Equity at NTPS = Eliminating the Barriers!

  • NTPS is committed to academic excellence for each and every student in our district. We know that in order to reach this goal, every staff member must commit to learning more about equity and embrace culturally responsive strategies and pedagogy. We have developed a comprehensive plan focused on equity that allows us to reflect, learn and lean into diverse perspectives so that every child can say, “At NTPS, I belong.”


    • To ensure high outcomes for all students by removing barriers and predictability of success based on social, economic, and/or cultural factors.

    Core Values

    • Listen to understand
    • Acknowledge Experiences and our own Scotoma
    • Respond with Compassion and Action

Why Contact Us?

  • equity@nthurston.k12.wa.us

    • Give input and ideas that support our work with equity
    • If you’re interested in a having a “thought partner” as we grow in our understanding of equity
    • Share experiences related to equity that can help lead to change
    • Shine a light on best practices focused on equity around our district and community
    • Share or ask for resources to support our equity work

Phase 1

  • Identify and acknowledge the disparities in our data and believe that we have the efficacy to eliminate the gaps identified.

    Recognize that words matter. The brain research shows that the language we use can help or hinder our efforts in preparing all students for rewarding careers, fulfilling lives and compassionate global citizenship.

    Understand how our habits, attitudes, beliefs and expectations can positively or negatively impact our relationships with students and families.

    Accept that we all have scotoma (blind spots) and understand how this impacts our work with students and families.

Phase 4

  • Build our capacity to lean into uncomfortable conversations about race, gender, gender identity, sexual identity, socio-economic status, disabilities and more.

    Recognize micro-aggressions when they are happening and know how to intervene when they do.

    Accept feedback when someone expresses a negative impact based on something said and/or done.

    Know what it means to be an ally and ways we can respectfully "show up" to support people who are experiencing inequity.

    Identify ways we can respectfully advocate for people who are experiencing inequities.

Phase 2

  • Recognize the long list of social injustices in our history that continue to impact us today.

    Acknowledge that we are conditioned by stereotypes and must become aware of how these stereotypes affect us and our students and families.

    Understand that institutionalized racism exits and negatively impacts people of color, LGBTQ community, people with disabilities, and more.

    Become literate about race, history, stereotypes, institutionalized racism and socio-political factors that impact us, our students, and families.

Phase 5

  • Embrace and utilize culturally responsive teaching practices every day and create a culturally responsive school environment.

    Build rigorous joy (powerful learning experiences) into every lesson.

    Implement restorative practices that support our students and builds positive relationships.

Phase 3

  • Be aware of any privileges we hold based on our race, socio-economic status, gender, gender identity, sexual identity, abilities and more.

    Identify our unconscious biases that cause us to judge others.

    Understand that positive intent does not always mean having a positive impact on others.

Action Steps