Diversity/Equity/Inclusion Initiative

The Minisink Valley Diversity Committee

The Minisink Valley Diversity Committee was established by the Board of Education and Administration in 2018 and is tasked with the responsibility of ensuring accountability in our schools with respect to the fair and inclusive treatment of all students.

Diversity artwork

Our work is aligned with one of the Board’s important goals:

The district will continue to promote an atmosphere valuing Minisink Valley’s diversity, which supports a learning environment respectful of all students, staff and community members and maximizes each student’s academic achievement and success.  The district has no tolerance to all acts of racism, discrimination, hateful actions and speech.

2020-21 Board of Education Goals

Our commitment to our diversity initiatives is further represented in communications throughout our buildings for our Spanish and Mandarin Chinese  native language speaking students. 

Spanish language posters

Chinese language posters

Our Belief Statement

EmbraceEmbrace a culture of respect and dignity.

  • Always be kind.
  • Be yourself and embrace others.
  • Be an upstander.
  • Celebrate our differences.
    Teach and practice empathy.
  • Believe in everyone’s full potential.
  • Keep an open mind.

Always.

Background

We the people artworkIn January 2018, the New York State Board of Regents directed the Office of P-12 Education and Higher Education to convene a panel of experts, engage with stakeholders, and develop  a framework for culturally responsive-sustaining education.

In 2019, a guidance document was drafted and presented to educators in  based on this work. At this time, this document  it is not yet a regulation.  The guidance document stated that in order for a district to be considered a school system that is culturally responsive, it  must create:

  • Students who experience academic success
  • Students who are socio-politically conscious and socio-culturally responsive
  • Students who have a critical lens through which they challenge inequitable systems of access, power, and privilege.

high school teacher instructing class

Culturally responsive-sustaining (CR-S) education is grounded in a cultural view of learning and human development in which multiple expressions of diversity (e.g., race, social class, gender, language, nationality, religion, ability)  are recognized and regarded as assets for teaching and learning.

five students holding up soapy hands

The four principles that must be present to consider oneself a culturally responsive school district are:

  • A welcoming and affirming environment
  • High expectations and rigorous instruction
  • Inclusive curriculum and assessment
  • Ongoing professional learning