Utah House District 44

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).