• Conducted a DEI Audit of our curriculum in 2020-21
• Engage individuals, grade-levels, and departments in ongoing efforts to refine curriculum and instructional practices in support of DEI work
• Introduced summer grant program to support faculty in revising and developing curriculum

• Introduced WIN (What I Need) Time in the Lower School
  • Research-based framework that is a learner-centered approach in which students participate in differentiated instruction activities during dedicated blocks of time
• Implemented a “Response to Intervention” approach at the Lower School
  • Student progress is monitored to ensure expected progression. If a gap in learning is discovered, WT provides additional support (intervention) needed for the student(s) to thrive in school.
• Improved processes for student referrals for support services
• Formed Student Support Teams in each division
• Hired a counselor in each division; expanded wellness and social-emotional programming
• Increasing partnerships with outside agencies and programs to ensure students are supported

• Lower School
  • Introduced Bear Dens , mixed-grade level groups that come together for community-building and social-emotional learning activities
  • Utilize Second Step curriculum for social-emotional learning in all divisions
    
    
• Middle School
  • Strengthened advisory curriculum to introduce more DEI and wellness topics such as Identity Development, Understanding Bias, Leadership, Allyship, Empathy
  • Introducing restorative practices through advisories
• Upper School
  • Introduced grade-level seminar series to incorporate DEI and wellness topics
  • Engaged faculty in training on how to be an effective advisor
  • Currently developing an advisory handbook

• Provide implicit bias training for all admission committee members every year
• Revised interview process to make it more equitable
• Introduced rubrics to assist with fair and unbiased evaluation of prospective students
• Attracting a more diverse pool of applicants by building relationships with a variety of potential feeder schools and community organizations

• Recruitment
  • Created a recruitment database for more strategic promotion of job openings
  • Implemented more standardized job postings and a standard application process/system
    
• Improved Hiring Practices
  • Implemented mandatory implicit bias training for all interviewers
  • Established process that incorporates a search committee and multiple interview groups
  • Utilize standardized question formats to ensure consistent experiences
  • Utilize standardized forms for fair evaluations of candidates
  • Offer a Candidate’s Choice interview group to all candidates
    
• Onboarding
  • Implemented formal mentoring program with mentor application, more strategic pairing, and standardized guidebooks

• Formed a Board of Trustees DEI Committee in Summer 2022
• Increased diverse representation of the board over the last three years
  • WT: 68% women, 24% People of Color
  • NAIS Schools Nationally: 47% Women, 17% People of Color
• Engaged in professional learning focused on topics such as Governance with a DEI Lens, Recruiting a Diverse Board

Student Learning and Engagement

• Establish and expand advisory programs that incorporate standardized and consistent DEI training
• Continue to pursue DEI initiatives in the academic program (curriculum, instructional practices, etc.)
• Create school-wide community norms and learning outcomes for students
• Review and revise student handbooks to better align with DEI goals and the needs of the school
• Expand affinity spaces for students
• Continue to expand City as Our Campus and related programs for WT students and the broader community

Support All Students

• Improve and increase student support services to meet the needs of a diverse student population
• Continue to expand wellness initiatives and restorative practices in all divisions
• Increase onboarding support for students who need assistance transitioning into the WT community, such as those with identified learning needs, coming from out-of-state, transitioning from a public school, receiving financial aid, etc.
• Create discipline data tracking systems so that all related matters are recorded and monitored; Explore implementation of a bias incident reporting system

Family Engagement and Education

• More strategically engage the Parents Association and
  their involvement in DEI work by clarifying expectations for
  engagement and implementing a community agreement
• Provide inclusive opportunities for family engagement
• Expand affinity spaces for families

Diversify Our Community

• Continue to improve hiring practices to recruit, hire, and retain employees who reflect the diversity of our school community and region
• Refine the admissions process to be a fair, consistent, and inclusive process for all students and families regardless of identity.
• Continue to recruit and elect historically underrepresented individuals to serve on our Board of Trustees

Employee Engagement and Learning

• Create a standardized and mandatory professional development plan with clear learning outcomes
• Introduce affinity spaces for employees
• Reintroduce DEI Employee Committee to assist in the implementation and monitoring of the action plan

Ensure Accountability

• Establish accountability measures for engagement into the employee evaluation process
• Improve communication about DEI work and progress (newsletters, data tracking, resources, etc.)
• Develop a crisis plan to effectively address issues and support our community
• Review and align financial practices with DEI commitment
• Identify and conduct an annual community survey to measure progress

An ally is someone who recognizes their privilege, and works in solidarity with marginalized groups in the struggle for social justice.

Antiracism is the active process of identifying and eliminating racism by changing systems, organizational structures, policies and practices and attitudes, so that power is redistributed and shared equitably.

Bias is an inclination, often implicit or unconscious, that hinders impartial judgment.

Cultural appropriation is the adoption or use of the elements of one culture by members of another culture, often without understanding, acknowledgement, or respect for its value.

To be culturally responsive means to practice an ongoing awareness of one’s own identity and biases, and take action to learn and honor the varying cultural and community norms of students and their families.

Diversity refers to the range of differences represented in a community.

Equity is the idea and practice of everyone getting what they need in order to enjoy access, opportunities, and a fair chance to succeed.

Gender identity is a person’s internal sense of being male, female, some combination of male and female, or neither male nor female.

To marginalize is to treat a person, group, or concept as insignificant or peripheral; to exclude from power and full participation.

Micro-aggressions are commonplace verbal or nonverbal slights and indignities, whether intentional or unintentional, which communicate derogatory messages to persons of marginalized groups.

Having a prejudice means prejudging a person or group of people based on stereotypes and biases, often accompanied by ignorance, fear, or hatred.

Having privilege means having systemic access to unearned advantages, resources, and opportunities which come at the expense of others.

Racism is race prejudice backed by the power of dominant culture systems and institutions. A system of disadvantage based on race.

Restorative practice is an emerging social science that studies how to strengthen relationships between individuals as well as social connections within communities.

Social justice is the ideal of full and equal participation of all groups within a society that is mutually shaped to uphold human rights. Social justice includes a vision of society that is equitable, and in which all members are physically and psychologically safe and secure.

Stereotypes are generalizations about groups of people that negate individuals.