trevordayschool

i facilitating training, and administering faculty meetings (see sidebar on page 28)—much work toward inclusion, equity, and multiculturalism had already been underway for decades. Former Assistant Head of School Debby Keehn Black arrived at Trevor in the early 80s, knowing the school's reputation as one that reflected back its values as an open, forward-thinking, and welcoming community. She quickly and enthusiastically joined the newly formed MultiCultural Education Planning Committee that had emerged out of a Long Range Plan. "We had an innovative school, one that did things differently, and we all wanted to make it available to as wide a group of children as possible," Ms. Black recounts. "To do so involved an enormous amount of collaborative exploration and development of systems around outreach and recruitment; scholarships and financial aid; thinking through the implications of what was needed in a school to allow socioeconomically diverse children and racially diverse children to thrive; the enhancement of curricula to reflect accurate histories and multiple experiences and perspectives; and the development of programs to help children learn from the earliest ages that we all have different historical and cultural stories, each of which adds a rich layer to the community." e early 2000s saw the formation of the Diversity Initiatives Steering Committee—a group of administration, faculty, and parents who coordinated y s v i t e r AT Trevor D 2 5 T R E V O R D AY S C H O O L ■ S P R I N G 20 1 7 – 2 0 1 8

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