What The EASH Acronym Stands For

  • The acronym EASH stands for Education, Accountability, Solutions, and Healing. This was created through an inclusive process that involved parents as well as licensed, classified, and hourly staff members. 

    The concept was created by TTSD high school students in partnership with our school board. The purpose of these plans is to pre-emptively combat hate speech and bias incidents in our schools so that all students feel safe and respected, which is critical to maximizing learning opportunities. These plans are intended to serve everyone and strengthen our community.

Graphic of multicultural kids
  • E.A.S.H

    (Anti Bias Education and Engagement, Accountability and Action, Solutions, and Healing)

    Alberta Rider Elementary School

    Winter 2022 (Finalized March 11th, 2022)

     

    History/Urgency:

    The Tigard-Tualatin School Community has had listening sessions with many families who have expressed that their students have been left with negative imprints because of race, gender identity, cultural differences, religion, being students who experience disability, and because of the color of their skin. Each incident itself, as well as the build-up of incidents over time, can negatively impact a student's self-esteem, self-image, and feelings of safety and belonging in the community, which, among many other things, can contribute to poor attendance and poor academic performance. Additionally, such behavior and its harmful consequences negatively impact the entire community and violates our district-wide vision that all students will be academically challenged, enjoy school and learning, feel a sense of belonging, and feel capable and confident.

    Comments that are hateful in nature, especially those related to race, disabilities, and gender, regardless of intent, will be handled with the same sense of urgency that we respond to suspected child abuse, physical aggression, or suicidal comments.

    Hate Speech consists of:

    • Racial slurs
    • An intentional hostile comment about a person’s personal identity, especially related to race, national origin, sex, gender identity, sexual orientation, age, religion, physical or mental disability, or marital or family status, that hurts the recipient

    Bias Incidents are: 

    • Comments and actions that discriminate, stereotype, exclude, intimidate, mock, degrade, threaten, harass or harm anyone in our community because of their actual or perceived ethnicity, race, disability, gender, gender identity or expression, immigration status, religion, culture, sexual orientation or socioeconomic status.
    • The actions and comments can be intentionally or unintentionally hurtful but have that impact nonetheless.
    • Bias Incidents can fall within the category of microaggressions that range from intentional to unintentional, including comments or actions that subtly express a prejudiced attitude toward a member of a marginalized group. Examples of bias incidents could include (but are not limited to):
      • Refusal to use identified names and/or pronouns
      • “Go back to (where you came from or perceived nation of origin).”
      • “I think you are pretty/smart/athletic for a (insert perceived identity here).” 
      • “I bet you’re good at _______” (making assumptions based on stereotypes of a person’s identity)
      • “You’re being too sensitive. I was just kidding!”
      • Comments on people’s physical appearance (hair, skin, facial features) including invasion of personal space (touching hair)

    Education:

    The following will be the message that is taught and reinforced to our students.  This instruction will be led by the counselor/dean/principal as well as in an ongoing way by their classroom teachers.  The lessons will be taught to all grades each year using the existing structure of morning meetings. Students should be able to explain the following in their own words, based on their age and developmental level.

    • We are a community here at Alberta Rider and everyone here is responsible for making others feel safe and welcome, including me.
    • We are all alike in many ways and are also different. One of the ways we can be alike or different is our race and gender. [student defines race and gender in language that is appropriate for their age and developmental level]
    • Sometimes, our similarities and differences create power imbalances. [student explains power imbalance in their own words, including things like age differences, racial differences, gender differences, and differences in ability] 
    • It’s impossible to know what it feels like to be in someone else’s shoes, especially if their race, gender, language, or abilities are different from my own.  I have to listen to their experiences and practice empathy.
    • I understand that an imprint is a mark that we leave on other people’s hearts and minds because of our words and actions. Such words and actions can make negative imprints that cannot be erased. 
    • I can make a negative imprint even when that’s not my intention. What matters most is how it feels for the other person - not what I meant to say. 
    • I understand why certain words and comments are significant and hurtful based on what I’ve learned about their historical context. 
    • If I see someone making a negative imprint on another student, I can help them by telling an adult. 
    • I can choose words and actions that help to make positive imprints on my peers and my community. Doing this helps everyone feel safe and like they belong. When my classmates and I feel like we belong, school is more enjoyable, we can feel more capable and confident, and we can all learn more -- which makes us all stronger and better as a community!
    • Hurting someone with words can be just as painful (or even more so) than hurting someone with my hands or feet. Every student has a right to feel safe at school, and there will be a plan or consequences in order to ensure that the person who was harmed feels protected.
    • I can learn how to repair and restore relationships after I hurt someone, whether I do it on purpose or by accident.

    If a situation arises, we will respond immediately:

    1. The staff member who hears the comment or the report of the comment will respond with the same level of urgency as if there was physical aggression, abuse, or suicidal comments by involving the Principal or Dean of Students immediately.
    2. The staff member will quickly and privately explain the situation. 
    3. The Principal or Dean of Students will immediately talk with the person that was harmed privately to determine what they need.  This could include removing the person who said the hateful speech from class or removing the person that was harmed from class, depending on their preference.  In most cases they would immediately be separated, one way or another, to reinforce safety for the person that was harmed. (if at any point there is a staff member that the student feels more comfortable sharing their experience with, that staff member can become part of the conversation for support)

    Next steps (Principal/Dean of Students): 

    1. If the situation is unclear, immediately verify the details with students and witnesses.
    2. Call the family of the person that was harmed immediately.
    3. Investigate.  Speak with the person that was harmed first and then the student who said the hateful comment.  Be mindful of the fact that this is potentially re-traumatizing the student and respond accordingly.
    4. Circle back with the person that was harmed and their family.  Make a plan for addressing this situation that centers on what they need and includes a plan to address the needs of the person who said the hateful comment.
    5. The Principal or Dean of Students calls the family of the person who said the harmful comment.  They explain the situation and the process that was followed.  They explain the rationale for the next steps and all of the components of the re-teaching and repairing.  (Refer to the “re-teaching” points for language to use with families).

    Possible actions:

    • Restorative conversation/meeting with both students (depending on the needs of the person who was harmed) to promote healing and positive relationships.
    • Class meeting or group meeting (if a class or community was impacted)
    • Apology letter
    • Family Meetings with staff and/or with both families
    • Plan to keep the person that was harmed safe by separating the students
    • Disciplinary action/consequence
    • If a family member refuses to engage with this process or plan, it is still the responsibility of school professionals to ensure negative imprints cease to occur.

    Follow up:

    • Education: The student who caused harm will be re-taught the content listed above under the heading “Education” in a personalized way, in partnership with their family and teacher.  
    • Ongoing Support: The teacher is responsible to check-in with impacted students to ensure a positive school experience moving forward. Part of that check-in will involve asking the child if there’s another adult at school they’re more comfortable speaking with (Counselor, Dean, Coach, FPA, Principal, instructional assistant, etc). Adults will be proactive in offering supports and will fade them out as needed in response to the students’ needs.
    • Repeated Incidents: We will prioritize restorative practices in all cases to foster mutually positive relationships moving forward. The menu of options listed in this document represents the multiple measures by which we’ll be supporting all students. In extreme cases where our efforts are not successful and harmful behavior from the same person persists, an individual plan will be constructed in collaboration with the person's family, teachers, school counselor, learning/behavioral specialist, and administrative team to address the student’s behavior.

     

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