Model High School Athletic Transgender Policy: Saskatchewan High Schools Athletic Association (SHSAA) Transgender Policy
Bibliographic record
Abstract
Saskatchewan High Schools Athletic Association (SHSAA) Transgender PolicyThis project was in response to the provincial government in Saskatchewan's request that the Saskatchewan High Schools Athletic Association (SHSAA) develop a policy for the inclusion of transgender student athletes in the programming of the association. The SHSAA governs athletics in the province from Grades 9 to 12. The executive that governs the association had 11 members, an executive director, and an assistant executive director. I held the role of past president during the Transgender Committee development and follow-up meetings. In developing the policy for our province, I was directed to explore the existing policies within North America and analyze them for possible use within the SHSAA framework.Initial PhilosophyThe committee developed guidelines for developing transgender inclusion policies in high school athletics including the following:1. Be proactive, avoid crisis mode. Develop a policy before a transgender student wants to try out for a team.2. Talk to athletic association leaders in the states and provinces that have adopted policies about how they have implemented their policies.3. Read about the high school policy recommendations of experts on transgender participation in sports (see Griffin & Carroll, 2010).4. Contact consultants who can assist in formulating an effective and fair policy: NCLR Sports Project (www.nclr.org), the Transgender Law Center (www.transgenderlawcenter. org), National Center for Transgender Equality (www. transequality.org).5. Always build in protections for student privacy into policy.6. Educate school athletic administrators, coaches, parents, and community about transgender students in athletics and policy.Development of a Transgender Policy CommitteeThe SHSAA developed a committee in September 2015 that included* SHSAA executive director;* SHSAA president;* SHSAA past president;* Counsellor, Sheldon Williams Collegiate, Regina; and* Counsellor, Walter Murray Collegiate, Saskatoon.Direction From Saskatchewan Provincial GovernmentIn accordance, the Government of Saskatchewan opposes all forms of prejudice, bullying, and discrimination on the basis of students' and/or teachers' actual or perceived sexual orientation or gender identity.IntentThe Government of Saskatchewan is committed to ensuring safe school environments in which all students feel included, protected, and respected. A student-first approach means providing support for and meeting the needs of each and every student. Meeting the needs of all Saskatchewan children and adolescents is a shared responsibility. The Ministry of Education provides curricula, policy frameworks, guidelines, and funding to support schools, and boards of education develop policies for school divisions.School divisions create policies that protect the rights, safety, and freedoms of students. It is important for school divisions to evalu- ate and update existing policies on a regular basis to reflect safety and acceptance for sexually and/or gender diverse students and their allies.School divisions are encouraged to develop clear safe-school policies that explicitly include alliances, groups, or clubs for students who want to work to support each other and to create safe, caring, and inclusive spaces for students who are gender and/or sexually diverse and their allies. These alliances also create welcoming and respectful environments in which to address heterosexism, homophobia, and other forms of related discrimination. Language used in policy development should specifically include the words Lesbian, Gay, Bisexual, Transgender, Queer, Straight, Two-Spirit, and Questioning to be inclusive of all students. Students will not be expected to identify their orientation or gender while participating in an alliance. An alliance or club should be named by the students themselves. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".