In SAU16, educational equity is the intentional design of learning environments, policies, and practices that promote fair treatment, meaningful access, and equitable opportunities by first understanding and responding to the needs of those who have been most marginalized. This includes individuals and communities that have experienced systemic barriers, exclusion, or inequitable access to resources and opportunities based on their identities, social positions, or group affiliations. By removing barriers for those who have been most impacted by inequity, we create stronger, more inclusive, and more effective learning environments in which all students have greater opportunities to thrive.
Through the Multi-Tiered System of Supports (MTSS) framework, we work to ensure that every student receives the interventions, resources, and supports needed to thrive academically, socially, and emotionally.
Belonging means that students, families, and staff are valued as full members of their schools and broader communities, are accountable to one another, and can thrive.
Resources on MTSS
https://www.education.nh.gov/who-we-are/division-of-learner-support/bureau-of-student-wellness/office-of-social-and-emotional-wellness/mtssb
SAU 16 also addresses barriers that students face through the Anti-Discriminatory Task Force (ADTF). The ADTF, established at the end of the 2018-2019 school year, is a collaboration of school system staff and community members from the Greater Exeter area who respond to cases of alleged discrimination in our schools. While not the primary investigators of school incidents, the ADTF reviews redacted information from school cases to determine root causes and makes recommendations for corrective action.
Related Policies:
NONDISCRIMINATION, EQUAL OPPORTUNITY EMPLOYMENT and DISTRICT ANTI-DISCRIMINATION PLAN
TITLE IX PROHIBITION OF SEX DISCRIMINATION AND SEX-BASED HARASSMENT: POLICY AND GRIEVANCE PROCEDURE
NONDISCRIMINATION ON THE BASIS OF DISABILITY STUDENT
.png)
If contents fail to load, please reload page.
