We are working with students to develop a policy regarding music played on campus and at school-sponsored/related events, which will exclude the use of language that is discriminatory or counter to school mission and values. 

We engage the entire community in a required annual summer reading, utilizing an anti-racism book. Last summer's book, Stamped, was embedded in the curriculum to ensure dialogue across the school. This summer's book is I Was Their American Dream, a graphic novel by Malaka Gharib.

In fall 2021, we updated our non-discrimination policy to include a no-tolerance declaration regarding the use of racial slurs, including the "n" word, on campus in any context. We shared and reviewed this policy update with all students at the first all-school assembly of the 2021–2022. 

We have established a collaborative review process to evaluate Art Department content being shared with the broader community.

During the 2021–2022, we used community meeting time more intentionally for reflection and dialogue, building in additional opportunities for intentional processing and debriefing after assemblies. In the 2022–2023 school year, we have intentional scheduled additional advisory times for debriefing after assemblies.

We are deepening our ongoing curricular task force work to ensure diverse perspectives, voices, and authors are represented in the curriculum. For example:

• History: Redesigned the first trimester of grade 9 history to explore the origins of race theory and the institutionalization of racism in American history. Leveraged Stamped throughout the trimester, including a final paper in which students wrote to author Jason Reynolds recommending three primary sources to further reinforce the ideas in the book. 
• Arts/English: The Arts and English departments collaborated for an interdisciplinary project examining racial identity through the use of the text Piecing Me Together by Renée Watson. 
• Science: To better recognize the contributions of marginalized people in the sciences, chemistry students engaged in research projects during the Booster Block in which they explored and shared the contributions of BIPOC chemists.
• Math: Refined the mission of the math department to include the goal of teaching students to use data and quantitative reasoning to speak truth to power. In Math 3, students are doing a Booster Block project in which they applied concepts of categorical variables, mathematical argumentation, and probability to real world issues such as housing segregation, voting, barriers to entrepreneurship, access to education, and policing. 
• World Language: As an extension to our Indigenous Peoples' Day events, students in world language classes were assigned a non-European nation to explore throughout the year, researching the history and culture of indigenous peoples in their assigned nation.