BCD is committed to creating a diverse, equitable and inclusive community.

our intention

- Cultivating a diverse and inclusive community that honors and celebrates difference through dialog and engagement;
- Embody a wide range of multicultural perspectives in the curriculum through practice and materials;
- Commitment to further diversifying the community of families, faculty and staff through active recruitment of a diverse student body, faculty, staff, and administrators; and
- Be informed by the NAIS (National Association of Independent Schools) Principles of Good Practices - Equity and Justice

Our Commitment to Inclusivity

Boulder Country Day School recognizes and values all forms of diversity and is dedicated to providing an inclusive environment which honors each member for their individual differences, experiences, and strengths. Our intentional commitment to embracing and exploring aspects of diversity, equity, and inclusivity in support of social justice empowers all members of our school community to flourish as unique, confident, compassionate, and ethical individuals.

Parent Testimonial

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From the first tour we took until today, our family has been treated like every other family. Being gay is a non-issue.

When we were researching kindergarten for our now-8th grade daughter, we wanted to find a place where our two-mom family would be welcome. We found that place at Boulder Country Day. From the first tour we took until today, our family has been treated like every other family. Being gay is a non-issue. Our kids have made friends, been invited to playdates, and gone to birthday parties just like other kids. We made friends with other parents and regularly socialize with them. When my wife was diagnosed with a serious illness, the BCD community stood by us: meals delivered, carpools arranged, kids taken to the movies -- so many acts of kindness it's hard to recount them all. This is an intentionally kind and inclusive community. Both our kids (who are very different people) have thrived at BCD. The school has a strong academic focus and a structured environment. I wasn't completely sold on the "structured" part when my daughter first started kindergarten. Would it be rigid or stifle creativity? But I realized over time that the structure made my kids feel more secure which meant they could learn and do more. Frank Reagan said that life should be a series of daring adventures from a safe base. BCD has given my kids a safe base. I can already tell my oldest is ready for the daring adventure of high school -- she's thoughtful, confident, academically prepared, and excited for the next challenge. BCD has been a wonderful school for our family.

- Shelly Cadora, Board Member

anti-bias education is...

List of 3 frequently asked questions.

An Approach More than a Curriculum

Anti-bias education is an approach to teaching and learning that supports respecting and embracing differences and acting against bias and unfairness. The overarching goal is creating a climate of positive self and group identity development, through which every child will achieve their fullest potential.

Research has shown that a positive school climate can have a direct impact on students’ academic performance.
Founded in Early Childhood Programming

Click here to learn more about anti-bias education and its foundations in early childhood programming.
Framed through the Learning for Justice (formerly Teaching Tolerance) Social Justice Standards

The Learning for Justice Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction. Comprised of anchor standards and age-appropriate learning outcomes, these standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable. BCD utilizes these standards as a framework for examining and developing our efforts as a community.

Learn more about the Learning for Justice organization.

Meet our Coordinator of Equity and Community Engagement

Gabriel Lopez, MEd.

My journey working towards equity began more than 20 years ago. My first career was in social work where I practiced case management, resource referral, group facilitation, and more. In this field, I learned the value of building relationships with my clients in order to best meet their needs and also came to understand how important it is to be able to recognize the humanity in people. When I chose to move into education, I recognized many of the inequities that I faced in my own life as an immigrant student. I saw the impact these inequities had on students, their families, and colleagues and was proactive in developing culturally relevant pedagogy and advocating for the rights of minoritized students. After almost 10 years of being in the classroom, I decided to go into consulting where I helped individuals within education to engage in the work of diversity, equity, and inclusion. That path led me to find independent schools and in particular, Boulder Country Day School.

Engaging in the work of equity, inclusion, and social justice is nuanced; it is much more than race and requires that we constantly adjust the lens with which we view the world. I believe in moving in this work with a sense of grace and compassion; the same grace and compassion I appreciate when I make mistakes.

I invite you to engage in this work.

Sincerely,

Gabriel Lopez

Ways to Engage

BCD invites community members to engage in our various equity and inclusion initiatives.

BCD's Parent Discussion Group on Diversity, Equity & Inclusivity

The goals of this group are to provide an opportunity for BCD parents and caregivers to:

Explore social and cultural identities
Strengthen relationships and build community
Develop tools for supporting children’s positive identity development

Purpose Statement:

We seek to create a positive space for reflection, dialog, learning and growth as opposed to a forum for debate or problem solving around specific issues. It is only through this personal work that we can seek to better understand and support others. In order to create and maintain a welcoming and supportive space in which to engage in such work, we will establish and practice guidelines for discussions and draw upon relevant texts and frameworks, keeping respect and learning at the center.

BCD Affinity Groups
Meetings of people with shared affinity provide opportunities to build community, identify issues and generate discussion. The ultimate goal is to create group environments where parents share experiences, learn from one another and strengthen our community. Affinity groups are for parents, by parents and hosted in casual off-campus locations.

Affinity groups have included:

Parents of Students of Color
Modern Families
Parents of Students with Unique Learner Profiles

NAIS on Affinity Groups

Equity & Inclusion Stories

Changing the World, One Step at a Time

I started my teaching career in the fall of 1991 at Foxcroft School, a boarding and day school for girls in Northern Virginia. The early 1990s were particularly interesting years to work at an all-girls school. We were at the forefront of a burgeoning movement to understand how girls learn, and my colleagues and I were tasked with implementing new methodologies and curricula in our classes to reflect this research.
Public Event: BCD to host diversity speaker Rosetta Lee

On the evening of January 25, 2022, BCD will host diversity speaker, Rosetta Lee.

Since 2004, Rosetta Lee of Seattle Girls School, has been a diversity speaker in addition to being a faculty member. She trains on a number of topics, including cross cultural communication, identity development, implicit and unconscious bias, gender and sexuality diversity, facilitation skills, and bullying in schools.

This event will be held via Zoom.

Click here to register for this event.
BCD hosts Learning for Justice expert Sara Wicht
On the evening of January 12, 2021, BCD hosted Learning for Justice (formerly Teaching Tolerance)expert Sara Wicht as part of their Parent Education Series.

Ms. Wicht's presentation covered:
- Defining the goals of anti-bias education;
- Contextualizing BCD’s decision to officially utilize the Learning for Justice Social Justice Standards (TTSJS) as a framework to guide our anti-bias education work with students and families;
- Demonstrating what anti-bias attitudes and beliefs look like in K through 8th grade classrooms;
- Exploring the anticipated outcomes of implementing the Social Justice Standards school-wide; and,
- Discussing how the school/parent partnership works to increase the impact of the anti-bias education provided at school.
Sara Wicht’s website:
https://www.sarawichtconsulting.com/

Ms. Wicht will join us again on March 9, 2021 to help participants take their understanding of the Learning for Justice framework one step further by putting the Learning for Justice Social Justice Standards (Identity, Diversity, Justice, and Action) into action at home. Ms. Wicht will discuss:
- How do we talk about social justice issues with young people in a way that is age and developmentally appropriate?
- How do we understand our own motivations to move toward allyship?
- How can individuals use their privilege(s) as a tool to achieving liberation for all?
- How can school communities build coalitions for collective action and impact social change at the local, state and national level?
Click here to register for this event.
Identity, Difference and Allyship event - Feb 27th at BCD

On February 27th from 6:00pm - 7:30pm, BCD's Coordinator of Equity & Inclusion, Randi Reinhold will lead a thoughtful conversation on Identity, Difference and Allyship and how we can raise our awareness and challenge stereotypes through reflection and conversation.

Research shows that throughout early childhood, children become aware of cultural identities such as gender, race, ethnicity and ability.
Holidays Passports

More and more it seems that schools and school leaders are reluctant to include holiday celebrations and events in classrooms. There is a growing trend in our public schools and institutions to keep all references to faith out of curriculum and instruction, and even some of our independent schools are concerned that celebrating one holiday tradition will marginalize another.
Alumnus' artwork draws financial aid donation

This year's Gala was a huge success. Thank you to all who participated!
BCD to participate in 2015 Great Kindness Challenge

Bulldog Families will meet on January 28th to kick off the Great Kindness Challenge 2015. Students will do two activities in support of this year’s Challenge.
Boulder Country Day School teams with I Have a Dream Foundation to compete in First Lego League competition on November 18th

Through an anonymous Diversity, Equity & Inclusivity grant by a BCD parent, Boulder Country Day School and I Have a Dream Foundation of Boulder County (IHAD) have partnered to form a combined First Lego League® (FLL) team. The grant funds transportation and course expenses for participating IHAD students and brings together students, technology, and BCD’s goal of inspiring students to reach their full potential.
Celebration of Cultures event strengthens community

Celebration of Cultures was a wonderful community event again this year. It featured cuisine from Cuba, Australia, the United States, Russia, Germany, the United Kingdom, Bulgaria, Ireland, Brazil, and Israel. Some wrapped their offerings in flags, several shared their family stories, and everyone shared the spirit of inclusion. There was entertainment in the form of Irish dancing (and instruction) from Emily Zuetell and Nora Finnegan who train at McTeggart Irish Dance School, international crafting, and of course a good old fashion American basketball showdown. Thank you to all who came and shared. We hope to see you all again next year.
DEI example Lesson
MORNING MEETING OR ADVISORY (Wednesday or Thursday)
3YO-2nd: Discuss how are you different from your classmates (if your class is having trouble coming up with differences, you might start a discussion about different names, traditions, family members, etc.). Why it is important to have lots of different kinds of people in a class or community (introduce the word community if it is unfamiliar to the students)?

3rd-8th: As a class, discuss why it is important to have lots of different kinds of people in a class community (introduce the word community if it is unfamiliar to the students). What would be the disadvantages if everyone in the class were the same? Why do you think diversity is important in your class and in the world?

VOCABULARY
difference something that is not the same about two or more people or things; something that makes two or more people or things unlike each other
community a group of people who share something, like an interest, goal, or living or working space; a group of people who cooperate and learn to work together
diversity the condition of having or being composed of different elements; variety, especially the inclusion of different types of people (as people of different races or cultures) in a group or organization

ASSEMBLY ACTIVITY
Essential Questions: What is diversity? How is diversity experienced in different ways?
How can we respectfully express curiosity about the history and lived experiences of others and exchange ideas and beliefs in an open-minded way?

IN THE GYM/WHOLE GROUP
(3 minutes) Listen while the book It’s Okay to Be Different by Todd Parr, is read out loud.
It’s Okay to Be Different, A Read-Aloud with Todd Parr

IN FAMILIES/STUDENT LEADERS
1. (3 minutes) Think about ways you have felt different in school in the past. Pair up with someone older or younger than you, and talk about one way you feel different, special or unique in your classroom community. Maybe you speak a language that no one else in your class speaks; maybe your family has a special tradition; or maybe you have a unique pet. If you have trouble thinking of something, ask your partner to help you.
2. (3 minutes) There are many ways we are diverse! Traditions, Religion and Beliefs, Language, Race & Ethnicity, Family Structure, and more. As a large group, see if you can think of other types of diversity.
3. (Rest of time) As a group, choose a type of diversity for your group puzzle (i.e. “our traditions” or “our religions”). On your puzzle piece, use words and illustrations to represent your own diversity in this area. Your leader will collect your puzzle piece before we return to the gym.
FOLLOW-UP IDEAS
3YO-2nd: As a class, brainstorm three reasons it is good to be different or diverse. What advice would you give to another student who was feeling this way? To finish, share with a partner or draw a picture about what you will think about or do next time you feel different. Recommended Video (3min) “We Are All Alike, We Are All Different”

3rd-5th: Differences are important in every community, not just in classrooms. At home, talk with your family about what you learned from Todd Parr’s book. Discuss ways members of your family might sometimes feel different from each other, and talk about how this diversity can help make your family stronger. When you come to school the next day, write in your journal about what you learned from discussing these themes at home. Share your journal entry with a classmate or with the whole group. Recommended Video (2min) “How Kids See Differences”

6th-8th: Think about how diversity influences our interpersonal relationships as we learn how to express ourselves with people who are similar to and different from us. Can you think of a time you have had difficulty expressing your differences, or a time you have seen others have difficulty expressing differences? Spend 15 minutes journaling about this time, and brainstorm ways in which you might have respectfully expressed your own differences or respectfully helped others do so. What strategies can help us express curiosity about the history and lived experiences of others and exchange ideas and beliefs in an open-minded way? Share your journal entry with a classmate or with the whole group. Recommended Video (6 min) Diversity and Inclusion: Lessons In Friendship and Love
Full Faculty Summer Read

Blindspot: Hidden Biases of Good People - We spent time reflecting as a group on the contents of this book during our fall professional training days. Head of School, John Suitor, will be discussing this book with parents on November 8th during his Parent Coffee and Conversation. If you would like to read the book, we have copies to lend you. You may check one out at the library in the Admin buidling.