Author: ggreen

This is not an endorsement.

For transparency, I am providing my answers to a survey from Black Lives Matter Utah Chapter – Police Transparency & Accountability Survey so that my positions on these questions can be shared with constituents. I want to make note that some of the survey questions are either too broad or specific, but are also required to complete the survey. Please see my comments following these blocks of questions for better explainers of my stances. . My response to BLM Utah appears on their site here.

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Q1: Email

ggreen.hd44@gmail.com

Q2: Do Black Lives Matter? (respond Yes/No)

Yes

Q3: If elected, or re-elected, what programs will you implement to help the black and brown community?

The House Representative role is a 2-year term, and I will be a freshman in Utah’s congress. Having said that, my approach (if I move forward at Caucus and participate as a candidate in the general election) will be to organize groups to work together on shaping 2025 legislative bills that can be submitted in the new year. You can see the list of topics that I want to submit bills for at https://utah44.com/proposed-2025-legislation/

Q4: First and Last name

Greg Green

Q5: What City/State are you running in?

South Jordan, Utah

Q6: Which district?

44

Q7: Which office are you running for?

Utah House of Representatives, District 44

Q8: Who is/are your opponent(s)? (Please disregard if your race has concluded)

Currently: Jordan Teuscher (R) – incumbent. I expect there will be more candidate filings, as No Labels Party candidates have a filing deadline of April 29, 2024. See https://vote.utah.gov/2024-candidate-filings/ for a current list of candidates.

Q9: Which of your opponents should NOT be elected, and why? (Please disregard if your race has concluded)

I am running against Jordan Teuscher, who is consistently anti-union, and actively legislates against workers rights that negatively affect teachers, public workers, and the unions that represent them. He has supported bills that degrade state career-service employees to at-will status. I support the right to organize, and to establish collective bargaining for both public and private employees. I also support a national bill to pass the Protecting the Rights to Organize (PRO) Act that will expand labor protections for employees’ rights to organize and for collective bargaining in the workplace.
– Jordan actively votes against diversity, equity, and inclusion (DEI) supports, and environmental, social, and governance (ESG) investing. Jordan is party to the overall “chilling” effect in Utah over racial equity, LGBTQ+ supports, trans rights, and promoting bias. I support diversity initiatives and strongly defend marginalized communities and environmental programs.
– Jordan is a proponent of vouchers that bleed our public school funding. I support our public school system, and believe that teachers and school administrators need to be allowed to do their good work without interference from the legislature. I support pay increases and retention programs that incentives to keep teachers in our schools.
– Jordan actively votes against pro-choice. I support women’s rights for safe abortion access. I also support school curriculums that provide age-appropriate instruction on sex education that is not based on “abstinence only”.
– According to the Alliance for a Better Utah, Jordan Teuscher receives an “F” rating for the 2023 legislative session.

Q10: If you are not elected, which of your opponents should win, and why? (Please disregard if your race has concluded)

There is no a preferred alternative.

Q11: What is your political party? (Democratic, Republican, Green, Other)

Democratic

Q12: In September 2021, the Salt Lake Tribune, in partnership with PBS Frontline, released an in-depth investigative report on the racial and ethnic make-up of people shot by Utah police. The report revealed that Utah police shoot people who are Black, Hispanic, Native American, and Pacific Islander disproportionately to white people. Moreover, the majority of white people shot were in possession of a gun or fake gun, while the majority of racial and ethnic minorities were not. What is your reaction to these findings and what will you do to address these disparities? https://www.sltrib.com/news/2021/09/20/new-data-utah-police/

We need a close relationship with our police force that respects community engagement but is not patronizing. Diversity initiatives and accountability measures have significant impact in transparency and trust. Education is important, particularly for de-escalation and for interactions with the disability community, and mental illness. I also think we need more community resource engagement rather than police intervention. Justice is an important concept that must be found in cases where threats, intimidation, discrimination, detaining, violence and death. Our goal should be “everyone is protected, and everyone is respected”. (this answer is repeated later in this survey)

Q13: Several major cities across the United States have created Community Controlled Civilian Review Boards which have the power to discipline police. Community-based organizations in Salt Lake City have developed a model ordinance, the Salt Lake Civilian Police Accountability Council (SLCPAC), which would establish a community-controlled civilian review board in Salt Lake City. Would you support the creation of the SLCPAC or other similar boards in your city and in Utah? (We are aware that HB415, which was passed during the 2019 General Session [https://le.utah.gov/~2019/bills/static/HB0415.html], places some restrictions on creating review boards, yet does not make it impossible.)

I support the creation of the SLCPAC and similar boards in cities and counties of Utah. Following a summer of protests over the killing of George Floyd and widespread examples of police brutality, common-sense reforms like increasing oversight and accountability over local police agencies should continue to receive attention. I have concerns about appointment to a CRB, and what actions can be taken if a member of the CRB acts unethically. Decisions by the CRB should be handed to a prosecuting authority rather than grant the CRB full punitive capabilities. CRBs should have authority to make recommendations for individuals, departments, cities and counties with referral to hiring organizations, or for escalation to broader authorities to intervene.

Q14: Would you support efforts to repeal HB415? (respond Yes/No)

Yes

Q15: What is your reaction to the limitations that HB415 places on local authority to create independent civilian review boards?

HB74 was submitted in 2021 but did not pass through the legislature that year. We need to create a replacement for HB415 that will survive both houses.

Q16: Would you advocate for, or oppose a stronger use of force policy for police?

I oppose a stronger use of force policy. See https://utah44.com/issues-police/

Q17: How strongly will you advocate for the following policies regarding public information about actions taken by police officers in your district? (Select only one: Very Strongly. I will work proactively to make this happen; Strongly. I will advocate when it comes up; Somewhat strongly. I will be mildly positive about it; Not strongly. I do not really agree with this policy; Not at all. I do not agree with this policy)

• Require officers to report all uses of force to a public database (Very Strongly)
• Use a database to inform an early intervention system that retrains and disciplines officers with repeated uses of force or civilian complaints (Very Strongly)
• Make a Use-of-Force database available to the public. (Not at all)
• Make footage from body cams in situations involving use of force available to the public (Very Strongly)
• Publicly release unedited body cam footage of officer-involved shootings (Not at all)
• Require public release of unedited body cam footage of uses of force and officer-involved footage within 10 days of the incident. (Very Strongly)
• Require public release of demographic information on people stopped by police in your district (Strongly)
• Require public release of demographic information on people arrested by police officers in your district (Strongly)

Q18: Please add any comments about your views on providing the public with information about actions taken by police officers in your district.

These radio selections are generally too broad or too specific. Aggregated data on people stopped or arrested should be anonymized to protect individuals, and the frequency of reporting needs to be specified. I have concerns about who would be authorized to maintain the proposed public database, and what compliance measures would be in place to ensure that records are submitted promptly and maintained for a specified period. FOI requests for information, including body footage, should always be expedited.

Q19: How strongly will you advocate for the following policies regarding video recording devices/ bodycams? (Select only one: Very Strongly. I will work proactively to make this happen; Strongly. I will advocate when it comes up; Somewhat strongly. I will be mildly positive about it; Not strongly. I do not really agree with this policy; Not at all. I do not agree with this policy)

• Require police officers use technology that collects audio and visual data of police interactions (including body cameras)(Very Strongly)
• Develop clear policies governing bodycam use, storage and accessibility of footage in consultation with activists and community organizations (Strongly)
• Record all police interactions with civilians (except where a civilian opts not to be recorded, notification of the option not to be recorded should be required upon first contact) (Not Strongly)
• Make footage from body cams in situations involving use of force available to the public (Strongly)
• Allow civilians to review footage involving them or a relative and require this information be released to the public (Strongly)
• Prevent officers from reviewing footage of an incident before completing initial reports or statements (Strongly)
• Secure the privacy of civilians during all processes (Very Strongly)
• Assure the right of the public to record the police by video and audio, without fear of having their devices confiscated or damaged (Very Strongly)

Q20: Please use this area to add comments about your views on policies for bodycam usage.

Again, these radio selections are generally too broad or too specific. If police are required to interact with civilians and be recorded, then it should always be recorded. There are too many legal loopholes for who would be authorized to request no recording (in a domestic dispute, does the abuser have the right to say no camera?). If a violent crime is committed in a business, does the business manager have the right to request no cameras so their business isnt negatively impacted?). Privacy needs to be assured unless the case is exceptional (a threshold would need to be determined). This also raises concerns about the public database access referenced in the previous question. Requests for footage should not be limited to individuals involved and their families. Anyone should be able to make a FOI request for information.

Q21: How strongly will you advocate for the following policies regarding de-escalation techniques and non-force actions by police officers in your district? (Select only one: Very Strongly. I will work proactively to make this happen; Strongly. I will advocate when it comes up; Somewhat strongly. I will be mildly positive about it; Not strongly. I do not really agree with this policy; Not at all. I do not agree with this policy)

• Prohibits officers from using force on a person for talking back or as a punishment for running away (Very Strongly)
• Implement a performance evaluation system that rewards, and values effective interpersonal skills (de-escalation, effective work with people who have mental health and substance abuse challenges, and countering bias, etc.) (Very Strongly)
• Modify police department use of force policies to require officers use minimal force and de-escalation tactics, carry a less-lethal weapon, and intervene when another officer uses excessive force (Very Strongly)
• Require training for and use of non-force techniques for people with mental health and/or substance abuse issues (Very Strongly)
• Require training for and use of non-force techniques for people who are homeless and/or are victims of domestic violence (Very Strongly)
• Re-allocate funding for non-sworn personnel who can assist in cases of mental illness, substance abuse, homelessness, and domestic violence (Very Strongly)
• Require training that uses the latest science on implicit bias based on social identities, including people of color, LGBTQ individuals, and non-English speakers (Very Strongly)
• Require evaluation of police officers’ ability to recognize bias and knowledge of techniques to counter it (Very Strongly)
• Reward police officers who successfully use anti-bias techniques (Very Strongly)
• Conduct an assessment of what kind of training is most effective in terms of helping law enforcement personnel to achieve goals of effective, non-violent policing (Very Strongly)
• Implement training identified as the most successful toward achieving effective, non-violent policing (Very Strongly)

Q22: Please share your comments on de-escalation techniques and non-force actions by police officers in your district.

This is all very strongly supported by me. All of these options are excellent. Might want to update annual trainings on what it means to uphold the law to include mandatory reporting for ethics violations, including acts of excessive force.

Q23: How strongly will you advocate for the following policies regarding community involvement with police officers and the police department(s) in your district? (Select only one: Very Strongly. I will work proactively to make this happen; Strongly. I will advocate when it comes up; Somewhat strongly. I will be mildly positive about it; Not strongly. I do not really agree with this policy; Not at all. I do not agree with this policy)

• Hire a local research institution to field a regular survey of community perceptions of the police (Not strongly)
• Use results of a community survey to guide officer evaluations as well as department policies and practices (Very Strongly Support)
• Institute a model system where people stopped by the police are immediately given a card by the officer, with their name and badge number, what the stop was for, and how to file a complaint, should they chose to (Very Strongly Support)
• Increase representation from the community by hiring more women and Black, Indigenous, and People of Color as police officers (Very Strongly Support)
• Hold regularly-scheduled community forums about police activities (Very Strongly Support)
• Implement special outreach to minority communities to participate in community meetings (Very Strongly Support)
• Support Civilian Review Boards (CRBs) in your district to hold police accountable for misconduct
• Give CRBs the power to investigate police misconduct independently (Somewhat strongly)
• Give CRBs the power to subpoena individuals and collect documentation on police misconduct (Somewhat strongly)
• Give CRBs the power to discipline police officers found guilty of misconduct (Somewhat strongly)
• Give CRBs the power to investigate and discipline police misconduct, specifically in the case of a police shooting (Somewhat strongly)
• Promote, expand, improve, innovate the membership of CRBs (Very Strongly Support)
• Disallow current or former law enforcement personnel to serve on CRBs (Not at all)
• Disallow family members of law enforcement personnel on CRBs (Not at all)
• Make serving on a CRB a paid position (Not at all)
• Require an independent and external prosecutor, separate from the City or County prosecutor’s office, or any other government agency, to manage the proceedings following independent investigation (Strongly Support)

Q24: Please share your comments on community involvement with police officers and the police department(s) in your district

• We need a close relationship with our police force that respects community engagement but is not patronizing. Diversity initiatives and accountability measures have significant impact in transparency and trust. Education is important, particularly for de-escalation and for interactions with the disability community, and mental illness. I also think we need more community resource engagement rather than police intervention. Justice is an important concept that must be found in cases where threats, intimidation, discrimination, detaining, violence and death. Our goal should be “everyone is protected, and everyone is respected”.
• I have some concerns about “local research institution” versus a qualified organization. I understand that local issues, history, demographics affect research but should also include sound information gathering, analysis and reporting that can be aggregated to broader studies to perform meta-analysis of regions within the state, statewide, and regionally.
• Regarding former law enforcement or families being restricted from serving on the board… what if it was a former wife of a law enforcement officer who was protected from domestic abuse charges? What if the law enforcement officer was a whistle blower? Rather than make blanket exclusions, the criteria to serve on the board should be based on their ability to contribute to the stated purpose of the board.

Q25: Alternatives to Incarceration – Background: The United States incarcerates a larger share of its population than any other country in the world (Pew Research Center 2021). There are active nationwide campaigns seeking to reduce the prison population by half using strategies such as alternative to incarceration programs; the reform of money bail systems and extreme sentencing laws, and the provision of support to people who are reintegrating into society after incarceration. Questions: 1) What are your views on reducing the number of people who are incarcerated in Utah and the U.S.? 2) What changes do you believe need to be made to the Utah and U.S. prison systems? 3) Will you support the implementation of alternative to incarceration programs?

Stop privatizing prisons. Personal drug use and possession of drug paraphernalia should not be jailable offenses. At the Federal level marijuana should be removed from schedule 1 list of the Drug Schedule. We need to fund medical and mental health for incarcerated individuals, with tracked referrals for continuing treatment following incarceration. Career training and transition programs are critical to reduce rates of recidivism.

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Section: Health and Human Rights – The next set of questions asks for your views on topics related to health and human rights.

Q26: Do you support the overturning of Roe v. Wade? (Respond Yes/No)

No

Q27: Please explain your support for, or opposition to, the overturning of Roe v. Wade.

I support women’s rights for safe abortion access. I also support school curriculums that provide age-appropriate instruction on sex education that is not based on “abstinence only”.

Q28: Do you support Utah’s trigger law (SB174) that would ban abortion with limited exceptions for rape, incest, and the health of the pregnant person? https://le.utah.gov/~2020/bills/static/SB0174.html (Respond Yes/No)

No

Q29: Please explain your support for, or opposition to, Utah’s trigger law (SB174). https://le.utah.gov/~2020/bills/static/SB0174.html

We need to stop legislating women’s bodies. Abortion is medical care.

Q30: Do you support Utah’s ban (HB136) on elective abortions after 18 weeks of pregnancy that went into effect after the overturning of Roe v. Wade? https://le.utah.gov/~2019/bills/static/HB0136.html (Respond Yes/No)

No

Q31: Do you believe the decision about whether to have an abortion should belong solely to the person who is pregnant? (Respond Yes/No)

Yes

Q32: In situations where abortion is illegal, which of the following people, if any, do you think should face penalties? (Select all that apply)

• The person who had the abortion
• The doctor/provider who performed the abortion
• The person who helped pay for the abortion
• The person who helped find or schedule the abortion
• None of the above (x)
• Other (explain): (x) Abortion is women’s health. It is a medical procedure carried out between a woman and her doctor. Travel (including interstate travel) should not be prosecuted. Laws in other states that penalize women, systems of support or health care providers should not be legally recognized in Utah.

Q33: Which of the following sexual and reproductive health measures do you support? (Select all that apply)

• Comprehensive sex education (x)
• Access to low or no cost contraception (i.e., birth control) (x)
• Access to low or no cost emergency contraception (i.e., “morning-after pills”, emergency IUDs) (x)
• Extending Medicaid coverage to postpartum people beyond 60 days (x)
• Expanding the Child Tax Credit (x) – see https://utahchildren.org/newsroom/speaking-of-kids-blog/item/1219-utah-child-tax-credit
• Expanding access to paid family leave (x)
• Other (explain): (x) Remove funding restrictions for charitable organizations, specifically Planned Parenthood.

Q34: On the final day of the 2022 Legislative Session, lawmakers passed a last-minute amendment to HB11 banning transgender girls from participating in school sports that match their gender identity. Although Governor Cox vetoed the bill, the legislature voted to override the veto. HB11 now faces almost certain legal challenges to its constitutionality. Would you support efforts to repeal HB11 in its entirety? (Respond Yes/No)

Yes

Q35: Please explain your answer to the previous question regarding efforts to repeal of HB11.

A similar question was asked in the “Black Lives Matter Utah Chapter – Education in Utah Survey”. Legislators should not be legislating gender identity, and the bill should be struck down as unconstitutional. For reference, policy was updated in the Utah High School Athletics Association handbook in 2020-2021 and going forward (https://uhsaa.org/Publications/Handbook/Handbook.pdf). Equality Utah supports this policy as equal treatment. See https://www.equalityutah.org/youth-laws.

Q36: Do you think that fossil fuels cause climate change? (Respond Yes/No)

Yes

Q37: If elected, what action will you take to divest from fossil fuels?

• Utah recently announced its selection by the IOC for the 2034 Winter Olympics, but the announcement comes with a mandate to improve air quality before we host this international event. Inversions mean that Utah has some of the worst air quality in the nation, and this affects everyone who lives here. Staged, multi-year legislation to reduce traffic, promote remote work, improve public transportation, implement stricter emission regulations on vehicles and commercial production are all necessary.
• We need to embrace clean energy, and that means investing in the development of clean energy technologies as well as producing jobs to replace economies built on fossil fuel industry.

Q38: Is there anything else you would like us to know? We appreciate your attention to these serious matters which so deeply affect the lives of so many.

• Please see my stance on issues at https://utah44.com/issues/. I also regularly post to the campaign blog at https://utah44.com/blog/.

This is not an endorsement.

For transparency, I am providing my answers to a survey from Black Lives Matter Utah Chapter – Education in Utah Survey so that my positions on these questions can be shared with constituents. I want to make note that some of the survey questions are hypothetical/situational, would not be fully covered under legislative action, and would need to include state board, local board, district, administrative and educator supports.

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Q1: Email

ggreen.hd44@gmail.com

Q2: First and last name

Greg Green

Q3: Which office are you running for?

Utah House District 44 (South Jordan)

Q4: If elected, would you support efforts to repeal HB11, which bans transgender girls from participating in school sports that match their gender identity? (respond Yes/No)

Yes

Q5: Please explain your answer to the above question regarding HB11.

Legislators should not be legislating gender identity. For reference, policy was updated in the Utah High School Athletics Association handbook in 2020-2021 and going forward (https://uhsaa.org/Publications/Handbook/Handbook.pdf). Equality Utah supports this policy as equal treatment. See https://www.equalityutah.org/youth-laws.

Q6: What do you believe is the best way to keep students safe in school? Rank the following options with 1 being best and 6 being worst. You can only use each rank once. (Rank 1-6)

• Implement early-intervention systems to identify at-risk students and connect them with resources (1)
• School Resource Officers (SROs)/School Police Officers (SPOs) (2)
• Parent/community volunteers (3)
• Ensure schools have proper physical security measures (e.g., sturdy locks on interior doors) (4)
• Hold regular lockdown drills in schools (5)
• Arm teachers (NO)

Comment (not possible in the survey): This is not a good list. The first thing we need is to support broad implementation of SEL programs at schools. We need to support annual DEI training for all teachers. SROs and SPOs need to be trained in CIT, practice de-escalation techniques, and pass background checks that include past disciplinary notes and actions. We need availability of counsellors, we need responsive, supporting administration who will pursue discrimination, hate acts, threats or violence. We need demands for accountability from the community. Volunteers need to be registered with the district, and must have completed background checks.

Q7: An ACLU report found that 54% of Utah students attend schools with a school police officer but no psychologist, nurse, social worker, and/or counselor. If you are elected, what will you do to address this disparity?

The short answer here is that we need to pay teachers and get out of their way. We need to fund nurses, counselors in every school and lower support ratios. We need better access to psychologists and social workers. Pay is poor, school funding is poor, and the politicization of educational roles makes work environs unattractive. Demographically Utah has some of the youngest counties in the nation (https://www.axios.com/local/salt-lake-city/2023/06/26/utah-young-us-median-age-county-cache), so it’s not appropriate by any means that our state spends so little, with Utah spending the LAST per pupil in the nation. Education funding is constantly under attack. We need to tackle the rhetoric in the legislature and work with the Governor’s office to grow funding, remove politics from Education Boards, and return curriculums and text books back to educators.

Q8: Which of the following school personnel should be responsible for responding to the following situations? You can select more than one. (multi-select from: SRO/SPO, Nurse, Guidance Counselor, Social Worker, Principal or Other Administrator, Teacher)

• Physical/verbal altercations between students (any present)
• Bullying by a student against another student (any present)
• Bullying by a staff member against a student (any present)
• Students experiencing mental health issues (Teacher, Administrator, Counselor, Social Worker)
• Students’ physical well-being (Teacher, Administrator, Counselor, Social Worker)
• Students struggling with schoolwork (Teacher, Counselor, Social Worker)
• Students lacking basic necessities or struggling with issues from outside school (Teacher, Counselor, Social Worker)
• Reports of alleged criminal activity by students or staff (Administrator, Counselor, Social Worker, SRO/SPO)
• Students breaking school rules (e.g., using a cell phone during class; dress code violations) (Teacher, Parents)

Comment (not possible in the survey): This isn’t necessarily a point of state legislation. The current “who responds” will be based on who is available and present, and in most cases the appropriate staff is not there. It should also be noted that students should be able to raise concerns or to call out discriminatory behaviors. Parents or Guardians should be involved. Regarding dress code violations, we really should be removing policies that set cultural standards on hair and clothing. Criminal activity may be minor (stealing a lunch) or major (physical violence or damaging property) and the commensurate action should be based on context.

Q9: What is the appropriate consequence for a teacher or administrator who: (select only one from the following: Receive a verbal or written warning, Pay a fine, Suspension without pay, Employment terminated, Banned from employment in other schools)

• Uses a racial or identity-based slur (Employment terminated)
• Targets a student because of the color of their skin or another aspect of their identity (Banned from employment in other schools)
• Fails to escalate a report of bullying or discrimination (Employment terminated)
• Physically disciplines a student (Banned from employment in other schools)

Comment (not possible in the survey): I don’t believe in nickel jars, so “pay a fine” is not on the table. There should be evidence of slurs or targeting to terminate employment. Banning from employment would need a system of tracking because this may not come up in a background check or from employment history (typically you will see “not recommended for rehire” or something to that effect). Failure to escalate a report may be addressed through training. Corporal punishment in schools is assault. See https://le.utah.gov/xcode/Title53G/Chapter8/53G-8-S302.html

Q10: If one student calls another student a racial or identity-based slur, and a verbal or physical altercation results, which student(s) should be disciplined? (select one)

• The student who used the slur (x)
• The student who was called the slur
• Both students

Q11: Please explain your answer regarding which student(s) should be disciplined. If you selected “both students”, do you believe the consequences should be the same for both students?

In the hypothetical, the student who used the slur should be disciplined. However it may be both students, depending on context and drivers leading up to the altercation. Provocations, taunting, bullying, discriminatory behavior, violence need to be considered beyond acts of defense. Assault should always be reported to law enforcement. Destruction of property may include legal recourse. Repeated outbursts or violence require additional actions.

Q12: Define Critical Race Theory. Please be as detailed as possible.

CRT is Critical Race Theory, which argues that historical patterns of racism are ingrained in law and other modern institutions. It is generally understood that CRT is not taught in K-12 settings, rather is part of higher education programs. “CRT” has been used recently for a word-soup of acronyms, with the intent to get the public thinking that all are the same, and that all are bad. This is broadly an attack against diversity and equity in our public schools.

Q13: Do you think the role of racism in American history and present-day society should be taught in our classrooms? Please explain your answer.

Yes. History matters. We need to stop the re-writing of history for our students. I would also recommend that we offer civics and history classes on African-American studies, Latinx, Disability legislation, and the Pride movement

Q14: Here (https://www.utah.gov/pmn/files/831761.pdf) is an example of the Utah State Board of Education’s Library Materials Model Policy. If elected, what elements of this policy would you keep in place? What elements would you change?

This is a quick review. I have concern about Section III, “local school board’s adopted selection criteria and procedures” being too restrictive. I would base the procedure and selection on recommendations of Professional Library Associations (i.e. American Association of School Librarians (AASL)). Under Section V, a review process should exist but should not qualify removal simply based on objectional material. Review processes should not be burdensome to staff (perhaps included the regular examination of a library collection), possibly annually?. The “Library Media Review Committee” should have accountability to defend first amendment access to materials, and be barred from decisions based solely on objectionable material. Appendix B, Section 5a definitions from Utah Criminal Code 76-10-1201 (Offenses Against Public Health, Safety, Welfare, and Morals) for its inclusion here, particularly of 5(a) “Harmful to Minors”, 5(a)(i) on “prurient interest”, and 5(a)(ii) “patently offensive to prevailing standards in the adult community”. I would support the definition from “Court Cases: Island Trees v. Pico 102 S.Ct. 2799 (1982)”.

Q15: On June 29, the Utah Education Association wrote a letter (BROKEN LINK – https://n2d4q8s9.rocketcdn.me/wp-content/uploads/UEA-Letter-Library-Model-Policy-6.29.22.pdf) to the USBE with recommendations for the Library Materials Model Policy. Which of the UEA’s recommendations do you agree with? Which do you disagree with?

Note that the letter in reference is not accessible.

Q16: Do you agree with Alpine School District’s since-reversed decision to remove 52 books from its library shelves before completing the review process? (respond Yes/No)

No

Q17: Which of the following do you think are appropriate reasons for removing a book from a school’s library or curricula? You can select more than one.

• “Harmful to Minors” as defined in Utah Code 76-10-1201
• Offensive language and/or content
• Content related to suicide, including suicide awareness
• Violent content
• Parent complained
• Student complained
• None of the above (x)
• Other: (specify) (x) The librarian removes the book from circulation based on condition, the overall catalog of books, and for out-of-date references. A good article on procuring and retention of school library books is at https://www.edweek.org/teaching-learning/how-school-libraries-buy-books-struggle-for-funds-and-confront-book-bans-an-explainer/2023/02 and in particular this quote: “I believe that decisions are most effectively made closest to the point of consequence,” said Jordan Ely, chief financial officer for the Gresham-Barlow district in Oregon. “The media specialist and the principals in those schools, they know what students are struggling with, what life looks like for them. And frankly, what the kids want to read.”

Q18: Who should have the authority to remove a book from a school’s library or curricula? You can select more than one.

• Principal
• Local Education Agency (LEA)
• District Superintendent
• Parent-Teacher Association (PTA)
• District School Board
• Other: (specify) (x) The school Librarian (who is typically a teacher, with a degree in library science or school library media), and the Principal. A review process should exist but should not qualify removal simply based on objectional material. Review processes should not be burdensome to staff (perhaps included the regular examination of a library collection).

Q19: Do you believe students should be able to exercise their right to peacefully assemble during school hours? (respond Yes/No)

Yes.

Q20: Do Black lives matter? (radio select)

• Yes (x)
• Absolutely!
• Of course!
• Black lives matter every single day

Note: all of the answers above are correct.

This is not an endorsement.

For transparency, I am providing my answers to a survey from Utah Education Association (UEA) Political Action Committee so that my positions on these questions can be shared with constituents.

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Q1: What is your name?

Greg Green

Q2: What is your Political Party?

Democrat

Q3: What are you running for?

House

Q4: What district are you running for?

44

Q5: Why are you running for the legislature?

My step into politics is based on where we as a community stand today. There are divisive legislation and social campaigns that are without empathy, that are breaking the networks in place for us to be informed, that are tearing at the fabric of our nation. There is an infiltration of local school boards, and the introduction of legislation in states that comes from national platforms that do not have our common interests in mind. There is disinformation in social media that is meant to be divisive, that tears on the intent and good will of society, with efforts to promote “strong-leader” fascists who would undermine our democratic systems. I’m stepping into politics because the “our” in our voice needs to be represented. I have enough shared experience and humility to know that I should listen and understand before I speak, and that my actions affect a community that I love and have much respect for.

Q6: What personal experiences have you had with neighborhood public schools and/or with charter schools? (Be as specific as possible.)

All three of our kids went through the public school system in Jordan District. We initially started at Challenger School for pre-school and kindergarten programs for our two eldest children, but moved to Jordan District schools for the remainder of their K-12 education. Natalie attended pre-school in Bluffdale Elementary early intervention program, before attending kindergarten in a mainstream class at Welby. She began special education classes at Terra Linda when the district began revising cluster programs, then moved to South Jordan Elementary when the district did more shuffling for its special education classes. All of our kids attended Elk Ridge Middle School. All of our kids attended Bingham High School with two graduating from that school. Our daughter Natalie moved to RSL Academy High School for grades 11-12 because their teacher/student ratio and special needs classroom support was better for her.

Some of the personal involvement I have had at or on behalf of public schools:

• Letters written, and attendance at school board, district, or state USBE meetings setting policy or addressing critical issues
• Participation in groups like “We All Belong Utah – All Abilities, All Schools”
• In-school volunteering, past mentor/counselor for the South Jordan Youth Council
• Sponsored and participated in school supply drives at work, participated in school supply drives in the community
• Participation during Junior Achievement Career Days by speaking to, or bringing my daughter (Special Olympics Global Ambassador) to speak to Special Education classes on personal story and transition for students with disabilities. Special Education is typically not engaged in Junior Achievement Career Day programs
• Supporting my daughter Natalie as a Special Olympics Utah Global Ambassador and Special Olympics US Youth Ambassador for Unified Champion Schools.
• Recognition for teachers during teacher’s week in the school year
• We funded two special education scholarships through Jordan Education Foundation in memory of Cindy Chavez, a para-educator for our daughter who passed away.
• Invitations and outreach to teachers/classes/teams to attend Best Buddies Friendship Walks, Special Olympics events
• Sponsoring “Spread the Word: Inclusion” campaigns at Jordan District Schools

Q7: What is your view on the rights of public employees regarding collective bargaining, payroll deduction of dues and other association issues?

I support the right to organize, and to establish collective bargaining.

Q8: What is your position on private school vouchers and voucher-like programs (tuition tax credits, backpack funding, education savings accounts and/or scholarships)?

I am against school vouchers, or any other form of redirecting funds away from public schools. As an example, Senator Lincoln Fillmore and Candice Pierucci have submitted SB44 “ALTERNATIVE EDUCATION SCHOLARSHIP COMBINATION” that diverts funds from public schools to home-school or private schools.

Q9: What ideas do you have related to creating a sustainable increase in revenue to invest in public education funding?

In 2024 I think the first issue is to look at proposals to do away with income tax, which would disproportionally shift the burden of taxes to property and sales taxes. Utah’s Constitution requires income tax revenues to only be used for public and higher education and some social services for disabled residents, so the question is how and where funding would continue to be sourced for education. I would support higher earmarking for education funding. Regarding classroom resources and teacher retention, I think this needs to be addressed in legislation AND in campaigns to defend our public education system and challenge the rhetoric of conservatives that disrupt and dismantle education standards, funding, and outcomes of our public school system. On a side note, it would be interesting if the proposed 2024 bill from Rep. Kera Birkeland on a constitutional amendment to legalize lotteries in Utah could become a source of funding for education in Utah. I am really interested in seeing this legislation introduced (it has not yet been submitted effective Jan 14, 2024).

Q10: What can be done to encourage our best and brightest to enter the teaching profession? How can we assure that every student has a qualified teacher in their classroom? What should be the role of the legislature?

The short answer here is that we need to pay teachers and get out of their way. Pay is poor, school funding is poor, and the politicization of educational roles makes work environs unattractive. Demographically Utah has some of the youngest counties in the nation (https://www.axios.com/local/salt-lake-city/2023/06/26/utah-young-us-median-age-county-cache), so it’s not appropriate by any means that our state spends so little, with Utah spending the LAST per pupil in the nation. Education funding is constantly under attack. We need to tackle the rhetoric in the legislature and work with the Governor’s office to grow funding, but we also need to remove politics from Education Boards, and return curriculums and text books back to educators.

Q11: The UEA believes that teachers and their professional association should be a partner with policymakers in making decisions affecting children and public education. What role do you envision for the UEA in advancing public education?

• Organize. I have been approached by Utah Parents for Teachers, Utah Education Association PAC and Black Lives Matter Utah Chapter with surveys about education in Utah. All of the surveys had similar questions.
• Push for accountability. We need to change the USBE Board of Director positions to non-partisan/apolitical positions, and legislate explicit direction for recall of USBE board positions when persons are materially working against interests of a free public education.
• Be a part of defending freedoms. Assist in writing responses (bills, social media, legal challenges) for attacks on diversity and inclusion, or book-banning, or discrimination, or against re-writing history.
• Support broad implementation of SEL programs at schools.

Q12: Some legislators have worked to increase legislative oversight of academic course standards, curriculum, classroom materials, books and other instructional resources. Is this an appropriate role for the legislature or should these decisions be made by the State Board of education and local school boards?

I said this previously, but we need to remove politics from Education Boards, and return curriculums and text books back to educators. Legislators are (generally) not academics. In the current year, I am also concerned that we have a highly political and dysfunctional State Board of Education.

Q13: What do the terms diversity, equity, and inclusion mean in the classroom setting?

To borrow words from Nikki Walker, “DEI is an idea and a space to make people who have been traditionally under-represented.

• Diversity exists everywhere, but when it is not recognized or nurtured it can become a place of division.
• Equity is a choice. We need to understand what equity looks like to people and our community.
• Inclusion is the space where people feel their ideas and selves are worthy, and respected, and included.”

DEI programs are more than IDEA and 504 accommodations. It is the conscious awareness and practice to make sure our institutions work for everyone. It’s about who you are, not how well you try to fit within a dominant culture.

There is broadly an attack against diversity and equity in our public schools. I’m fighting against the USBE attempt to repeal of Educational Equity Rule – R277-328 (we won by only 1 vote this week, see my letter at https://utah44.com/letter-vote-against-repeal-of-educational-equity-rule-r277-328/), and also against the UT GOP RESOLUTION IN SUPPORT OF REPEALING R277-328 AND ALL CRT PRAXIS IN UTAH SCHOOLS (https://utgop.org/wp-content/uploads/2023/11/Oct-28-2023-Resolution-in-Support-of-Repealing-R277-328-and-All-CRT-PRAXIS-in-Utah-Schools.docx.pdf).