Diversity

Diversity, Equity and Inclusion Statement

Erie Day School is committed to building a diverse, equitable, and inclusive learning community through our admissions policies, hiring practices, professional development, curricular and extracurricular programming and school culture.

The representation and full engagement of diverse points of view among individuals with varied life experiences is a source of community strength. Differing national origins, races, religions, gender/sexual orientation, socioeconomic status, ages, diet, ethnicity, and abilities enrich the learning environment and fuel innovation and growth, particularly as our students prepare for their future. Our students are learning today, leading tomorrow as responsible citizens with sensitivity, skills and a sense of equity and social justice needed in our world.

Erie Day School respects and affirms the dignity and worth of each member of our community. These values of diversity, equity and inclusion are rooted in our motto: May I be mindful of the goodness that surrounds me; may I always stretch my mind and heart so that I live my life in wisdom and in love; may I be a loyal friend to others and lend a hand to those in need; and may I always honor and respect the earth, of which I am a part.

We believe...

in a sense of awareness and strive to stretch our minds and hearts so that we live our lives in wisdom and acceptance of differences.
in the importance of showing kindness, courtesy and respect with all people.
that by embracing the unique experiences and varied backgrounds among our students, faculty, staff, and families, we learn to affirm and respect self and others.
that accommodations may be needed among our students. Students demonstrate differences in learning, physical, emotional, social, cultures, religions, beliefs, practices, etc. Our faculty and staff work in tandem with educational specialists from the Intermediate Unit and other community resources to support students.

Erie Day School students represent numerous countries including the following:

Africa
Australia
Cambodia
Canada
China
Columbia
Ethiopia
France
Greece
Italy
Ireland
Japan
India
Mongolia
Nigeria
Pakistan
Persia
Peru
Philippines
Poland
Taiwan
Thailand
Turkey
United Kingdom
United States

ADA and Independent Schools

The determination of whether a person qualifies as a person with a disability under the ADA must be made on a case-by-case basis and requires an individualized assessment. Examples of physical or mental impairments include orthopedic, visual, speech and hearing impairments; muscular dystrophy; multiple sclerosis; cancer; ADD; ADHD; diabetes; intellectual disability; autism; cerebral palsy; epilepsy; HIV infection; major depressive disorder; bipolar disorder; post-traumatic stress disorder; obsessive compulsive disorder and schizophrenia.

In accordance with current national regulations, the school reserves the right to choose the accommodations to best support children. The following are examples of reasonable accommodations for identified students:

allowing more time to complete tests or other assignments;
substituting specific courses where substituted courses fully satisfy a school’s mission and objectives;
adapting a manner in which specific courses are conducted;
extending the time to complete course/graduation requirements;
adapting the manner in which the course materials are distributed;
modifying or waiving foreign language requirements if consistent with a school’s educational mission and objectives;
providing affordable and practicable auxiliary aids — taped examinations, interpreters, Brailled or large-print examinations, transcribers, or other similar services and actions;
creating methods for evaluating achievement of students with sensory, manual, or speaking impairments to ensure the result fairly reflects student’s achievement (except when such skills are the factors that the test is measuring);
offering testing at alternative sites or settings;
adapting the manner in which a test is administered;
providing alternative formats for examination (e.g., essay rather than objective examinations); allowing a student to clarify and rephrase questions in his or her own words before answering a question on a test or assignment;
allowing the use of calculators during exams; and
simplifying wording of exam questions.

Auxiliary Aids include:

taped course materials, including testing materials;
interpreters, including video remote interpreting; real-time computer-aided transcription services;
other effective methods of making orally delivered materials available to students with hearing impairments;
readers in libraries for students with visual impairments and learning disabilities;
open and closed captioning, including real-time captioning;
classroom equipment adapted for use by students with manual impairments;
magnification software;
secondary auditory programs;
Brailled or large print texts; and
other similar devices and actions.

Classroom/Lecture Accommodations include:

Allowing students to tape lectures;
providing students with note-takers;
arranging alternative access; and
allowing students to use computers to take notes.

NOTE 1: Indicating that a standardized test was completed by a student with a disability (“flagging” tests) is not a permissible “accommodation” and may violate the ADA.

NOTE 2: Erie Day School is readily accessible to and usable by individuals with disabilities.

Reference: NAIS Legal Brief, 2016

Diversity, Equity and Inclusion

Erie Day School students, faculty, staff, Board of Trustees and community members strive for diversity, equity and inclusion. Below, please find a number of resources that assist our educators and students as we navigate historical and present efforts.

Recommended books:

So You Want to Talk About Race by Ijeoma Oluo

Why Are All of the Black Kids Sitting Together in the Cafeteria? by Beverly Tatum

Everyday Antiracism: Getting Real About Race in School by Mica Pollock

We Want to Do More than Survive by Bettina Love

Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad