• Equity Work at Campolindo: 

    An Overview of Current Initiatives and a Commitment to Do More

    (Updated 6/10/20)

     

    As racial equity work at Campolindo expands, transparency and accountability are essential. The site administration will partner with student, staff, and parent leaders to ensure that all stakeholders receive timely information about progress and challenges. The Parents Club Bulletin, the Campo Daily Bulletin, the school's website, and Principal messages will include updates on the school's racial equity work. Groups such as the Campolindo School Site Council, Parents Club, Instructional Council, Equity Team, ASB Leadership, and Diversity and Inclusion Committee will regularly address racial equity efforts.

     

    The following statements provide a brief overview of recent racial equity work at Campolindo and more importantly, the statements highlight additional steps the school must take.

     

    Professional Development for Staff -- To effectively mentor our students on equity issues, the Campolindo staff must have ongoing training. Through multi-day workshops led by the Pacific Education Group, Campolindo staff have reflected on and learned about the role of race in our personal and professional lives. We will continue our partnership with the Pacific Education Group, including monthly training sessions for staff. Departments and individual staff members will also continue to pursue equity training from organizations such as Teaching Tolerance, Facing History and Ourselves, the Anti-Defamation League, and the Sojourn Project. Site professional development related to equity issues will also increase. Campolindo has student performance and campus climate data that reveals racial inequities. More professional development is necessary and the school will prioritize racial equity work this upcoming year.

    -- A note on Athletic Coaches: Most of Campolindo’s coaches have full-time positions outside of the school district and few have participated in the formal professional development described above. This will change. The coaches leading our student athletes will receive equity training.

     

    Curriculum and Instruction -- Curricular initiatives at Campolindo reflect a greater emphasis on racial diversity. The Human and Social Development course, required for all sophomores, includes lessons that address the following topics: racial identity, racial consciousness, racism, and white privilege. A key goal of this curriculum is to foster understanding and empathy among peers from different backgrounds. A new Ethnic Studies course was approved this past fall and will run in 2020-2021. The course is an elective and the school is looking to expand the number of students enrolled in this course. State legislative leaders are also considering making this course a requirement for all public school students. The English Department has adopted new texts to ensure that a diverse array of voices are included in the curriculum. Works by Ta-Nehisi Coates, Trevor Noah, and Banana Yoshimoto have been added to the core reading lists. These curricular initiatives are not enough. All departments will work to ensure that their materials and methods are culturally responsive.

     

    Equity Education for Students (non-classroom based) -- Outside of the traditional classroom, student education about racial equity has occurred during the Frosh Seminars and all-school Academy sessions. The school must do more. In the fall, all students will engage in a seminar series that address issues related to racial equity, diversity, and inclusion. Our Academy sessions are most effective when teachers partner with student leaders to present lessons and activities. These student-teacher partnerships will continue.

     

    Student Leadership and Student Support -- Campolindo has powerful student equity leaders and the school will do more to support them. Student-led groups such as the Asian Awareness Club, Latinos Unidos, Black Student Union, Jewish Club, Sexuality and Gender Alliance, and La Puma have brought awareness and activism related to racial justice. The school’s Leadership Program also engages in racial equity work. Student Diversity Commissioners lead equity-focused seminars, meet with faculty, host guest speakers, and serve on the district-wide Diversity Committee. Every year, Campolindo students participate in district-wide Diversity Summits. During the 2020-2021, professional equity leaders from the Pacific Education Group will work with student equity leaders to provide guidance and support. Student efforts to address racial equity are increasing at Campolindo, but they are not always embraced by the broader student body; in addition, Campolindo too often looks to students of color to be the ones leading the efforts. More white students, staff, and parents must become equity leaders. Staff will work with student leaders to broaden student participation in equity work.

     

    Staffing -- Students of color comprise 36% of the Campolindo student body and this diversity is not represented in the staff. Campolindo has struggled with recruiting and retaining a racially-diverse staff. AUHSD has a formal goal and action plan for bringing professionals of color to the district and this will remain a priority. 

     

    Behavioral Expectations -- Racism, in any form, will not be tolerated at Campolindo and the school must strengthen this message to students. The school’s traditional statements about behavioral expectations in our handbooks and classroom posters are not sufficient with respect to racism, anti-Semitism, and defamatory comments directed toward the LGBTQ+ community. Recent incidents of racism at Campolindo have involved students using the N-word. The school must be absolutely clear with students regarding the use of the N-word word at Campolindo:

    • Is it okay among friends? -- No
    • Is it okay to use if no person of color hears you? -- No 
    • Is it okay to use if I change the ending or any part of the word? -- No
    • Is it okay to use if your African American friend seems fine with it? -- No 
    • What if my African American friend gave me permission? -- No 
    • Can I use it if I am Latinx? -- No
    • Can I use it if I’m singing a song with it in the lyrics? -- No
    • Can I read it out loud in literature or historical documents? -- No

    In the fall, all students will receive a formal lesson to ensure clear behavioral expectations. Students have and will continue to receive significant consequences for racist behavior, but discipline will not be our only tool. Education is the school’s most powerful tool. Discipline, restorative practices, and education will be used to address and work to heal the pain caused by racist acts.

     

    Parent Partnerships -- Over the past two years, Campolindo has hosted multiple parent education events on diversity and equity. These events were not well attended. Last fall, the Campolindo Parents Club started the Diversity and Inclusion Committee and the first two meetings of this group were powerful. School and parent leaders will work to ensure that racial equity work is not tangential to the historic priorities of the Parents Club. Racial equity work needs to be central. Through parent forums, presentations, book clubs, advocacy, and other strategies, the school-parent partnership around racial equity will be stronger. For more information about the Diversity and Inclusion Committee, please email info@dnicampo.com.


    More Action Steps to Come -- The school’s staff and administration must partner with all Campolindo community members to build upon and strengthen current efforts to foster racial equity and justice at our school. Please check this page for updates.