Diversity

Erie Day School believes that diversity should include areas such as gender, learning style, physical challenges, race and ethnicity, religion, and socio-economic characteristics that contribute to each individual’s full identity.

We believe that by living our motto every day, we have established ourselves as a diverse school.

  • We strive to instill a sense of awareness and to stretch our minds and hearts so that we live our lives in wisdom and acceptance of these differences.
  • We stress the importance of being friends to all people.
  • We believe 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.
  • We believe 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 the Intermediate Unit to support students.

Erie Day School students represent numerous nationalities and ethnicities including:

  • African American
  • Asian
  • Caucasian
  • International
  • Latino
  • Middle Eastern
  • Multi-racial American (categories as segmented from NAIS)

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

    Recommended articles:

    https://www.nais.org/learn/ind...

    https://rochesterbeacon.com/20...

    https://www.nais.org/magazine/...

    Recommended podcasts:

    https://podcasts.apple.com/pod...

    https://www.npr.org/transcript...