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The Board declares it to be the policy of this district to provide an equal opportunity for all students to achieve their maximum potential through the programs offered in the schools regardless of race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin, marital status, pregnancy or handicap/disability.  The district shall provide to all students, without discrimination, course offerings, counseling, assistance, employment, athletics and extracurricular activities. The equitable distribution of district resources is one means the district shall use to ensure all students receive a quality education. The district shall make reasonable accommodations for identified physical and mental impairments that constitute handicaps and disabilities, consistent with the requirements of federal and state laws and regulations.  The Board encourages students and third parties who have been subject to discrimination to promptly report such incidents per the Complaint Procedures – Student-Third Party. 


If you feel that you have been discriminated against, please review the District's policy on Discrimination located here.  (Policy on Discrimination)


It is important that any reports on discrimination are conveyed immediately to the principal or to the District Office.  You can call, email, or speak in person with the principal or the Compliance Officer using the contact information available in this form (Report form for Student Complaints of Discrimination)  The principal or Compliance Officer will use this form (Notice to Complainant of Unlawful Discrimination) to talk with you about your experiences and describe the next steps in the investigation.


If you are accused of discriminating against someone, the principal or Compliance Office will use this form (Notice to Alleged Unlawful Discriminator) to talk with you about the investigation and next steps.


If you have any questions or need any additional information, please reach out to your school counselor, principal, or the Compliance Officer.



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