to a Sample Issue
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to a Sample Issue
The Student Affairs Compliance Report & Analysis Executive Editors: Andrea Stagg and Joseph Storch, Associate Counsel, SUNY Office of General Counsel Sample Issue Summer 2015 E VAWA Regulations Go into Effect July 1, 2015 In This Issue: 3 3 4 5 The 2013 reauthorization of the Violence Against Women Act was effective immediately, and a Dear Colleague Letter asked institutions to make a good faith effort to comply as soon as possible. The regulations, finalized in October 2014, are effective July 1, 2015. What do you need to do this summer to be ready? Below are the changes for this summer, in brief. Update Your Code. Revise your code of conduct or student handbook to prohibit dating violence, domestic violence, stalking and sexual assault — the VAWA crimes. Add definitions for these violations, if you do not have them already. The definitions can be the same as the federal definitions you’ll use to count Clery crimes, or the state definitions (if your state has them), or you can write something new in language that will reach your students. Ensure the rights and remedies published as available to complainants in Title IX cases (equal opportunity to bring witnesses, evidence, make statements, appeal; simultaneous notice of outcome and more) are available to complainants and M Legal & Legislative Update . . . . Being in Compliance While Handling “Threat to Self” Concerns . . . . . . . . . . . . . . . . . OCR’s Recent Guidance Package Stresses Importance of Title IX Coordinator Role . . . Increase in Sexual Violence Complaints & Length of Investigations . . . . . . . . . . . . . . Summer tasks to make sure you’re ready PL Five Takeaways . . . . . . . . . . . . . 2 Five Things You Didn’t Know About FERPA . . . . . . . . . . . . . . 2 Compliance in Focus . . . . . . . . . 6 Title IX and Transgender Students . . . . . . . . . . . . . . . . . . 6 SA Prevention & Awareness Initiatives . . . . . . . . . . . . . . . . . 10 A Focus on Consent . . . . . . . . 10 Q&A . . . . . . . . . . . . . . . . . . . . . . 11 With Peyton Lipscomb, University of North Dakota, Creator of TunedIntoConsent . . . . . . . . . . 11 Training Tools . . . . . . . . . . . . . 12 Working with Attorneys: Tips for Hearing Officers . . . . . . . . 12 IN THE NEXT ISSUE… § Q&A with a police chief who successfully handled a Yik Yak threat § An overview of VAWA requirements that go into effect July 1st § And much more! 1 victims in domestic violence, dating violence and stalking cases as well. Write the New Required “Policy Statements.” Add policy statements to the Annual Security Report, as required. Those statements are snippets of separate policies that must be fleshed out elsewhere, whether it’s in your student code or a standalone policy. In brief, the statements need to describe the following: 1. A policy encouraging prompt reporting to police when a victim wants to or is unable to report. 2. Programs in place to prevent VAWA crimes and procedures to respond to them. 3. Education programs about the VAWA crimes, including primary prevention and ongoing awareness. 4. Procedures victims of VAWA crimes should follow, including reporting information, evidence preservation and more. 5. Institutional disciplinary procedures, including sanctions, timelines, advisors and more. 6. Confidentiality in disclosing VAWA crimes. 7. Written notice to victims about available accommodations. www.StudentAffairsCompliance.com | Copyright PaperClip Communications 2015 – All Rights Reserved. Reproductions and distribution allowed under license as described in your subscriber agreement. Summer 2015 The Student Affairs Compliance Report & Analysis Executive Editors: Andrea Stagg and Joseph Storch, Associate Counsel, SUNY Office of General Counsel There’s More… § § E § VAWA regulations cover some other requirements, too, including: Train Campus Security Authorities (CSAs) to count new crimes — domestic violence, dating violence and stalking Add two new hate crime categories — national origin and gender identity Ensure that personally identifiable information about a victim is not included in a timely warning These requirements and more will be covered in-depth in the next issue. ness campaigns. Primary prevention programs are aimed at new students and employees, and are intended to prevent VAWA crimes by promoting positive behaviors. The focus of these programs should be fostering healthy relationships and bystander intervention. Programs must include: • A statement that VAWA crimes are prohibited • The state definitions for consent and for the VAWA crimes • Information about risk reduc- M PL 8. Written notice to students and employees about rights and options for victims of VAWA crimes. Draft New Written Resources. Institutions must provide information in writing about available accommodations, resources, rights, options and remedies (on and off campus) to the campus community and to victims of VAWA crimes. Put this information together in a pamphlet or packet, then stock relevant offices with the information. Campus police or security, the Title IX coordinator, dean of students, counseling, health and academic advising should all have access to this standardized information. Update Your New Student Orientation. Your orientation programs are coming up, and VAWA requires both primary prevention programs and ongoing aware- tion and bystander intervention • Information on the campus conduct process These are some items to work on this summer, but there is much more to unpack about VAWA. The next issue’s Compliance in Focus article will provide both big picture and fine point items, along with frequently asked questions about the new regulations. —From Andrea Stagg Five Takeaways SA Five Things You Didn’t Know About FERPA 1. A student’s consent gives you permission to disclose education records to someone else, but consent does not compel you to disclose this information. 2. On the flip side, seeking consent from or giving notice to a student is a courteous measure, even when FERPA allows the disclosure without a student’s consent. 3. If a valid grand jury subpoena says not to disclose its existence to a student, the college does not have to notify the student about the subpoena before complying with the subpoena. [20 USC 1232g(b)(1)(J)(i)] 4. The law has long allowed an institution to share the outcome of a disciplinary proceeding with the victim for violations that are crimes of violence (and Title IX 2 guidance and VAWA require that notice). [20 USC 1232g(b)(6)(A)] 5. When a student is found responsible for a violation involving a crime of violence, FERPA says institutions may disclose to anyone the final results of the disciplinary hearing. For example, the media might ask you for a list of individuals found responsible for sexual assault and technically, under FERPA, you are allowed to disclose that information. But you are not required to disclose it. Requests that come under a state open records law may fall under an exception to disclosure, depending on the state. [20 USC 1232g(b)(6)(B)] —From Andrea Stagg www.StudentAffairsCompliance.com | Copyright PaperClip Communications 2015 – All Rights Reserved. Reproductions and distribution allowed under license as described in your subscriber agreement. Summer 2015 The Student Affairs Compliance Report & Analysis Executive Editors: Andrea Stagg and Joseph Storch, Associate Counsel, SUNY Office of General Counsel Legal & Legislative Update TITLE II To Consider… Is your institution trying to balance accommodations for students experiencing mental health difficulties with established enrollment policies? If so, some questions to ask include: § Could your current policies be interpreted as punishing students for seeking counseling help? § How do you determine if someone is a threat to self, and who is involved in this determination? § If you offer students leave “contracts,” are they truly voluntary? § Are your actions based on students’ behaviors or conduct, not their disabilities (which include psychiatric concerns)? PL In March 2011, the Department of Education’s Office for Civil Rights (OCR) issued guidance on Title II of the Americans with Disabilities Act that changed how institutions respond to students who are a threat to themselves. It’s a compliance consideration that impacts how we work with students experiencing mental health concerns to this day. When new Title II regulations were listed in the Federal Register (9/15/10), the focus was on a “direct threat” which meant “a significant risk to the health or safety of others.” The guidance didn’t discuss a threat to self. Why did OCR shift its thinking regarding threat to self? The National Association of College and University Attorneys (Lannon and Sanghavi, 11/1/11) presented two possible reasons: • To avoid subjecting students with disabilities that lead to self-harming ideations to discrimination or behaviors that are spurred by stereotypes • To codify the U.S. Department of Justice’s interpretation of a direct threat, thereby shifting OCR’s response to such issues E Being in Compliance While Handling “Threat to Self ” Concerns SA M Beyond the Story: The restrictions listed here do not mean that colleges and universities are powerless when addressing students who are threats to themselves. Institutions may have policies that are completely neutral as to disability, but are implemented based on uniform conduct or situations. For instance, a policy stating that all students transported for medical care for any reason must have a note from a medical professional allowing them to return, if imposed completely neutrally on students who are hospitalized for broken legs and for suicide attempts, may be viewed by OCR as neutral. Remember also that disabilities do not excuse behavior. All students who violate the conduct code should be addressed equally regardless of disclosed disability. The disciplinary process may require accommodations to allow the student to utilize the process fully, but the disclosed disability is not an amnesty from the conduct process. Campus Impact Since this Title II guidance — or lack of guidance — was 3 issued, campuses continue to determine how to appropriately respond to students with mental health concerns who might be considered a threat to self, while also upholding their rights under federal disability law. For instance, the recent announcement by Yale University (CT) that it would amend its leave of absence policies came about in response to the suicide of a student. The Wall Street Journal (4/28/15) reported that, before her death, the student posted to Facebook that she was afraid she wouldn’t be able to return to school if she left again www.StudentAffairsCompliance.com | Copyright PaperClip Communications 2015 – All Rights Reserved. Reproductions and distribution allowed under license as described in your subscriber agreement. Summer 2015 The Student Affairs Compliance Report & Analysis Executive Editors: Andrea Stagg and Joseph Storch, Associate Counsel, SUNY Office of General Counsel Legal & Legislative Update having their original offer of admission revoked. Sources: Lannon, P. and Sanghavi, E. (11/1/11.) “New Title II Regulations Regarding Direct Threat: Do They Change How Colleges and Universities Should Treat Students Who Are Threats to Themselves?” NACUA Notes, 10(1); The Wall Street Journal, 4/28/15; The Title II Compliance Binder, PaperClip Communications, 2014 E recommends that this leave period be extended through the last day of course selection instead. Plus, the return process formerly referred to as “readmission” will now be called “reinstatement,” the Journal reported, as a way to make it clear that students taking a leave aren’t PL to wait for new medication to take effect. The institution’s prior policy allowed students to take a leave of absence for up to two terms, although they had to decide quickly, before the tenth day of the term. Yale’s new policy — which was determined by a committee — TITLE II TITLE IX OCR’s Recent Guidance Package Stresses Importance of Title IX Coordinator Role SA M The recent guidance package released by the Department of Education’s Office for Civil Rights (OCR) reminds colleges and universities, as well as school districts, that they must designate a Title IX coordinator who is “well-qualified, well trained,” according to Catherine E. Lhamon, assistant secretary for civil rights. That designee must also be given “the authority and support necessary to do the job,” Lhamon wrote. The guidance package includes three pieces: § A Title IX Resource Guide. This document covers the responsibilities and authority of a Title IX coordinator, that person’s administrative requirements, information collection and reporting guidelines, and how to apply Title IX to issues such as athletics, retaliation, pregnant and parenting students and more. § A Letter to Title IX Coordinators. This letter reiterates federal support plus the importance of institutions providing coordinators with authority and support to perform their responsibilities effectively. § A Dear Colleague Letter. This letter reminds schools that they must designate a Title IX coordinator without potential conflicts of interest, make that person visible to the school community, and provide him/her with authority, support and training. All three pieces can be accessed at www2.ed.gov/policy/rights/guid/ocr/title-ix-coordinators.html. Beyond the Story: It wouldn’t be April without a Dear Colleague Letter from OCR (major letters have come in Aprils 2011, 2014 and 2015). Most of the guidance in this new release is a rehash of guidance already offered in disparate locations. That is not a bad thing, as the letter congregates the guidance into one document and uses plainer language to explain the requirements. Although recent guidance has focused on peer sexual violence, the scope is much broader; the resource guide explains how Title IX applies to recruitment, athletics, pregnant students and other areas that may have been overlooked by newly appointed Title IX coordinators. Remember also that Title IX (unlike Clery and the rest of the Higher Education Act) applies to higher education and elementary and secondary education. That is why you may look at this OCR guidance and say, “Of course, everybody knows that!” That may be true in higher education, but is likely less so among other educational sectors. Find subscriber-only updates on Clery and ADA at www.StudentAffairsCompliance.com. 4 www.StudentAffairsCompliance.com | Copyright PaperClip Communications 2015 – All Rights Reserved. Reproductions and distribution allowed under license as described in your subscriber agreement. Summer 2015 The Student Affairs Compliance Report & Analysis Executive Editors: Andrea Stagg and Joseph Storch, Associate Counsel, SUNY Office of General Counsel Legal & Legislative Update TITLE IX Increase in Sexual Violence Complaints & Length of Investigations tive when survivors see themselves in the issues making headlines and know that there are people available to meet them wherever they are,” she told Fusion.net (5/6/15). E plaints within 180 days,” according to a letter from the DOE to Senator Barbara Boxer (4/28/15). However, the letter continues, “sexual violence investigations tend to be complex and may involve systemic, campus- and institution-wide issues, in addition to issues pertaining to specific students. As such, Title IX sexual violence investigations, on average, take longer to complete than those across other jurisdictions.” Just how long? At postsecondary institutions, Title IX investigations took an average of… • 291 days in 2011 • 308 days in 2012 • 478 days in 2013 • 1,469 days in 2014 • 940 days in 2015 (so far) Complaints have increased in the past two years and Rebecca O’Connor, vice president for public policy at the Rape, Abuse and Incest National Network, believes that’s a good thing. “We see it as posi- Beyond the Story: Choosing to file a complaint with DOE gives a student different standards, and a different opportunity for compensation, than filing a lawsuit. While a successful lawsuit will generally lead to monetary damages (in addition to potential injunctive relief), a complaint with OCR is not a guarantee of financial compensation (some cases are resolved through a payment to those who bring a complaint, but that is not a necessary part of a resolution). At the same time, OCR uses very different standards than federal courts use in adjudicating Title IX cases. It is much harder to prove a case in federal court, and is much more expensive, while filing with OCR is all but free. Also note a major difference between the Clery Act and Title IX. The Clery Act has “no private right of action,” meaning that you cannot sue a school directly for violating the Clery Act, you can only file a complaint with DOE. Title IX allows for both a complaint to OCR and a private lawsuit. M PL Campus sexual violence complaints have increased significantly within the last five years, according to newly released data from the Department of Education (DOE). In 2009, nine higher education complaints were filed with the DOE while 102 were filed in 2014. Over 50 have already been filed in 2015. President Obama proposed a 31 percent increase in funding for the DOE’s Office for Civil Rights (OCR), reported the Chronicle of Higher Education (2/3/15), to hire 210 new OCR staffers to help with Title IX investigations. Among others, two members of the U.S. Commission on Civil Rights have opposed the increase, citing the types of cases investigated by OCR, the agency’s tactics and the standards they have used (2/26/15). SA Length of Investigations When OCR investigates a Title IX sexual violence complaint, their goal is “to resolve all com- Forcible Sex Offenses Reported in Annual Clery Reports 2010 – 3,613 | 2011 – 4,198 | 2012 – 4,949 | 2013 – 6,016 Under the new VAWA regulations that go into effect on July 1, 2015, Clery Act definitions were changed so sexual assaults will no longer be distinguished as “forcible” or “non-forcible.” Use caution when using statistics to make an argument regarding sexual violence on college campuses. The increase in statistics is almost certainly due to an increase in discussions about these issues (a positive development) and not necessarily that these crimes/violations are on the rise. 5 Sources: DOE Letter to Senator Barbara Boxer, 4/28/15; Letter to Congress from two members of the U.S. Commission on Civil Rights, 2/26/15; Fusion.net, 5/6/15; Chronicle of Higher Education, 2/3/15 www.StudentAffairsCompliance.com | Copyright PaperClip Communications 2015 – All Rights Reserved. Reproductions and distribution allowed under license as described in your subscriber agreement. Summer 2015 The Student Affairs Compliance Report & Analysis Executive Editors: Andrea Stagg and Joseph Storch, Associate Counsel, SUNY Office of General Counsel Compliance in Focus Title IX and Transgender Students develop trans-inclusive nondiscrimination policies, require staff to attend trans educational training sessions, and undergo monitoring and reporting.2 In 2014, OCR entered into an agreement with another California school district, the Downey Unified School District, to address discrimination against a trans elementary school girl. The girl had complained that her school continually failed to address the verbal harassment she experienced from other students for her gender identity. Instead, the school disciplined her for wearing make-up and presenting as female. Among the provisions M OCR Cases The Office for Civil Rights (OCR) of the Department of Education has stated several times over the past few years that it expects educational institutions to protect the rights of trans students. For example, in its latest publication on the law, the 2015 Title IX Resource Guide, OCR wrote: “Title IX protects students, employees, applicants for admission and employment, and other persons from all forms of sex discrimination, including discrimination based on gender identity or failure to conform to stereotypical notions of masculinity or femininity. All students (as well as other persons) at recipient institutions are protected by Title IX — regardless of their sex, sexual orientation, gender identity, part- or full-time status, disability, race, or national origin — in all aspects of a recipient’s educational programs and activities.”1 PL As with all students, trans and gender-nonconforming students are covered under the prohibition of sex discrimination in Title IX of the 1964 Civil Rights Act. But this fact is often ignored in discussions and trainings on the law and what colleges and universities need to do to be in compliance. As a result, few colleges are doing enough — or anything at all — to prevent institutional and individual discrimination against trans students. E By Genny Beemyn, Ph.D. SA To date, OCR has brought cases against two school districts for their mistreatment of trans students. In 2013, the government reached a settlement with the Arcadia, California Unified School District on behalf of a twelve-year-old trans boy. He had been required to use a restroom in the nurse’s office instead of the boy’s restroom and locker room and told that he could not be housed with cisgender boys on a field trip. The settlement mandated that the district grant the student access to the same facilities as other male students, of the settlement in this case, the district was required to: • Work with its consultant to ensure a school climate free of harassment by incorporating age-appropriate information for students on gender identity, gender-based discrimination and harassment in the curricula; • Continue to treat the student the same as other female students in all respects within the education programs and activities offered by the District, including access to sexdesignated facilities for female students; and • Remove any disciplinary action related to her gender U.S. Department of Education, Office for Civil Rights, Title IX Resource Guide, April 2015, www2.ed.gov/about/offices/list/ocr/docs/dcl-title-ixcoordinators-guide-201504.pdf 1 Resolution Agreement between the Arcadia Unified School District, the U.S. Department of Education, Office for Civil Rights, and the U.S. Department of Justice, Civil Rights Division, July 24, 2013, www.justice.gov/crt/about/edu/documents/arcadiaagree.pdf 2 6 www.StudentAffairsCompliance.com | Copyright PaperClip Communications 2015 – All Rights Reserved. Reproductions and distribution allowed under license as described in your subscriber agreement. Summer 2015 The Student Affairs Compliance Report & Analysis Executive Editors: Andrea Stagg and Joseph Storch, Associate Counsel, SUNY Office of General Counsel Compliance in Focus Trans Terminology E A comprehensive list is available on our subscriber-only site: www.StudentAffairsCompliance.com. a matter of time. Just like K-12 schools, colleges and universities that do not treat trans students as how they self-identify or that do not respond to reports of anti-trans discrimination are at risk for being investigated and sanctioned. As has been demonstrated by OCR’s investigations of colleges for their handling of sexual violence and harassment complaints, Title IX examinations are far-reaching and can result in sanctions and extremely negative publicity for institutions. fortable in gendered facilities, so institutions must also create gender-inclusive bathrooms and private locker rooms. But a college cannot require a trans person who wants to use gendered bathrooms and locker rooms to use only the gender-inclusive ones. Rather, trans students have the right to use the facilities that they feel best fit their gender identity and expression, which may change over time. For example, a trans woman who is just beginning to transition may look like her assigned male gender and, as a result, may feel uncomfortable in women’s bathrooms and want to use gender-inclusive facilities. But as she transitions more and appears more traditionally female to others, she may choose to use women’s restrooms. M PL expression from her student file and ensure that she is not disciplined in the future for acting or appearing in a manner that does not conform to stereotypical notions of masculinity or femininity.3 In addition, the Departments of Education and Justice submitted a statement of interest in 2014 in support of a fourteen-year-old trans boy who is suing four Michigan school districts for failing to address the ongoing anti-trans harassment and violence he experienced — he was allegedly told by administrators that he was “a whiner” for complaining — and for engaging in acts of discrimination. The student was prevented from using men’s restrooms and the districts would not provide him with a gender-inclusive restroom, meaning that he could not go to the bathroom all day. The districts also refused to use his chosen name and disclosed his gender identity to staff and other students. The student’s family moved several times trying to find a school where he could be safe, but each time the harassment began again, with school officials doing nothing. While OCR has yet to intervene on the college level on behalf of a trans student, it is only Bathrooms and Locker Rooms SA To be in compliance, colleges and universities must take steps to support both binary and nonbinary trans students. In terms of bathrooms and locker rooms, this means that trans students who identify as female and male must be able to use the gendered bathrooms and locker rooms that correspond to their gender identity. At the same time, many trans students, especially students who identify outside of a gender binary, do not feel safe or com- Housing Title IX dictates that campus housing be handled the same way as bathrooms and locker rooms. In other words, colleges and universities have to respect a trans U.S. Department of Education, “U.S. Department of Education’s Office for Civil Rights Announces Resolution of Civil Rights Investigation of California’s Downey Unified School District,” October 14, 2014, www.ed.gov/news/press-releases/us-department-educations-office-civil-rightsannounces-resolution-civil-rights-investigation-californias-downey-unified-school-district 3 7 www.StudentAffairsCompliance.com | Copyright PaperClip Communications 2015 – All Rights Reserved. Reproductions and distribution allowed under license as described in your subscriber agreement. Summer 2015 The Student Affairs Compliance Report & Analysis Executive Editors: Andrea Stagg and Joseph Storch, Associate Counsel, SUNY Office of General Counsel Compliance in Focus Asking about Gender residence hall communities (such as first-year, honors, and themehousing). A trans engineering student, for example, who wants to live on a STEM floor should not be denied the opportunity because they are trans. E available option for them at some colleges. But trans students cannot be forced to live by themselves. Ideally, a student should be able to reside with another student of any gender, anywhere on campus, just as they would be able to do if they lived offcampus. If such an encompassing policy is not politically feasible, then gender-inclusive housing should be available in different types of housing (doubles, suites, and apartments), in different parts of campus, and in different Athletics PL woman’s desire to live with other women and a trans man’s desire to live with other men. At the same time, institutions need to create gender-inclusive housing (housing in which students are assigned to rooms without regard to gender) to accommodate students who do not identify as female or male and trans women and trans men who have not transitioned and who are uncomfortable living with someone of their assigned gender. Trans students can request single rooms, and that might be the best The NCAA has specific guidelines about the inclusion of trans students in intercollegiate sports.4 For intramural and recreational sports, in which campuses can set their own rules, trans students SA M Underlying all of these compliance measures is being aware of students’ gender identities. In order for colleges and universities to create trans-inclusive environments, institutions have to ask about gender identity on admissions applications, housing and health care forms, and other documents. Because a growing number of students are identifying beyond male and female, a question on gender identity needs to include non-binary choices. Specifically, a gender identity question should include “genderqueer,” “androgynous,” and “agender” among the options. The Consortium of Higher Education LGBT Resource Professionals, the international organization for college staff whose positions include providing support to LGBTQ+ students, recommends that institutions simply offer a fill-in the blank for gender identity on forms. If specific choices are needed (such as for a dropdown menu), the organization suggests the following wording. Gender identity (optional; choose all that apply): __ agender __ genderqueer or gender fluid __ androgyne __ man __ demigender __ questioning or unsure __ an identity not listed: please specify __________________________ __ trans man __ trans woman __ woman Because gender is fluid and some trans people are not out when they apply to college, students should have the ability to change their gender identity on campus records during their academic careers. Ideally, this information should be part of students’ records that they can access and change online, but which would not be visible to the public. Pat Griffin and Hudson Taylor, “Champions of Respect: Inclusion of LGBTQ Student-Athletes and Staff in NCAA Programs,” LGBTQ Subcommittee of the NCAA Committee on Women’s Athletics and the Minority Opportunities and Interests Committee, 2012, www.ncaapublications.com/p4305-champions-of-respect-inclusion-of-lgbtq-student-athletes-and-staff-in-ncaa-programs.aspx 4 8 www.StudentAffairsCompliance.com | Copyright PaperClip Communications 2015 – All Rights Reserved. Reproductions and distribution allowed under license as described in your subscriber agreement. Summer 2015 The Student Affairs Compliance Report & Analysis Executive Editors: Andrea Stagg and Joseph Storch, Associate Counsel, SUNY Office of General Counsel Compliance in Focus the first dozen colleges to come up in a Google search for Title IX campus web pages, none specifically mention that students can file a complaint because of discrimination based on gender identity or not conforming to stereotypical notions of masculinity and femininity. Moreover, the majority of colleges and universities still do not include “gender identity” in their nondiscrimination policies, which is a clear violation of the law.5 E stitute discrimination against trans students. Given that colleges and universities typically do not have gender therapists on their counseling center staffs, and that many smaller and commuter colleges do not even have counseling centers, institutions would best ensure that they do not discriminate by having their student health insurance cover therapy from area clinicians. Similarly, in the absence of a campus endocrinologist, institutions would be certain to be in accordance with the law by covering off-campus hormone replacement therapy for their trans students. PL must be allowed to participate in keeping with their gender identity, without regard to transition plans or status, in order to comply with Title IX’s prohibition against gender-based discrimination. Students who identify outside of a gender binary should be able to participate on the gendered team that best corresponds to their identity, and if they participate on a mixed gender team that dictates a given number of female or male players, they should not count toward either category. Health Care Trans Inclusion in Title IX Guidelines M The Title IX settlements to date in support of trans students have not involved health care, so OCR’s expectations in this area are not entirely clear. Seemingly, failing to provide access to and coverage for therapy, hormones, and gender-affirming surgeries for transitioning students would con- SA Despite trans and gender-nonconforming students being covered under Title IX, few colleges and universities acknowledge this inclusion, much less have taken steps to ensure compliance. Of Resources Campus Pride Trans Policy Clearinghouse: www.campuspride.org/tpc Consortium of Higher Education LGBT Resource Professionals, “Suggested Best Practices for Supporting Trans Students”: www.lgbtcampus.org/policy-practice-recommendations Lambda Legal, “Transgender College Students,” Part of their Transgender Rights Toolkit: www.lambdalegal.org/publications/trans-toolkit Conclusion Many colleges and universities have a long way to go to become welcoming to and inclusive of trans students, and it should not have taken a reinterpretation of Title IX for them to recognize that they must act. But now that the law is being applied to trans and gender-nonconforming students, institutions can no longer ignore these students’ experiences and needs. Genny Beemyn, Ph.D., is the director of the Stonewall Center at the University of Massachusetts, Amherst, and the Trans Policy Clearinghouse coordinator for Campus Pride. Their many books include The Lives of Transgender People (2011) and A Queer Capital: A History of Gay Life in Washington, D.C. (2014). They are currently working on a book entitled Campus Queer: The Experiences and Needs of LGBTQ+ College Students (Johns Hopkins University Press) and an anthology entitled Outside the Gender Box: Trans and Non-Binary Gender People in Higher Education (SUNY Press). Genny Beemyn, “Colleges and Universities with Nondiscrimination Policies that Include Gender Identity/Expression,” Campus Pride, last updated April 26, 2015, www.campuspride.org/tpc-nondiscrimination 5 9 www.StudentAffairsCompliance.com | Copyright PaperClip Communications 2015 – All Rights Reserved. Reproductions and distribution allowed under license as described in your subscriber agreement. Summer 2015 The Student Affairs Compliance Report & Analysis Executive Editors: Andrea Stagg and Joseph Storch, Associate Counsel, SUNY Office of General Counsel Prevention & Awareness Initiatives E The final VAWA regulations that go into effect on July 1, 2015 require institutions to provide incoming students and new employees with primary prevention and awareness programs. Schools must also provide ongoing prevention and awareness campaigns. This column offers examples of such initiatives happening at campuses throughout the U.S. A Focus on Consent help spark and guide conversations across campus.” The guide includes community discussion questions, the three pillars of consent, things to remember, the circumstances under which consent cannot be given and facilitation tips. It can be found at: http://uhs. berkeley.edu/consent/pdf/ ConsentDiscussionGuide.pdf. And table toppers featuring four different gender pairs were posted throughout the dining halls as a way to show that consent isn’t just a concern for heterosexual men. PL Consent is “The affirmative, unambiguous and voluntary agreement to engage in a specific sexual activity during a sexual encounter,” according to the VAWA Final Regulations (10/20/14). Campuses are encouraged to check the definition within their own jurisdictions, too. And consent is a key concept to share through your campus’ required prevention and awareness programs. Here are some examples of what’s happening on campus… M Whitman College’s All Students for Consent Group UC Berkeley’s Consent Discussion Guide A Focus on… The focus of prevention and awareness programs under VAWA includes… § Dating violence § Domestic violence § Sexual assault § Stalking § Consent § Bystander intervention § Risk reduction 10 Every fall since 2010, Humboldt State University (CA) offers The Consent Project, which they describe as “a space to recognize and honor survivors of sexualized violence of all genders.” It features interactive art projects “to deconstruct our ideas of gender and sexualized violence” and community resources along with a space for survivors and allies to talk about how violence has affected them. This Washington school group uses the tagline “Consent is Necessexy” as they promote “a safe and fun consent culture for all.” All Students for Consent (ASC) sponsors initiatives such as the “Ask For It” Campaign to flip the negative “she/he was asking for Sources: All Students for Consent, Student it” phrase sometimes associated Life, Whitman College; www.facebook.com/ with sexual violence to encourage WhitmanASC; The Pioneer News, 9/23/13; Whitman College Newsroom, 4/21/14; students to ask for consent instead. www2.humboldt.edu/stoprape/activism.html; As part of the campaign, ASC http://uhs.berkeley.edu/consent/pdf/ConsentDiscussionGuide.pdf held an event where students practiced asking for consent regarding multiple Subscriber-Only Resources actions to help remove the Head to our subscriber-only website at awkwardness from the ask. www.StudentAffairsCompliance.com to Another event saw students download a PDF handout called “Asking handing out chocolate kissfor Consent” and for links to recent videos es and flyers in the library, first asking if it was okay about consent and bystander intervention. to “give someone a kiss.” SA UC Berkeley’s Student Health Advisory Committee developed the Creating a Culture of Consent @ Berkeley discussion guide “to The Consent Project at Humboldt State U. www.StudentAffairsCompliance.com | Copyright PaperClip Communications 2015 – All Rights Reserved. Reproductions and distribution allowed under license as described in your subscriber agreement. Summer 2015 The Student Affairs Compliance Report & Analysis Executive Editors: Andrea Stagg and Joseph Storch, Associate Counsel, SUNY Office of General Counsel Q&A about initiatives being done to raise awareness on their campuses. Q: What inspired you to use this medium to spread consent awareness? A: The idea came to me when I helped coordinate a collaborative program between Housing and the Dean of Students office. I asked Amber to come in to speak with students about consent. She left it up to the staff to create the materials we thought would bring students to the program. I asked my resident advisers (RAs) for program title ideas and one of my RAs sent me a snapshot of a pin she saw posted on Pinterest of a “Don’t Touch the Butt” bulletin board. This sparked the idea to look for other consent programming ideas on Pinterest. Then for about two hours, I sat down and created the other nine posters from scratch. It was fun rethinking the lyrics to popular songs to use as a passive program to complement the consent program, which was held a week later. I understand students lead busy lives and sometimes are not available to talk during scheduled program times so I wanted to create the posters as a way to spark conversation around consent and educate students in a more informal way. The feedback on this has been positive. Not only has it opened doors to conversations, but students are excited to stop in my office and chat about Reprinted with Permission from TunedIntoConsent ideas they have for new posters. It is exciting to start to see it grow on campus. M PL The “TunedIntoConsent” initiative started as a project at the University of North Dakota (UND), as graduate student (and now recent grad!) Peyton Lipscomb took popular song lyrics and turned them into messages about consent. Through the power of social media, TunedIntoConsent has turned into a national movement, garnering interest from hundreds of student affairs professionals and emphasizing the importance of consent far beyond the UND campus. We talked with Lipscomb to find out more about this simple, yet effective, initiative… E With Peyton Lipscomb, University of North Dakota, Creator of TunedIntoConsent SA Q: What is your role on campus? A: During my two years at UND, I have worked as a Residence Hall Director for a co-ed residence hall. A part of my experience at UND has been also working as a graduate student investigator in the Dean of Students office. These experiences and the conversations I have had with Amber Flynn, Coordinator of Sexual Respect & Violence Prevention, played a role in the creation of the lyric posters. Q: What is “TunedIntoConsent”? A: TunedIntoConsent is a passive program designed to spark conversations on campuses about consent. It has also started to grow to involve a space where student affairs professionals can speak 11 Q: Why do you think it’s so important for college students to understand the concept of consent? A: In my opinion, it’s the first step in prevention. Consent focuses on respect for ourselves and others. If students understand how to communicate where their boundaries are and accept the boundaries of others, then it’s a step in the right direction. I feel the more consent is integrated into conversations the more normalized it will become for students and the culture at large. Q: How can people learn more about TunedIntoConsent and find the posters for download? A: If anyone is interested in getting TunedIntoConsent they can find resources at: https://tunedintoconsent.wordpress.com or join the conversation on Facebook: https://www.facebook.com/ groups/451812228314414/ or Twitter: #TunedintoConsent or @TuneintoConsent. www.StudentAffairsCompliance.com | Copyright PaperClip Communications 2015 – All Rights Reserved. Reproductions and distribution allowed under license as described in your subscriber agreement. Summer 2015 The Student Affairs Compliance Report & Analysis Executive Editors: Andrea Stagg and Joseph Storch, Associate Counsel, SUNY Office of General Counsel Training Tools For particularly thorny questions, reach out to a supervisor or the attorney for the institution. It is always better to ask in advance rather than addressing the issues in a lawsuit. Be consistent. When addressing an objection, be consistent with past rulings. When assessing a penalty, be consistent with past penalties for the same violation, even if this person seems much crueler or nicer than the last person to come before the board. Use your instincts when reviewing evidence. Most witnesses spin stories one way or another (even when they think they are doing the right thing) and physical evidence is not always as it seems. In a future article, we will dive deeper into the questions of assessing evidence in an investigation and with the help of a hearing panel. E you or other hearing officers or treat this like a criminal case. You are trying to make the right decision, not a narrow legal determination based on circumscribed evidence. If an attorney is getting out of hand, remind her of the limited role she can play. If she continues, ask her to sit outside for the remainder of the hearing. The student conduct process is an educational process, not bound by the Federal Rules of Evidence and Civil Procedure. Always keep that in mind and remember you are not being asked whether to incarcerate someone; you are being asked whether that person has violated college policy and, if so, what the appropriate sanction should be. Seek guidance from the Student Conduct Director (or similar role) or college attorney and don’t be afraid to ask questions. M PL You’ve worked hard on your code of conduct, and trained your staff. But in the heat of a hearing, some of that training may be forgotten. Even if they cannot participate under your code, attorneys often find ways of getting under hearing officers’ skin or intimidating a panel by treating the proceeding as a criminal law case. It isn’t. Give this tip sheet to your hearing officers or panelists to help them maintain control and hold successful hearings. Follow the code: The code of conduct addresses most situations. If an objection arises and the answer isn’t in the code, make a reasonable and fair determination and be transparent with all parties about your choice. Keep notes of your decision. Lawyers can be present but don’t run the show. Don’t let an attorney for a student intimidate SA Working with Attorneys: Tips for Hearing Officers The Student Affairs Compliance Report & Analysis is published by PaperClip Communications, Inc. Publisher and Circulation: PaperClip Communications 125 Paterson Avenue Little Falls, NJ 07424 Telephone 973-256-1333 Fax 973-256-8088 www.Paper-Clip.com www.StudentAffairsCompliance.com Photocopy of or electronic reproduction of this newsletter in whole or in part is allowed under license as described in your subscriber agreement. Executive Editors: Andrea Stagg and Joseph Storch, Associate Counsel, SUNY Office of General Counsel Managing Editor: Julie Phillips • [email protected] —From Joseph Storch Editorial Staff: Doris McLaughlin, Publisher Andy McLaughlin, President Katherine Bitgood, Manager of Marketing & Production Amy Cunningham, Graphic Designer Articles reflect the views of their authors and not necessarily the views of PaperClip Communications or the editors. © Copyright 2015 PaperClip Communications and its contributors do not provide legal or compliance advice, and this document should be considered general information only. Individuals with specific questions regarding legal or compliance issues should contact their institution’s legal counsel and be aware that laws may differ by jurisdiction. 12 www.StudentAffairsCompliance.com | Copyright PaperClip Communications 2015 – All Rights Reserved. Reproductions and distribution allowed under license as described in your subscriber agreement.