Non-Discrimination Policy

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Non-Discrimination Statement

  • The Newburyport Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, disability, pregnancy, or pregnancy related conditions, in admission to, access to, employment in, or treatment in its programs and activities.

    The Newburyport Public Schools is committed to maintaining a school environment free of harassment based on race, color, sex, gender identity, religion, national origin, sexual orientation, disability, pregnancy, or pregnancy related conditions. Harassment by administrators, staff, support personnel, students, vendors, and other individuals at school, or at school-sponsored events, is unlawful and is strictly prohibited. The Newburyport Public Schools requires all employees and students to conduct themselves in an appropriate manner with respect to their fellow employees, students, and all members of the school community.

    To file a complaint alleging discrimination by Newburyport Public Schools on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, disability, pregnancy, or pregnancy related conditions, or to make inquiry concerning the application of Title VI, Title IX, Section 504, the ADA, the Age Discrimination Act, or applicable state laws and their respective implementing regulations, please contact the Massachusetts Department of Elementary and Secondary Education (DESE).

Culturally Responsive Schools and Classrooms

  • DESE Resources

    Culturally Responsive Teaching & Leading
    2021-2022 Commissioner letter to district and school leaders about the Safe Schools Program for LGBTQ Students

    NPS Report

    This report provides an overview of the ongoing work in the Newburyport Public Schools (NPS) around diversity, equity, inclusion, and culturally responsive classrooms. As the Massachusetts Department of Elementary and Secondary Education guidance on Culturally Responsive Classrooms notes, "cultural responsiveness is essential for all students in the classroom, regardless of their background, culture, or identity."

    NPS believes that each person is worthy of respect and that a strong community celebrates individual uniqueness. Our diversity, equity and inclusion work is based on the understanding that education is fundamental to an empowered, evolving society. Creating a school culture that brings these beliefs to life means continuously addressing issues of bias, diversity, and equity at every level of the organization. Our work is focused on three main areas:

    Educator Professional Development

    • Exploring our own biases
    • Understanding students’ unique experiences and identities
    • Supporting all students through effective choices in curriculum resources
    • Implementing instructional strategies to support diverse learners

    In our professional development work, we recognize that it is our responsibility to provide curricula that are free from bias and resources that allow each student to recognize themself. Through workshops, courses, and in-service programming, NPS educators consider how their pedagogical style allows for equity, celebrates diversity, and promotes student voice.

    In addition, staff professional development is designed to ensure that all staff are able to recognize when there are situations of intolerance, racism, sexism and hate happening in the district, and have the tools to intervene.

    School Culture Development

    • Designing developmentally appropriate and equity-focused practices for student intervention and discipline
    • Supporting intentional planning for school-wide celebration of diversity

    NPS works to develop school cultures that promote and model diversity. Through work at the district and building levels, we continuously assess our approaches to discipline and positive behavior intervention systems (PBIS). This focus on providing a safe school culture for all students ensures the District is always evaluating how policies and procedures are affecting all children and families.

    We recognize that, in a diverse school community, we will have many opportunities for growth, so structures to support conflict resolution and community-building are an integral part of our approach.

    In addition, young peoples’ voices need to be amplified so that educators can understand the experience of school from the perspective of our students. Each school has engaged in work intended to build lasting structures for elevating student voice.

    Student Programming and Events

    • Creating opportunities for student voice
    • Developing peer leaders
    • Providing diverse club and out-of-school opportunities

    Students need opportunities to explore their own identity and engage in conversations with other students around issues of bias, stereotyping, and discrimination. Students benefit from a variety of programming that allows for large and small group settings and offers opportunities for young people to take leadership roles.

    These areas of focus are underscored by our responsibility to build a learning culture that keeps students safe, hears their voice, and gives them the tools to recognize and address intolerance and discrimination while solving conflicts in constructive and respectful ways.