Equity & Inclusion at Redwood Day

by Meredith Spencer, Dean of Equity & Inclusion
Last year, we embarked on a yearlong exploration of equity and inclusion at Redwood Day using the Assessment for Inclusivity and Multiculturalism (AIM), a comprehensive tool designed by the National Association of Independent Schools (NAIS). The AIM is used by schools across the country to evaluate diversity, multiculturalism, equity, and justice within our schools. The AIM process included a School Self-Assessment (qualitative element) and a School Climate Survey (quantitative element). Redwood Day’s Diversity Steering Committee of 13 faculty and staff led us through the AIM process. All faculty, staff, students in grades 5-8, trustees, and parents and guardians were invited to participate.
 
As the School developed our fresh strategic plan, Our Next Reach, it was essential to have a clear understanding of attitudes and interests of all constituents on a number of issues, with particular emphasis given to satisfaction levels related to the School’s climate and approach to inclusiveness and multiculturalism.
 
The specific goals of the AIM were to:
  • Determine progress in meeting diversity and multiculturalism goals.
  • Identify current diversity and multiculturalism initiatives and learn about the successful initiatives of other NAIS schools.
  • Encourage participation of all school constituent groups and stakeholders in assessing the School’s current level of inclusivity.
  • Facilitate meaningful dialogue on building and sustaining a diverse and inclusive school community.
  • Provide benchmarking opportunities.
  • Support a positive community-building process/experience.
In the fall, faculty and staff gathered in discovery groups to complete a detailed self-study, similar to the accreditation process, which addressed the following areas: school governance and leadership, policy and administration, admissions and financial aid, faculty/staff, teaching and learning, school publications and environment, staff involvement and life, parent/guardian involvement, alumni/ae involvement and investment. Here is a summary of key takeaways from discovery groups:
 
Admissions & Financial Aid
  • Develop a stronger presence in local organizations that serve families who are underrepresented at Redwood Day.
  • Be more inclusive around addressing family language and religion.
Parent/Guardian Involvement
  • Establish program(s) to support underrepresented students and families.
  • Broaden our conversations around cross-cultural competency with parents/guardians.
School Governance and Leadership
  • Ensure the faculty, staff, and administration reflects the diversity of the student body.
  • Examine recruitment and hiring practices for faculty and staff.
Teaching and Learning
  • Institutionalize cultural competency work throughout our program.
AIM Climate Survey
In January, we launched the School Climate Survey with more than 300 community members participating in the online survey. The participation rate by each constituent group at Redwood Day is as follows:
  • 90 percent of students in grades 5-8
  • 73 percent of faculty, administrators, and staff
  • 20 percent of parents/guardians and trustees
Summary of Results
  • Overall School Morale – 4.3 (Healthy)
  • Satisfaction with Multiculturalism – 4.2 (Healthy)
  • Satisfaction with Inclusivity – 4.3 (Healthy)
While the healthy range starts at 4.0, we are striving for mean scores of 4.5 or above.
 
Despite our overall healthy scores, faculty and administrators are eager to engage in conversations regarding some high priority concerns and are examining ways to make Redwood Day a more inclusive learning community. Areas of high priority, all receiving scores below 3.49, include:
  • Ensuring the faculty and administration reflect the diversity of the student body.
  • Providing students with the tools necessary through our new SEL program, Positive Discipline, to address teasing.
  • Finding ways to measure the School’s mission statement regarding diversity and multiculturalism.
  • Working effectively with individual differences of various stakeholders based on race/ethnicity, religion, and socio-economic status.
  • Ensuring that people of color are not asked more often than others to lead or serve on committees for multicultural activities.
Our AIM findings contributed to the creation of the following diversity, equity, and inclusion goals in Our Next Reach, the strategic plan for the next five years:
  • Embed cultural competency, social justice, inclusivity and equity throughout our program.
  • Attract and retain diverse, mission-match students and families.
  • Attract, develop, and retain a diverse, highly qualified, and culturally competent faculty, administration, and staff.
  • Maintain socio-economic diversity as a top priority.
On November 3rd, parents and guardians gathered in the Library for a special event—Coffee and Conversation: Equity and Inclusion at Redwood Day with members from the Board of Trustees Diversity Committee, Prism Committee, John Loeser and me. This was a wonderful, thoughtful conversation with administrators and parents focused on the AIM process and results. We’re excited to host another gathering on January 26th at 8:45 a.m. to continue our equity and inclusion conversation. This next event will focus on affinity and equity & inclusion groups at Redwood Day. We hope to see you there!
Back