- 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.
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.
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.
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.
Randi Reinhold is a progressive educator who has spent the last 14 years working in various capacities to support young people’s social, emotional and academic development. He has taught grades K-3, predominantly in independent schools in New York City and most recently held the position of Afterschool Program Coordinator at The Little Red School House and Elisabeth Irwin High School before moving to Colorado. Throughout his career, Randi has been actively involved in the work of equity and diversity. He designs and facilitates workshops for youth and adults that focus on identity, ally work and inclusive teaching and has worked as a volunteer counselor for youth in crisis. Randi aims to make people feel seen and validated, to support folks in building connections and to engage in brave conversations. He enjoys creating, performing, exploring nature and connecting with family and friends.
EDUCATION College of Staten Island, CUNY (Staten Island, NY) BA English May 2001
• NAIS People of Color Conference (PoCC), improving inter-cultural climate in Independent Schools (2019) • Racial Identity, theories, development, systematic effects & best practices with students (2018) • Rocky Mountain Early Childhood Conference, professional development for EC Educators (2018) • Restorative Practices Orientation, introduction to Restorative Practice & Restorative Justice (2018) • TRANSforming Gender Conference, increasing visibility and education about transgender identity (2018) • Mindful Schools: Mindfulness Fundamentals Course, mindfulness meditation for educators (2017) • NYSAIS After School Conference, focusing on mindfulness and applied attention (2016) • Seeking Educational Equity and Diversity (National SEED Project), driving community changes (2015) • Math in the City Summer Institute: Early Number Addition and Subtraction (2014) • Responsive Classroom Summer Institute on creating a positive learning community (2013) • White Privilege Conference, led discussion with faculty about white privilege in education (2010)
WORKSHOP DESIGN AND FACILITATION • Darn! Bit Again?! Addressing Micro-Aggressions in Proactive Ways: for High School students & faculty at annual #ItHappensHere Conference (2016) • Are You A Boy or a Girl? Gender Identity Development for New York State after school administrators at NYSAIS After School Conference (2016) for educators and caregivers of pre-school students at Maple Street School (2016) for pre-school educators at national Little Chairs Big Differences Conference (2015) • Introduction to Gender Identity & Sexuality: for middle school faculty at Blue School (2016) • Personal Identifiers and Ally Work: for first and second grade teachers at Blue School (2015) • Wild Creatures, Queer Families, Process Drama: A Workshop on Gender Roles and Stereotypes: for faculty and educators at global Teaching Innovations Conference (2014) • Gender Roles & Bullying: for students and families of LREI (2011) • Diversity & Inclusive Teaching: for lower school faculty at LREI (2009)
The Coordinator of Equity and Inclusion serves as a resource for all members of the BCD community, providing education and support for faculty, staff, students and families in relation to cultural competence and social justice. This work involves providing strategic leadership in the areas of diversity, equity and inclusion in connection with the school’s mission and vision.
Provides strategic leadership in the areas of diversity, equity, inclusion, and justice to ensure that all of the school’s efforts and activities take into account BCD’s diversity, equity, and inclusion needs and goals
Chairs the faculty and staff Diversity, Equity, and Inclusion Committee
Develops and presents workshops for faculty, staff, and parent learning; connects with outside organizations and individuals for relevant training and learning
Supports faculty with curriculum development and implementation
Works with students in all three divisions in support of equity and inclusion related activities
Acts as a resource for various diversity and affinity groups within the school community
Serves as a resource for faculty/staff, trustees, parents, students, and administrators seeking information about diversity and equity-related issues, including responding to issues and difficulties as they arise in the community, and helping constituents find the most appropriate route for addressing their particular concerns
Networks with other diversity, equity and inclusion leaders from independent schools in Colorado and across the country
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
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.
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?
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.
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.
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 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.
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?
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
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.
(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.
(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.
(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.
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
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.