At its basic level, equity means "fairness or justice in the way people are treated", but at NTPS equity means working hard to ensure our actions, policies, and programs at NTPS are free from bias and treatment on the basis of race & ethnicity, gender identity & sexual orientation, income, ability, language & culture.

Phases to understanding

Working towards a goal of equity in our district will be ongoing work. We've divided some of the actions into phases (see below):

Phase 1:

• Identify disparities in student achievement and behavior data in order to create action plans to eliminate gaps identified. 
• Understand how our habits, attitudes, beliefs, and expectations can impact relationships with students and their families.
• Accept that we all have scotoma (blind spots) and work to build equitable systems.
• Create an environment in which there is genuine respect for students and a belief in their capability. 
• Understand that when teachers have high expectations for students and provide tasks that are engaging and of high interest, students build self-esteem, increase confidence and improve academic performance.

Phase 2:

• Become literate about race, history, stereotypes, socio-political factors that impact our students and families.
• Understand that institutionalized racism exists and negatively impacts people of color, LGBTQ community, people with disabilities, and more. 

Phase 3:

• Acknowledge that we are conditioned by stereotypes and be aware of their impact.
• Identify unconscious biases and work to understand and if necessary, change them. 
• Understand that positive intent does not always equate to positive impact. 

Phase 4:

• Build capacity to lean into conversations about race, gender, gender identity, sexual identity, socio-economic status, disabilities, and more. 
• Recognize micro-aggressions and know how to intervene in the moment. 
• Identify and embrace ways that we can respectfully advocate for others. 

Phase 5:

• Embrace and utilize culturally responsive teaching practices.
• Embrace and implement inclusionary and restorative practice

Some areas of work happening in our classrooms:

Social Justice Standards

This year, our district is beginning to integrate the Teaching Tolerance Social Justice Standards into classroom practices where appropriate.

Ethnic Studies

We review our data around academic performance, attendance, discipline and graduation annually. In response, we create plans to close these gaps in behavior and achievement. A component of our this work includes professional development that helps staff become literate about race, history, stereotypes, sociopolitical factors that impact our students and families.

Ethnic Studies is the interdisciplinary study of race and ethnicity and draws from many disciplines and areas of thought to comprehend the sociocultural, intellectual, and historical experiences that inform the construction of racial, gender, and cultural identities. 

Black Lives Matter at School Resources

We celebrate Black Lives Matter at school during the first week of February. Teachers are provided resources to recognize black history and more.

Books

My Footprints by Bao Phi, illustrated by Basia Tran
This text expands students’ perceptions and understanding of the diversity that exists in families and builds a foundation for all students to feel acknowledged and valued in our learning spaces. When a student at school makes fun of her, she goes through a range of emotions. Notice how Thuy's footprints change along her walk- how our life experiences and emotions can affect the world in many ways. Discuss the impact of bias and stereotypes as it relates to gender and family composition. Highlight the culturally responsive methods Thuy's moms use to address her emotional needs.

Milo Imagines the World, words by Matt de la Peña pictures by Christian Robinson
Milo looks around at the people on his bus and draws pictures about the lives he imagines they have. Use this text to explore stereotypes and bias. How do visible characteristics incorrectly inform our biases and create barriers for relationship building? How do our similarities and differences impact the relationships we have with people inside and outside our own identity groups? How do race, class, and gender stereotypes influence Milo's drawings?

Student Conferences

Many students, through clubs and activities, attend equity-related conferences, such as:

• Stay Woke
• FIRE Summit
• Latinx Youth Summit
• Young, Gifted, & Black
• GLSEN Washington LGBTQ+ Youth Leadership

We partner with our students, families, and community around equity initiatives.  Some ways you can get involved:

• North Thurston Community Leadership (NTCL): The NTCL is a parent & community leadership team dedicated to co-creating race and equity best practices throughout our district.
• Multicultural Action Council: Comprised of parents, students, educators, and citizens interested in facilitating communication and understanding between diverse elements of the NTPS student body, staff, and community. More information >>
• NTPS Equity Advisory Team (EAT): This Team consists of community members & organizations, parents, and staff throughout our district. They help guide our goals and policies and help draft mini lessons for classrooms.
• Minoritized Educators Roundtable (MER): This team consists of NTPS educators (teachers) who are Black & Indigenous People of Color (BIPoC) as a way to connect and support BIPoC staff and students.
• Mentors! Program: A program designed to match students with community members to share experience. Connections are made that best serve students strengths & goals.
• Tribal Partnership: An ongoing effort to partner with the Nisqually tribal community, including student programs, land acknowledgement, curriculum & culture classroom lessons, and school board / tribal council work sessions. More information >>

Our work in equity is really about ensuring that every student has the resources and support they need to be successful. In an equitable classroom, individual factors don’t hold back students from reaching their full learning potential. We ask our teachers to:

• Model equity for our students
• Hold students to high expectations
• Create an equitable classroom environment
• Give students a voice
• Embrace culturally responsive teaching

Policies & Practices

• Race and Equity Governing Policy (PDF)
• NTPS Restorative Practices
• Equity Resolution

Feel free to contact us at equity@nthurston.k12.wa.us