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Harassment, Intimidation, Bullying and Non-Discrimination

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Discrimination and Sexual Harassment Complaints

If you believe that you or your child have experienced unlawful discrimination or harassment at school, you have the right to file a complaint.

Before filing a complaint, you can discuss your concerns with your child’s principal or with the District’s Title IX Officer, HIB Coordinator, Civil Rights Coordinator, or Section 504 Coordinator, who are listed below.

Title IX Coordinator

Amanda Dorey, Director of Human Resources
5150 220th Ave. SE
Issaquah, WA 98029
425-837-7000
doreya@issaquah.wednet.edu

Civil Rights Compliance Officer

Amanda Dorey, Director of Human Resources
5150 220th Ave. SE
Issaquah, WA 98029
425-837-7000
doreya@issaquah.wednet.edu

Harassment, Intimidation, Bullying (HIB) Compliance Officer

Stacy Cho, Assistant Director of Student Intervention – Compliance
5150 220th Ave. SE
Issaquah, WA 98029
425-837-7000
chos@issaquah.wednet.edu

Section 504 Coordinator

Pam Ridenour, Director of Student Interventions
5150 220th Ave. SE
Issaquah, WA 98029
425-837-7000
ridenourp@issaquah.wednet.edu

Parent/Volunteer and Employee/Applicant- Related Matters

Carleena Pfeiffer, Director of Human Resources
5150 220th Ave. SE
Issaquah, WA 98029
425-837-7000
PfeifferC@issaquah.wednet.edu

The complaint procedure for allegations of harassment, intimidation, and bullying is in District Procedure 3207P

The complaint procedure for allegations of discrimination is in District Procedure 3210P.

The complaint procedure for allegations of sexual harassment is in District Procedure 3205P.

Equitable Conduct Expectations

The Issaquah School District values equity, diversity and inclusion. The District is committed to building and sustaining a welcoming school community. Our District and community are made up of people of different backgrounds, needs and perspectives. Our learning community includes people of varying races, ethnic backgrounds, abilities/disabilities, religions, ages, languages, socioeconomic status, immigration status, sexual orientation, gender expressions or identities.

Student expectations include:

  • Respect each individual, even if that person’s identity is different from your own.
  • Seek to understand your impact on others while seeking to understand other’s intent.
  • Communicate respectfully with others in person, on social media and in any other form.
  • Use what you are learning to use good judgment and make ethical and informed decisions.
  • Take responsibility for your words and actions.

We all have a responsibility to report behavior that interferes with having an equitable and inclusive learning environment that honors and respects people of all identities. If you become aware of any actions that violate the expectations above, we encourage you to speak up through one or more of the following ways:

  • Tell a teacher, staff member or other trusted adult immediately.
  • If you are comfortable and safe doing so, speak up in the moment to encourage more equitable and inclusive talk or action, and/or support those being hurt.
  • Report it anonymously via the district's safety concern webpage. Be sure to include details such as names of people, time, location and building.

Gender Inclusion Schools

In compliance with RCW 28a.642.080 we are committed to fostering an educational environment that is safe and free of discrimination for all students, regardless of gender expression, gender identity, or sex. To that end, the district recognizes the importance of an inclusive approach toward transgender and gender-expansive students with regard to key terms, communication and the use of names and pronouns, student records, confidential health and education information, communication, restroom and locker room use and accessibility, sports and physical education, dress codes, and other school activities, in order to provide these students with an equal opportunity for learning and achievement.

This policy is a component of the district’s responsibility to create and maintain a safe, civil, respectful and inclusive learning community and will be implemented in conjunction with comprehensive training of staff and volunteers.

See Regulation 3211 and 3211P

Non-discrimination

The District will provide equal educational opportunity and treatment for all students in all aspects of the academic and activities program without discrimination based on race, religion, creed, color, national origin, age, honorably- discharged veteran or military status, sex, sexual orientation, gender expression or identity, marital status, the presence of any sensory, mental or physical disability, or the use of a trained dog guide or service animal by a person with a disability. The District will provide equal access to school facilities to the Boy Scouts of America and all other designated youth groups listed in Title 36 of the United States Code as a patriotic society.

 

Prohibition of Harassment, Intimidation, and Bullying

If a student feels that they are being harassed, intimidated, or bullied for any reason including because of race, creed, color, national origin, ancestry, gender, sexual orientation, or disability, the student should immediately report such incidents to a teacher, counselor, or building administrator. A complete copy of Regulation 3207 may be obtained at any school or on the district website.

“Harassment, intimidation or bullying” is defined as an intentional electronic, written, verbal or physical act that:

  • Physically harms a student or damages the student’s property;
  • Has the effect of substantially interfering with a student’s education (to be determined by considering a targeted student’s grades, attendance, demeanor, interaction with peers, participation in activities, and other indicators);
  • Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; or
  • Has the effect of substantially disrupting the orderly operation of the school

Conduct that is “substantially interfering with a student’s education” will be determined by considering a targeted student’s grades, attendance, demeanor, interaction with peers, participation in activities, and other indicators.

Conduct that may rise to the level of harassment, intimidation and bullying may take many forms, including, but not limited to: slurs, rumors, jokes, innuendoes, demeaning comments, graffiti, pictures, photographs, drawings, cartoons, pranks, ostracism, physical attacks or threats, gestures, or acts relating to an individual or group whether electronic, written, oral, or physically transmitted messages or images. There is no requirement that the targeted student actually possess the characteristic that is the basis for the harassment, intimidation, or bullying.

Safe and Positive Environment

The Issaquah School District believes that a safe, civil environment is essential to high student and staff achievement, to the free exchange of ideas central to a quality educational process, and to the development of youth as thoughtful participants in our democracy. Conversely, uncivil conduct, like other forms of disruptive behavior, interferes with a student’s ability to learn and a school’s ability to educate its students.

The Issaquah School District strives to maintain a learning environment where all students, staff and members of our community can be free from intimidation and harassment. One way we foster such an environment is by informing students and employees--as well as parents--of their personal rights. We explain proper behavior in schools and what kinds of behavior are inappropriate. The District’s Regulations on harassment--sexual and otherwise--support our high expectations for proper behavior. Please take a moment to review the summary of Regulation 3205 and 3207, which protect students.

Examples of harassing behaviors include, without limitation: invitations for dates that do not stop when the response is negative; uninvited and deliberate touching or feigned accidental brushing against a person’s body; feigned friendly pats, squeezes, pinches, or other forms of physical contact; standing too close, cornering or stalking a person; using derogatory sexual terms for a person; uninvited letters, phone calls, or gifts; teasing with sexually explicit or suggestive materials in the work place, including “pin-ups” or sexually degrading cartoons posted in the school site; uninvited sexually suggestive looks, constant leering or ogling, or gestures; uninvited sexual teasing, remarks, or questions regarding an individual’s personal life, which have no relationship to the school environment; and demands for sexual favors in return for grades or other employment or education achievement; disparaging remarks, hazing, pranks, or other intimidating behavior directed toward an individual because of the individual’s race, color, sex, creed, religion, sexual orientation, ancestry, national origin, physical/personality traits or style, physical, sensory, or mental disabilities, or any other category protected by law.

If an individual experiences harassment, an informal or a formal complaint process is available. If the complaint is not resolved satisfactorily, there is an appeal procedure.

Sexual Harassment

Students and staff are protected against sexual harassment in any school program or activity, including on the school campus, on District-provided transportation, or off-campus during a school-sponsored activity. See Regulation 3205 and Procedure 3205P.

Sexual harassment is unwelcome conduct or communication that is sexual in nature. Sexual harassment can occur adult-to-student, student-to-student or can be carried out by a group of students or adults. Sexual harassment will be investigated by the District even if the alleged harasser is not a part of the school staff or student body. The District prohibits sexual harassment of students by other students, employees, volunteers, or third parties involved in District activities or engaged in the authorized use of District facilities.

The term “sexual harassment” includes:

  • Acts of sexual violence;
  • Unwelcome sexual or gender-directed conduct or communication that interferes with an individual’s educational performance or creates an intimidating, hostile, or offensive environment;
  • Unwelcome sexual advances;
  • Unwelcome requests for sexual favors;
  • Sexual demands when submission is a stated or implied condition of obtaining an educational benefit; and
  • Sexual demands where submission or rejection is a factor in an academic, or other school-related decision affecting an individual.

A “hostile environment” has been created for a student when sexual harassment is sufficiently serious to interfere with or limit the student’s ability to participate in or benefit from the school’s program. The more severe the conduct, the less need there is to demonstrate a repetitive series of incidents.