Race, Religion, and Other Cultural Factors in the WLCSC

1. Statistics show targets of bullying tend to be marginalized students (whether gender, race, ability neurodivergence, etc.). How can the schools equip teachers to handle bullying and microaggression problems, especially for Black, Latinx, and students of color?

What resources would you be willing to commit toward addressing these problems?

Amy Austin: [No response]

Beau Scott: Something I have learned in my years of teaching is that while you think you know your students, you never truly can understand what they have seen and done in their lives and how that has shaped them as humans. We can however always work to grow as empathic individuals by continuously building connections with those around us and trying to learn from them as best we can, but this often takes creative solutions to develop those higher levels of empathy. 

One thing I did while teaching in order to better understand where students in my class were coming from, is conducting a ridealong with one of the police officers in my former school district. We spent two nights from 6pm-6am in 2010 and 2012 going about the duties he was discharging as an officer. The night in 2012 was particularly eye opening for me as an educator. It was a Thursday and we were called to a drug overdose. When we rolled up, the paramedics were already there. As I sat in the car however, I watched as one of them walked a child who looked like they were maybe in the 4th or 5th grade out to a vehicle that was parked in the driveway. They started the car, ushered the child in and put a blanket on them. 

I realized, this was where that kid was going to be sleeping that night. They would wake up in the front seat of a car. They would know that someone had either died or almost died inside the house. And they would then need to head on off to school. 

As a teacher, my heart almost stopped.

But, I knew other educators needed to know about things like this that would never be shared with them by their students or parents. 

I’m not saying that I expect anyone or any teacher to go out and do this. I’m just want to demonstrate that sometimes we all need to be a little more intentional about learning from others and valuing their differences and the challenges they have overcome in their lives. 

While I’m not certain what type of resources I would even be able to commit to, I would always be an advocate for kind words, open ears, and a lot more love in the world. 

David Purpura:  As with many of the challenges our students face, I believe that having a strong educational program, evaluating and focusing on supporting a positive school climate at the student and teacher levels, and providing continued professional development to staff will ultimately set a strong foundation for our schools and community. This area should be of particular importance for the strategic planning process so that we can identify the specific needs within our immediate community. As a candidate, I do not believe it is appropriate to make specific commitments of resources because I am not privy to the existing resources or nuances of the available resources. However, training on these areas should continue to be part of teacher professional development trainings.

George Lyle: I would offer whatever resources our experts (teachers, counselors) ask for. Bullying, no matter what the motive, usually follows the same identifiable patterns. I would equip our building staff to identify the signs and empower them to step in and intervene when necessary.

Maria Koliantz: The resources needed would be requested by the Superintendent and administration, but I recognize the need to be proactive in this area.  I would be in support of approving the requested resources if at all possible, whether it’s financial or approving the travel needed to participate in training opportunities.  

Yue Yin: Bullying of any student is unacceptable and must be addressed promptly. Addressing this issue requires a multi-faceted approach:

Strengthening Education to Be Proactive: Administrators, teachers, and students should have opportunities to learn what constitutes bullying and microaggressions toward different student groups. In particular, scenario-based learning would help make this education more relatable and actionable, e.g., why certain behaviors/words are hurtful and what actions should be taken when they occur. 

Soliciting Feedback to Track Progress: Feedback from students and teachers should be actively solicited each year to assess and improve the school climate. To gain a full understanding, background information such as gender, socioeconomic status, race, and neurodivergence should be included to ensure that all students feel safe, welcome, and supported.

Establishing a Reporting System for Timely Action: A reliable and systematic reporting system should be in place for students to report incidents such as bullying, microaggressions, and discrimination. Designated staff members should be responsible for following up on these reports and addressing issues in a timely manner.

2. NCES data shows 22% of the WLCSC has been identified as "Asian," (e.g., Indian, Indian American, Chinese American, etc.), yet caregivers from these communities are rarely represented on parent councils, the West Lafayette Schools Education Foundation (WLSEF), and the school board (until 2020). What efforts are being taken to reach out to these community members and include them in school discussions, especially when it comes to allocating funds for school improvements?

Amy Austin: [No response]

Beau Scott: During the campaign, I loved having the opportunity  to converse with so many community members from diverse backgrounds. One memorable conversation, particularly with an individual of Indian background, highlighted the desire to engage the Indian community more actively. We talked about working to engage the community in the electoral process, but also to encourage individuals with strong educational backgrounds to participate in foundations and the school board. We recognize the importance of not only the Indian community but also the entire international population we have here in West Lafayette, and want to push for more involvement in our schools. It is crucial for students to witness individuals like themselves in leadership positions, inspiring them to recognize their potential to contribute to positive change.

In addition to this, I have talked with many parents whose children have diverse learning needs. As these parents are advocating with all their power to ensure their children are getting the services they need for a stellar education, I want to help be a voice for them on the board, but I also hope to see them fight for a seat in the next election cycle as well as their voices need to be amplified!

David Purpura: As a candidate, I cannot speak to all of the efforts that are currently being undertaken by the board. However, I think it’s important to remember that one individual doesn’t speak for an entire community and we need to recognize that there is a substantial diversity within each community. We often treat demographic groups using census-based categories as monolithic groups, but they’re anything but that. When we are seeking input from our school community, we need to identify ways that we can reach as many people as possible, and work to identify pathways to ensure that all families can participate. There may be certain methods that work better for some families versus others, and we need to know this. We cannot just assume that sending out surveys that people can fill out will be filled out (and we can’t assume that a non-response indicates non-interest in filling out the survey). It is a continued effort to do better than before in ensuring the voices of all community members are heard.his is an excellent question that should be included as part of the strategic planning process. Without current data, as well as feedback from families, teachers, and administrators, any specific statements would just be assumptions. However, I believe that the schools—with the support and collaboration of families—are key to early identification of learning and developmental disabilities.

George Lyle: Parent councils and the WLSEF are all open to the public. They are always looking for volunteers, so everyone reading this should visit their websites or Facebook pages and sign up for something. They could always use the help.

Maria Koliantz: All community members and stakeholders are being encouraged to take part in the strategic planning survey, which is available in many different languages.  And regarding the other items mentioned, I’m open to talking to anyone interested in diving deeper into the barriers that keep these spaces from diverse representation and working to break down those barriers. 

Yue Yin: Given the diversity of our community, having representatives from various backgrounds would greatly benefit our school district by incorporating a wide range of experiences, knowledge, and perspectives. In addition to mainstream social networks like Facebook and Nextdoor, many communities use unique platforms such as WeChat, church groups, and close-knit friend circles to stay connected. When representatives from diverse communities are actively engaged, these communities are more likely to be informed and involved, fostering greater mutual learning and connection across all groups.

To my knowledge, parent councils have reached out for volunteers and participants. Before joining the board, I volunteered with the parent council and saw firsthand the significant contributions of council members and volunteers in supporting our schools, teachers, and students. Since joining the board, I have encouraged parents from the Chinese community to join the parent council; as far as I know, at least four Chinese parents are now involved in various capacities. Parent councils can continue to intentionally reach out to and engage diverse groups. 

I have encouraged several friends in the Indian community to consider running for the school board or encouraging others they know to do so. I hope that members from other ethnic groups also consider running for the board. I am always more than happy to share with any board candidates my knowledge about the board work and board campaign. For this election circle, I have organized an information session and invited election board staff members to share board campaign information, but not a lot of people participated in it. In the future board election seasons, it would be helpful to notify the community via school email system and provide such information session to encourage wider participation.   

Regarding the WLSEF, I am unfamiliar with the specific process for recruiting and appointing committee members. However, I believe that all entities would benefit from intentionally recruiting members from diverse communities. For example, if the foundation has committee members who represent a diverse community, the WLSEF may be better positioned to solicit donations and receive updates about our alumni from a broader population.

The inclusive approach would bring a wealth of resources, talents, perspectives, and wisdom to our district, engage students from a variety of ethnic backgrounds, and support the continued growth and improvement of our schools.

3. How should school board members support the Family Friendly Schools designation set by the Indiana Department of Education and support our Equity and Engagement specialist in achieving this designation?

Amy Austin: [No response]

Beau Scott: There are so many wonderful programs out there for schools to apply to in order to receive state and national recognition. As West Lafayette Schools pride themselves on accolades of achievement, I would push to include the Family Friendly Schools Designation as a highly worthwhile opportunity for us to demonstrate that not only are we providing a world class education to our students, we also value the role parents and the community play in the education of our students. 

David Purpura: To be “family friendly” we need to really be friendly to families of all compositions and backgrounds. It’s important for our school district and affiliated parent organizations to work with families to ensure that they are able to be involved—in the ways that they can and are of value to them—in the various activities that support our schools. We cannot just assume that having “the opportunity to participate” through surveys and other means is sufficient. We need to actively seek out feedback (sometimes more directly) from community members who have not shared their feedback. It could be beneficial to create opportunities for focus or feedback groups to allow families alternative ways to provide input. 

In addition, the schools have held a number of wonderful family events in the evening for families to attend that should be continued. Considerations of partnerships with organizations at Purdue who could support and host events of this nature could also ensure that teachers are not being overburdened with additional unpaid work.

George Lyle: I think the designation would be another feather in the cap of WLCSC. If there are resources to spare for the application process, why not pursue it?

Maria Koliantz: To the extent that the staff member in that position would find this valuable, I would support their efforts.

Yue Yin: According to document issued by the Indiana Department of Education https://media.doe.in.gov/news/family-friendly-schools-2023-2024.pdf?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term= 

"The Indiana Department of Education (IDOE) designated 91 Indiana schools as 2023-2024 Family Friendly Schools. These schools– which span across the state, and include public and non-public schools– are demonstrating excellence in engaging families in their children’s education. Launched in 2015, the Family Friendly Schools designation focuses on addressing the academic, physical, emotional, and social needs of students, while providing the needed resources and fostering the active involvement of their families through schools and the community. The program recognizes and honors schools that welcome all families into the school community, communicate effectively, support student success, speak up for every child, share power and collaborate with the community.""

According to this news, https://www.jconline.com/story/news/local/2023/05/27/these-two-are-the-only-schools-in-tippecanoe-county-to-be-designated/70255779007/ In Tippecanoe County, only two LSC schools are designated Family Friendly Schools.

I fully support the values promoted by this initiative. Given that none of our schools are currently on the list, we should certainly strive to achieve this designation. Here are specific steps we can take:

1. Understand the Expectations: We can begin by reviewing the criteria and requirements for becoming a Family Friendly School.

2. Engage the Community: We should invite students, families, teachers, and administrators to brainstorm ideas for making our schools more family-friendly and aligned with the program’s expectations.

3. Learn from Peer Schools: Since two LSC schools have earned the Family Friendly designation, we can reach out to them for insights and tested-recommended practices.

4. Self-Evaluate and Gather Feedback: Using the Family Friendly criteria, we should conduct a self-assessment and solicit feedback from families and students on our performance. We should then address the areas for improvement accordingly.

5. Sustainability:  2-4 should be maintained continuously even after our schools have been designated as family friendly schools. That is, learn from our community, learn from peers, and feedback collection for continuous improvement. 

4. Our teachers, staff, and administration identify mostly as white, Judeo-Christians. Separately, our superintendent used input from the teacher's union to inform our current district calendar, which is also based around Judeo-Christian holidays. 

a) Do you believe the community should have more say in creating the district calendar?

b) How would you work with the superintendent to increase representation of marginalized groups among teachers, staff, and administration in the district?

Amy Austin: [No response]

Beau Scott: a) To be honest, I appreciate input from the community in many decisions the school board makes. I'm not the most opinionated of individuals, and therefore I WANT to know what our community has to say! Yes, this issue is definitely that I have  already discussed  with member of the community about,  and their feedback already helped to shape my stance on the district calendar. 

b) This is a great question, but one in which I don’t know that I currently have the answer to, but possibly not for the reason which you may think. I’m looking a little more at the state of our education system in Indiana and the country right now, and the reality is, we are staring directly at a teacher shortage where, in Indiana alone, there are nearly 3,500 teaching positions open. 

While I would love for each student to have the chance every day to come into contact with an adult with whom they can identify, with the rate of educators leaving the field right now, that is going to be challenging. However, challenges leave the door open for creative solutions. Something I would propose, is targeting diverse individuals in a variety of professional fields and bringing them into the schools on a regular basis in order for our students to: 

1. Gain valuable career exposure

2. Connect with individuals with whom they can identify in order to allow them to see themselves in a similar role in the future

David Purpura: I actually think that the statement about teacher, staff, and administration’s identities is quite presumptive to make because it assumes identities of individuals without their input, and it assumes that considerations and input from various groups are not listened to. 

I do absolutely think that the community should have the opportunity to provide feedback on the calendar. However, I think it’s also important for the community to understand the constraints that go into creating a comprehensive school calendar that meets learning needs, legal requirements, and is sensitive to the needs of the community. The strategic planning process would be a great opportunity for the schools to gather direct feedback from the community on if there are particular aspects that could be altered to best meet their needs. 

George Lyle: This question requires more in-depth analysis and conversation than is possible in a Google Form. If anyone wants to speak to me about this, please contact me via my website, georgelyle.com.

Maria Koliantz: When I was in Detroit, there was a lot of advocacy around a school calendar that was more inclusive of different religious holidays.  So this is a topic I will ask to be considered when it comes time to vote on the school calendar.  The more people that reach/speak out about this will also help to raise the awareness of the different religious groups represented in our community.

Yue Yin: a) Yes, I believe that the community should participate in decision-making regarding the district calendar. We can take the following steps: (1) A calendar committee, including representatives from teachers, administrators, and the parent council, drafts the calendar and provides an explanation of the rationale, such as regulations from the Indiana code and any practical constraints. (2) The broader community, including teachers and families, is invited to provide feedback on the initial draft. (3) The calendar committee makes adjustments as needed and finalizes the calendar. (4) The board review the process and calendar for calendar approval. 

I am aware of the proposed calendar with various holidays, which was created by an alumnus. I appreciate the effort in developing an inclusive calendar and have asked our administrators to include clear instructions on how families can request time off to observe holidays. Closing schools for various holidays can be challenging unless those holidays are widely celebrated (by employers). If parents must work while their children are out of school, it can create childcare challenges, especially for families with two working parents. Therefore, it may be more practical to list major holidays on the calendar without designating them as "no school" days. Discussing these holidays during the school day provides an excellent opportunity for students to learn about them, appreciate the history and wisdom of different cultures, and develop global competency.

b) According to the Economic Policy Institute (https://www.epi.org/blog/improving-teacher-diversity-is-key-to-reducing-racial-disparities-in-academic-outcomes-and-addressing-the-teacher-shortage/), there is a shortage of qualified candidates willing to teach in public schools at current compensation levels due to high stress and low pay. This shortage is even more severe for Black, Hispanic, and Asian-American Pacific Islander (AAPI) teachers. In 2023, nearly half of U.S. K–12 students were Black, Hispanic, or AAPI, while only a quarter of teachers identified similarly. The report also states that "improving teacher diversity leads to better student outcomes," such as fewer disciplinary issues, higher student motivation, effort, happiness, and test scores.

To increase teacher diversity, we could take the following approaches: (1) Increase Compensation, Appreciation, and Support: Enhance teacher compensation and support to make teaching an attractive profession for a broader pool of candidates. (2) Collaborate with Teacher Education Programs: Encourage teacher training programs to recruit more candidates from diverse backgrounds and invite these students to complete student teaching in our schools, increasing the likelihood they’ll choose to work in our district after graduation. (3) Encourage Future Generations to Pursue Teaching: Inspire students to consider teaching as a career and emphasize the value of diverse teachers in schools and the potential impact they can have on student success.

It will take time for schools to significantly increase teacher diversity given the current teacher shortage. We should not wait for years to inspire the students with diverse backgrounds. We can invite successful community members with diverse backgrounds to give talks in our schools and have conversations with our students to inspire more students that everyone in this country can be successful and how others study hard, work hard, overcome various challenges to succeed and make a significant contribution to the society. 

5.  Bilingual students have reported teachers request their help translating for students who speak English as a second language. Not only has this been stressful on the students, but it is especially upsetting when they don't speak the other students' primary language well enough to make the translation. 

Additionally, the Every Student Succeeds Act requires schools to send home materials in a caregiver's primary language when the caregiver is not proficient in English. 

What could board members do to allocate resources and support for students and families with linguistic differences?

Amy Austin: [No response]

Beau Scott: One of my key areas of research right now is operationalizing artificial intelligence platforms for the purposes of increasing personalized learning opportunities for students. This technology is not simply for native english speakers, rather it can be used for both student and parent communication as well. 

I'm not joking when I say that with the use of AI our school website could easily be redone in a way that would allow for language flexibility, making it more welcoming to any parent, guardian, or student. 

David Purpura: Language brokering is a challenge that many English Language Learners experience both in home and school contexts and it can add substantial stress and unnecessary burden on them. Through the strategic planning process, it will be important for our schools to evaluate the specific needs that we have across the three schools, and align them with the specific resources that we have to ensure that we are maximizing the support we can provide to our students so they can focus on their own academic and personal development. We should be making data-based decisions on our needs and not relying on individual anecdotes.

George Lyle: There are technology solutions available that can provide basic to intermediate-level translation. WLCSC should use these resources whenever appropriate to ease the burden on school staff and foreign language speakers alike.

Maria Koliantz: Board members approve the budget, but they do not create it.  However, if a budget line is up for discussion, a board member can be aware of the needs of the district such as these and work to find creative solutions to provide resources where they are needed.  For instance, WLIS applied for and was awarded a grant from the West Lafayette Schools Education Foundation for translation devices for student and parent interactions.

Yue Yin: Our community is highly international due to being a college town. According to the census (https://data.census.gov/profile/West_Lafayette_city,_Indiana?g=160XX00US1882862), about a quarter of West Lafayette residents speak a language other than English at home. Many of our students are bilingual or multilingual, and we often welcome new students who speak limited English to our schools. It’s understandable that teachers sometimes ask bilingual students to help with translation as a practical way to facilitate communication and as a way to encourage students to help new comers. My own children, who speak both English and Chinese, have enjoyed assisting teachers and new students with translation. This experience has also helped them appreciate their bilingualism and motivated them to maintain their Chinese language skills. 

However, I understand that not everyone is comfortable being asked to translate, especially if it’s assumed they’re proficient in certain language based on their appearance. To avoid such stressful situations, it would be beneficial for teachers to gather information and obtain permission from students and parents at the beginning of the semester regarding translation assistance. Students and parents could indicate their willingness to help with translation, specify the languages they are comfortable with, and note whether they feel comfortable with written and/or spoken translation. It would be also helpful if the teachers can ask all the students/families about their needs for language accommodation so that supports can be provided. 

Besides help from students/community members, tools like Google Translate and ChatGPT can help translate materials, particularly if an electronic version is available. Workshops and guidance can be provided to support staff members to address the needs by using various tools. 

As a board member, I will promote to raise awareness of linguistic diversity and supporting teachers with resources and preparation to address these unique needs in our community.

6. Cultural differences can impact the working dynamics of the entire board. While working with culturally diverse board members, what steps would you take to practice cultural humility and evaluate cultural influences in your fellow board members' management styles?  

Amy Austin: [No response]

Beau Scott: During my time as an international teacher in a highly diverse area of London, I had the privilege of collaborating with a remarkable group of educators from around the world. Each  teacher brought a wealth of professional knowledge and cultural insights that greatly enriched my teaching experience.

Beyond their professional expertise, my colleagues shared their personal backgrounds and cultures with me. This allowed me to gain a deeper understanding of the diverse experiences and challenges that they and their students faced. It also helped me to develop a greater appreciation for the richness and beauty of cultural diversity.

Their teaching and leadership styles were often quite different from my own. This presented me with a wonderful opportunity to learn from their experiences and apply them to my future classes. By incorporating their innovative ideas and strategies, I was able to create a more dynamic and engaging learning environment for my students.

The time I spent teaching in London alongside these amazing educators was truly transformational. It not only enhanced my skills as an educator but also broadened my horizons and deepened my understanding of the world. I am incredibly grateful for the opportunity to have worked alongside them and will forever cherish the memories of our time together.

If elected, I would bring this same mindset to my work as a board member, valuing the cultural backgrounds of my fellow board members and learning from their leadership expertise.

David Purpura: I think it’s incumbent for all board members to recognize that being on the board is not about them, it’s about our schools. It’s about making sure that our school district has a mission and vision that is forward looking, continues to have an administration that cares about our schools and is working to advance the mission and vision, and that the teachers and students have the resources they need to be successful. This is not about any one school board member and their ideas for the school. A board will be successful when we are all successful. We have to be able to work together, to communicate with each other and really hear what the others are saying. We can’t be worried that another board member will be critical towards us or will shut down our ideas. We have to find the value and shared vision with each other and work towards that, not our own personal goals.

George Lyle: This question also deserves more nuance than is possible in a Google form, and I would be doing a disservice by trying to answer it in such a fashion here.

Maria Koliantz: I try to always lead with questions when I don’t understand something or can’t figure out someone’s reasoning or motivation.  This leads to conversation that deepens understanding rather than assumptions which lead to judgement.

Yue Yin: Cultural diversity is a valuable asset in our community. According to the census (https://data.census.gov/profile/West_Lafayette_city,_Indiana?g=160XX00US1882862), 22.5% of West Lafayette residents were born in other countries. This diversity provides a rich environment for everyone to develop global competency and gain wisdom from cultures beyond our own. We should all cherish the diversity that enriches our community.

The seven board members bring unique expertise, perspectives, and cultural backgrounds that reflect our community’s diversity, making it essential for board members to communicate openly, learn from each other, and draw on their collective wisdom. To foster this, we could take the following steps:

1. Actively Listen to Each Other: Since each board member may represent different subgroups of our community, listening to each other also means we’re listening to the broader community.

2. Share Perspectives Openly: Open dialogue is crucial for effective communication and understanding among board members.

3. Brainstorm to Reach Consensus: After sharing and discussing all viewpoints, the board can work together to develop a plan that everyone feels comfortable with.

4. Seek Regular Feedback: Periodically, gather feedback from team members—potentially through anonymous means—to evaluate board dynamics and identify areas for improvement.

7. As a board member, how else could you help prevent local regression in local DEI efforts as progress is currently being dismantled across the country?

Amy Austin: [No response]

Beau Scott: This question, while it saddens me to see the reality of this occurring systematically at the collegiate level across the country, I do not have a direct answer to at the moment other than continuing to be an advocate for diversity, demonstrating respect for the backgrounds and expertise others can contribute, and finally being mindful about my own words and actions as a board member. I recognize that school board meetings are on full display for the public and therefore I want to ensure that a message of inclusivity is the one that is being projected from this very public stage as that is what I want our community and our schools to be seen as, diverse, and inclusive for all students and families. 

David Purpura: We need to keep these ideas at the forefront of our school district’s mission and vision. When it’s embedded into the everyday work that we do, it becomes far harder for external forces to remove it. One of my colleagues uses the phrase that “DEI should be embedded into the DNA of our department.” I think that’s the way that we should also approach DEI (and belonging) at our school district level.

George Lyle: WLCSC should set trends, not follow them. WLCSC should continue DEI efforts even in the face of criticism and negative political winds.

Maria Koliantz: Without data on this issue, I cannot make an educated response at this time. 

Yue Yin: The DEI movement has, in some cases, led to unintended consequences, such as decisions that may be biased or have increased racial divisions. As a result, DEI initiatives are being questioned or even dismantled across the country. However, we should not “throw the baby out with the bathwater.” Instead, we should preserve the valuable aspects of DEI, working to engage our diverse community, include all members, and enhance equity. Diversity encompasses many dimensions, such race, culture, learning style, language, special needs, gender, and family backgrounds.

Our district has hired a Director of Equity and Engagement who oversees DEI-related initiatives. Based on my observations, our district could enhance its DEI efforts in the following ways:

1. Provide more support to students who have not attended preschool. Students who haven’t had preschool experience may start with a learning gap that could impact their confidence and lead to lasting academic challenges. Early support for these students is crucial.

2. Provide additional support to students who struggle academically throughout K-12. When students encounter learning challenges, we should adjust our approach and offer targeted support to prevent them from falling further behind. Being proactive in supporting students will help more of them achieve academic proficiency, be prepared for advanced classes, and graduate ready for future life and career success.

3. Assist students lacking financial resources. Approximately 20% of our students are on the free/reduced-price lunch program. We need to recognize and address these needs by, for example, seeking funding to cover fees for extracurricular activities and other enriching experiences.

4. Promote and track participation in extracurricular activities among student subgroups. Encouraging participation and monitoring involvement can help ensure all students have access to these enriching opportunities.

5. Provide teachers and administrators with professional development on inclusive and culturally responsive teaching and school management. This training can enhance their ability to engage and support students from all backgrounds effectively.

6. Encourage events and learning opportunities to help students, families, and staff appreciate diversity and build global competency. Celebrating our diversity can foster unity and mutual respect.

7. Periodically solicit feedback from students and families across various subgroups. Each person's experience and perspective is inherently limited, so regular feedback helps identify areas for improvement and enables us to respond effectively to our community's diverse and evolving needs.

Overall, diversity is an asset of the U.S. and our community that we should cherish and value.