Equity and Inclusion
—
Every family deserves a program wherein their children see themselves and the diversity of their world reflected and celebrated at school. Our commitment to create a safe and inclusive program for every child is an ongoing process within ourselves and our broader school culture. We do this through community building, continuing education and an anti-bias mindset, in consultation with experts in Diversity, Equity, and Inclusion practices. Through our in-depth family survey, we create opportunities to learn about and incorporate the cultures, lived experiences, and identities of the families who enroll. Knowing that children bring their own culture to their play and interactions, we draw from children’s diverse skills, interests, and instincts to build a program of belonging. We explore ways to weave equity and inclusion throughout every last corner of our program.
Anti-Bias and Antiracist Framework
Developing and maintaining an anti-bias and anti-racist practice in early childhood education is a personal and continual process. We start this process by examining our own biases so that we can be mindful of systemic and internalized oppression and racism. We explore teaching strategies and learning materials that challenge stereotypes, interrogate the status quo, and represent inclusivity. We examine our materials, books, and curriculum tools to ensure they reflect a broad range of perspectives and are free from dangerous stereotypes. We create a culture of safety and inclusivity by providing diversity of races, cultures, languages, and identities in our materials, lessons, and interactions with children.
Special Needs and Rights
Springwood Forest School is a place where every child is welcome and supported. We work with children and the partners who support their growth and abilities to ensure that our activities and outdoor classroom is a place for all. Within this context, we create reasonable accommodations in group care and education that are supportive of a child’s rights under an Individual Education Plan (IEP) or Individualized Family Service Plan (IFSP). Therapists, aides, and specialists are always welcome in our school community in order to ensure every child has the opportunity to reach their potential and participate fully in our program.
Dual Language Learning
We view dual language learners as valuable members of our learning community who enrich and strengthen our program. When a child who speaks a language other than English enrolls in our program, we will create a plan as a teaching team to understand and speak common phrases and words that are meaningful to the child and their family. As we design teaching and learning elements that reflect each child’s home language and culture, we look to the best practices outlined in the Head Start Early Childhood Learning & Knowledge Center (ECLKC) Dual Language Toolkit for strategies that create a culturally rich and inclusive classroom for our students.
Nondiscrimination Policy
As an early learning program and place of public accommodation as defined by Washington State and United States law, Springwood Forest School fully embraces the protections that uphold civil rights. Springwood Forest School does not and shall not discriminate in any employment practice or program service on the basis of race, creed, color, national origin (ancestry), sex, honorably discharged veteran or military status, marital status, gender, gender expression, sexual orientation, age, religion, or ability in any of its activities or operations. We are committed to providing an inclusive and welcoming environment for all staff, students, families, volunteers, consultants, and community partners in education.
Sustainability
We commit to a culture of conservation through education. We place value on environmental stewardship by developing ongoing policies and initiatives throughout our program. We model environmental sustainability and climate change advocacy by raising awareness about important issues in our work with young children and the greater community. We embrace key principles of outdoor ethics by reducing waste, respecting wildlife and natural habitats, and honoring the ancestral land upon which we live, teach, and learn. We demonstrate this dedication to conservation in multiple ways, including our gear share program, litterless lunch, leave no trace principles, and the use of locally sourced, lower waste materials.
Land Acknowledgment
Our program operates on Coast Salish Land, home to the Stillaguamish, Swinomish, Sauk-Suiattle, Skagit, Tulalip, and Kikiaullus people. We express gratitude and respect to elders and descendants past and present to these and all indigenous people, who have nurtured generations of children through nature-based education since time immemorial. We acknowledge the significance of the history of the land and water from which we are nourished and provided the opportunity to learn from and teach one another. This statement is not a replacement for authentic relationship building, but instead offers a place from which we can try to build a better future, rooted in gratitude, kindness, and interconnectedness.
Partnering with Tribes
Springwood Forest School is committed to building authentic relationships with local tribes in the education of our community’s children. Through tribal field trips, teaching resources, tribally created curriculum, and invitations to tribal guest speakers, we will actively seek and nurture native and indigenous contributions to our program. Specifically, we will schedule field trip opportunities with the Stillaguamish Tribe’s Education and Outreach department, and utilize teaching tools created by the Stillaguamish Natural Resources department that deepen our understanding and appreciation for native ecology and culturally significant practices.