Diversity

Suggestions for implementation:

Click on each implementation step for a current progress report

Develop and integrate a diversity component into the larger professional development programs for faculty, staff, administration, trustees, and the PTC Board to education training in multicultural literacy and anti-bias training.  Include – and learn from – the voices of our students in that ongoing training.
- Diversity and Multicultural Literacy is one of the six major strands within our professional development program.
- The Director of Diversity makes available information about off-campus and on-campus professional development opportunities for faculty, staff and administrators.
- On-campus professional development opportunities range from guest speaker workshops to workshop topics led by administrators, faculty and student leaders.
- Student representatives are present at Diversity Committee meetings. Additionally, the school sends a group of faculty and students to the annual NAIS People of Color Conference and Student Diversity Leadership Conference, who then return and present at several faculty and administrative meetings.
- Board keeps diversity as a priority in board member recruitment.
- The Parent Education Committee has brought speakers with expertise in supporting a diverse student body. Recent examples include: Michael Thompson, who presented on supporting boys (February 2010), and Richard Lavoie, who specializes in motivating different learners (August 2009).
Cultivate opportunities to review and transform the K-12th grade curriculum as it relates to the ideals of social justice, education equity, and developing global citizens.
- As curriculum mapping conversations continue we are mindful to have diversity and multicultural literacy as an identified strand in order to reveal connections and “holes” in our K-12 curriculum.
- The Director of Diversity works with the Chaplains, the Diversity Committee, and Coordinator of Advisor Program to bring diversity speakers and prepare students for their presentations via advisory discussions.
- 8th grade World Cultures classes have a pen pal exchange with South African students.
- Data gathered in student survey shows that topic of global issues is the top priority for future learning opportunities.
Continue to consolidate practices and standards for collecting, interpreting, and presenting data concerning diversity in admissions, enrollment, and in the faculty, staff, and administration.
- Diversity metrics determined and prioritized as part of the self-study based on:
• usefulness of data to measure growth
• connection to Diversity Mission Statement
- Both ethnicity and religion identification questions (optional) present on admissions applications.
- Student survey includes demographic information.
- Full review of family religion self-identification, from admissions applications, every six years as part of self-study.
- Annual faculty/staff statistic sheet tracks race/ethnicity (optional to identify).
- Faculty survey provides comparison to past level of satisfaction regarding faculty diversity and multicultural curriculum.
Expand programs and strategies for recruiting and retaining a constituency (both students and faculty) that draws from the diversity of the greater Los Angeles area and the global community in key respects, such as race and ethnicity.  At the same time, be clear in what ways Campbell Hall is (and should remain) different from the larger community (e.g., Campbell Hall constituents almost universally value faith-based living and spiritual transformation).
- Continued student recruitment with The Alliance and A Better Chance organizations.
- Diversity-themed student organizations and heritage-themed parent organizations serve as support and networking systems for current students and families.
- Annual participation in regional conferences for both students and adults such as the Across Colors Conference organized by The Alliance and hosted by Campbell Hall in 2008, and the People of Flavor Conference.
Seek ways to further name, assess, cultivate and celebrate the variety of human intelligences.
- Campbell Hall has two Directors of Educational Support Services- one that works with K-8th, and the other with 9th-12th grade
- The math lab, writing lab and afterschool homework lab serve as additional academic support services for students in the secondary divisions.
- Continuous commitment to Schools Attuned training of faculty.
Expand further the school’s financial aid resources, endowment, and support services to attract to the school and better serve under-represented families.
- There is a continuous commitment to maintaining a socio-economically diverse community.
- The financial aid budget has shown consistent growth in response to the goal to retain our school community in difficult economic times.
- In order to attract a diverse applicant pool, the school has maintained a balance between retention and recruitment
Deepen the community’s investment and understanding of diversity through existing communication resources and programs, including parent education programs.
- CLIPS newsletter helps promote upcoming diversity events and shares pictures and summaries of past events with greater community.
- Diversity program assembly speaker and topics are communicated to parents via summer diversity events flyer and weekly e-blasts.
- Parent Education program is committed to diversity-themed speakers. In addition to the speakers already mentioned in the first implementation step above, other recent speakers include Julian Bond, who addressed students in the day and parents in the evening on the civil rights movement (March 2009), and Joanne Deak, who spoke on supporting girls (October 2009).
Investigate community partnerships, service programs, and educational trips that promote a greater understanding of and appreciation for diversity.
- Wingspan Partnerships serves as continuing consultation regarding community engagement.
- The 20/20 project with the Loyola Marymount University/Westchester Family of Schools was established.
- Several elementary based partnerships with local public schools in place, including reciprocal school visits.
- Japanese exchanges in the high school include hosting Japanese students here as well as our students visiting Japanese schools in the near future.
- 6th-8th students from Nishiyamato Academy, a school for Japanese nationals temporarily living in California, visited our elementary and junior high in March 2010. There are plans for a reciprocal visit and a continuous partnership between our schools.