your school, empower
you and your allies, give exposure to the issue you are facing, and win the support of your fellow students. Organize your
allies to pressure your school to make changes that will stop and prevent harassment and discrimination on your campus.
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Statewide Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: 928 N. Van Ness Ave. Fresno, CA 93728, ph: 559.268.2780, f: 559.268.2786
Southern California: 1145 Wilshire Blvd #100, Los Angeles, CA 90017, ph: 213.482.4021 f: 213.482.4027
www.gsanetwork.org
(continued from other side)
What to do ...
School Climate Survey
Your responses to this survey will be kept confidential
Grade: ! 6 ! 7 ! 8 ! 9 ! 10 ! 11 ! 12
Gender: ! Male ! Female ! Transgender ! Questioning ! Other: _______________
Sexual Orientation:
! Gay/Lesbian ! Bisexual ! Straight/Heterosexual ! Questioning ! Other: __________
___
Race (check all that apply):
! American Indian or Alaska Native ! Native Hawaiian or Pacific Islander ! Asian
! Black/African-American ! Latino/Hispanic ! White/Caucasian ! Other: ____________
_
1. Have you had education about lesbian, gay, bisexual or transgender (LGBT) issues at school
(presentations, speakers, classroom discussions)?
! yes ! no ! don’t know
2. Do you know of any vandalism or graffiti being directed against students at your school because people
think they are lesbian, gay, bisexual or transgender (LGBT)?
! yes ! no ! don’t know
3. Do you know of any physical attacks occurring against students at your school because people think
they are lesbian, gay, bisexual or transgender (LGBT)?
! yes ! no ! don’t know
4. During the past 12 months, how many times on school property were you harassed or bullied because
you are gay, lesbian, bisexual, or transgender or someone thought you were?
! 4 or more times ! 2 to 3 times ! 1 time ! 0 times
5. How often do you hear anti-LGBT slurs directed at specific students, teachers, or staff?
! several times a day ! once a day ! once a week ! once a month or less ! never
6. How often do you hear anti-LGBT slurs at school not specifically directed at an individual (example:
“that’s so gay” to mean something is bad)?
! several times a day ! once a day ! once a week ! once a month or less ! never
If you hear anti-LGBT slurs of any kind,
7. teachers or staff step in: ! always ! often ! sometimes ! never
8. you or other students step in: ! always ! often ! sometimes ! never
9. Do you know of students who openly identify as LGBT? ! yes ! no ! don’t know
10. Do you know of teachers or staff who openly identify as LGBT? ! yes ! no ! don’t know
11. If you wanted information and/or support about sexual orientation or gender identity, would you know
where at school to go?
! yes ! no ! don’t know Strongly Strongly
Disagree Agree
12. At school, it’s ok for girls to be masculine. (circle one) 1 2 3 4 5
13. At school, it’s ok for boys to be feminine. 1 2 3 4 5
14. I feel my school is a safe place for LGBT students, teachers, and staff. 1 2 3 4 5
15. I feel safe at my school. 1 2 3 4 5
16. Is there anything your school could do to make it safer for LGBT students, teachers, and staff? Any other
thoughts on these issues? ______________________________________________________
_________________________________________________________________________
_________________________________________________________________________
sexual orientation: describes whether a person is romantically and/or physically attracted to members of the same sex (gay or lesbian),
to members of the opposite sex (heterosexual) or to members of both sexes (bisexual)
gender identity: a person’s understanding, definition or experience of their own gender regardless of biological sex
transgender: a term for people who don’t fit or identify with the gender roles assigned by society based on their biological sex
