Office of Equity and Diversity

  • Equity does not mean treating all people as equals. Equity infers that all members of the Thompson School District community are provided access to high quality programs through differentiated processes. Differences and similarities must be acknowledged to provide access and opportunity to all.

    The goal of the Equity and Diversity Office is to acknowledge and support the diversity of all students, faculty, staff, families, school leaders, district leaders and community members, so that they we will all learn, achieve, and excel. At Thompson School District we respect differences including (but not limited to) race, ethnicity, age, family structure, sexual orientation, national origin, gender identity, home language, religion, and socioeconomic status. We acknowledge that school communities must consciously address these topics to provide fully inclusive learning environments for culturally and linguistically diverse students and their family members. The district is striving to address culturally responsive models that will include hiring practices, district policy, instructional strategies, curriculum adoption, behavior management, and family engagement.

    Some of the services that are provided through the Office of Equity and Diversity include: The Thompson School District and Community Diversity Council, Cultural Responsiveness Leadership Team, cultural events and programming, the Loveland Hispanic Latino Leadership Institute (HLLI) and community action plans, professional development for district employees, financial support for middle and high school students in diversity clubs, and resources and networks with state and national equity professionals.

    The Thompson School District is following the Bay Area Coalition for Equitable Schools (BayCES) definition of Equity which states,

    “Working towards equity in schools involves:

    • Ensuring equally high outcomes for all participants in our educational system; removing the predictability of success or failures that currently correlates with any social or cultural factor;
    • Interrupting inequitable practices, eliminating biases, and creating inclusive multicultural school environments for adults and children; and
    • Discovering and cultivating the unique gifts, talents and interests that every human possesses.” (BayCES, 2003)