The Desert Sands Unified School District maintains an Administrative position, directly subordinate to the Assistant Superintendent of Educational Services, titled “Coordinator of Equity, Diversity, and Family Engagement.” Evidence for the position can only be found on an Organization Chart, which can be located by navigating on the main menu bar of DSUSD’s website (dsusd.us): Departments/Educational Services/Organizational Chart. Linked here, and archive link here. According to the job description in the announcement for the position, which can be found here (archived at https://archive.ph/HC5SS), among the basic duties and essential functions of the coordinator are: · support the District’s objective to increase and celebrate diversity and ensure racial equity throughout the District · assist in the planning, development, and delivery of programs and activities to support the District’s diversity and racial equity operational expectations. · Collaborate with District administrators and staff to…practice restorative justice strategies…. · Provide training, guidance and support for school site employees designated to implement culturally responsive programs at school sites. · Monitor and analyze data to ensure the implementation of practices that promote equity. · Monitor instructional curriculum to ensure inclusion of diversity and equity-based principles · Plan, conduct and organize a variety of professional development opportunities related to diversity, equity, inclusion and tolerance for district and school site staff; identify models of successful programs and/or best practices.” This is one of many illegal discriminatory practices at Desert Sands Unified School District that warrants investigation by the United States Department of Education. Please find the job description attached to this complaint.

Desert Sands Unified School District (DSUSD) Board Policy 5145.3 on Non-Discrimination/Harassment (attached) violates President Trump's Executive Orders due to the policy including gender ideology and Diversity, Equity, and Inclusion (DEI) concepts. The board policy says that students can "perceive" to be any gender, race, or anything imaginable, which is a DEI concept. The board policy defines discrimination/harassment to occur when: "...based on the student's actual or perceived race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, physical or mental disability, medical condition, sex, sexual orientation, gender, gender identity, gender expression, or genetic information, or association with a person or group with one or more of these actual or perceived characteristics." The focus in DSUSD's Board Policy 5145.3 on gender, gender identity, gender expression, and the fact that students are made to believe they can "perceive" themselves as a different gender, or any other characteristics clearly violates Executive Orders “Ending Radical Indoctrination in K-12 Schooling” and “Expanding Educational Freedom and Opportunities For Families,” and the Executive Order "Improving Education Outcomes by Empowering Parents, States, and Communities" also applies.

The Desert Sands Unified School District's (DSUSD) Board Policies 5145.11 and 5145.13 gives preferential treatment to one group of students (American citizens) over another group (illegal immigrants) when it comes to law enforcement, by allowing law enforcement officers access to the former but not the later. Board Policy 5145.11 states that law enforcement is to be allowed access to students upon request and school officials shall "attempt" to notify parents after any such encounter. From the policy: " When any law enforcement officer requests an interview with a student, the principal or designee shall request the officer's identity, his/her official capacity, and the legal authority under which the interview is to be conducted. The principal or designee shall maintain a record of all documentation related to law enforcement interviews of students. The principal or designee shall accommodate the interview in a way that causes the least possible disruption for the student and school and provides the student appropriate privacy. At the law enforcement officer's discretion and with the student's approval, the principal or designee may be present during the interview. Except in cases of child abuse or neglect, the principal or designee shall attempt to notify the student's parent/guardian as soon as practicable after the law enforcement officer interviewed the student on school premises. Board Policy 5145.13, by referring to Board Regulation with the same ID, however, restricts law enforcement access to any actual or suspected illegal immigrant--which could be a trafficked child living in heinous conditions, or a violent predator over the age of 18 claiming to be a minor. The policy, via regulation, requires school officials to notify parents/guardians before allowing law enforcement access, and the parents must give permission for law enforcement to access students. In addition, there is an entire algorithm that must be followed when it comes to illegal immigrants. Board Policy 5145.13 states "Consistent with requirements of the California Office of the Attorney General, the Superintendent or designee shall develop procedures for addressing any requests by a law enforcement officer for access to district records, school sites, or students for the purpose of immigration enforcement. Teachers, school administrators, and other school staff shall receive training regarding immigration issues, including information on responding to a request from an immigration officer to visit a school site or to have access to a student." That policy can be found in Board Regulation 5145.13, which sets forth the procedure school officials must use to limit access to illegal immigrants.

The Desert Sands Unified School District's (DSUSD) Board’s practice of reciting a “land acknowledgment” before every meeting, right after the Pledge of Allegiance, violates President Trump’s Executive Orders against Diversity, Equity, and Inclusion (DEI) in educational institutions that receive federal money. The “land acknowledgement” is more akin to a prayer, is essentially an admission of guilt, and is given the same reverence as the Pledge to our sacred flag, Old Glory. This practice gives preferential treatment to one race and ethnicity, Native Americans, over all other races, ethnicities, and even religion-since the “land acknowledgement” is a prayer. According to https://ritualwell.org/ritual/land-belongs-no-one/ the “land acknowledgement” is a prayer that “takes its inspiration from the verse in Psalm 24, “The earth is God’s.” We begin by acknowledging that this land belongs to no one.” Furthermore, the idea of “land acknowledgments” is propagated by a radical transgender activist. The State of California Department of Education on this reference page, https://www.cde.ca.gov/ci/cr/cf/ch4.asp#link300, links 294 and 300 are titled “Indigenous Land Acknowledgements Explained.” Those links direct to a Teen Vogue article, https://archive.ph/P2JPP written by transgender activist “Delilah Friedler.” Please see this article in the California Globe for more information and video, including additional school districts that practice “land acknowledgements:” https://californiaglobe.com/fr/dissension-and-chaos-behind-the-curtain-of-the-california-school-board-land-acknowledgement-craze/ The DSUSD “land acknowledgement” reads (from 2/18/25 meeting minutes https://simbli.eboardsolutions.com/SB_Meetings/ViewMeeting.aspx?S=36030759&MID=36464&T=1): “we acknowledge that our district is on the ancestral land of the Cahuilla people, with whom we have a longstanding partnership. We are grateful for the opportunity to prepare future generations, teaching them to respect and contribute to their community, and to continue the stewardship exemplified by the Cahuilla people”

_The Desert Sands Unified School District (DSUSD) made a Service Agreement with a third-party NGO, Alder Graduate School of Education, to supply student teachers that will receive a teaching credential and a master’s degree in education in one year. The courses that Alder Graduate School of Education requires student teachers complete are steeped in Diversity, Equity, and Inclusion (DEI) and radical gender ideology. In addition, Alder Graduate School of Education, and by extension, the DSUSD, requires student teachers to venture into the homes of students they shadow and have private conversations about gender identity and sexual identity/dating. Acceptance into the Alder Graduate School of Education is based on DEI principals and candidates must show a commitment to DEI tenants and activism. Details about the Alder Graduate School of Education program can be found in this California Globe article https://californiaglobe.com/fr/desert-sands-revives-bargain-basement-deib-teacher-college-service-agreement/ and this video https://www.dsusdcommunitywatch.org/post/comments-to-the-board-april-15_

Records responsive to a California Public Records Act (CPRA) request demonstrate, beyond a shadow of a doubt, that the Desert Sands Unified School District frequently follows radical gender ideology by writing and implementing “Gender Support Plans” (GSP) with any student that requests (or is pressured) one. The GSP is distributed to all of the student’s teachers and requires school staff to use a name and pronouns that are not consistent with the student's biological sex. In addition, the records are highly suggestive that GSPs are, at times, implemented without the knowledge of parents. In all, there were 192 GSPs in the DSUSD between 2016-2022. Details can be found here: https://open.substack.com/pub/kennys/p/public-records-show-gender-support?r=kvu2x&utm_campaign=post&utm_medium=web&showWelcomeOnShare=false The CPRA records are printed and fully redacted but available upon request.