A Culture of Inclusion

Community Day School’s mission is defined by our commitment to diversity and inclusivity.  We strive to live this mission in every aspect of our operations. While we are a Jewish day school, we accept all families and all faiths. Our school currently has 39 countries represented in our enrollment and a range of families representative of love. We strive to model the world we want to live in by prioritizing acceptance, tolerance, compassion, and leadership.


Community Day School made durable commitments to step out as safe space for members of the LGBTQ community, families at all economic levels, students with learning exceptionalities, and individuals of every race and religion. This is reflected in the following actions by Community Day School administration:

  • Implemented the "Kavod Code," a list of student expectations that explicitly requires students to respect all cultures, religions, and differences among classmates.

  • Adjusted the CDS non-discrimination clause with language that includes gender, gender identity, and gender expression as protected aspects. (The clause includes religious and racial diversity)

  • Modified the CDS admission application and enrollment paperwork to reframe gender-based questions and to include open response areas for youth to elaborate on their gender identity and expression.

  • Began the "ACES" (Academics, Character, Emotional, and Social) learning program for all K-8 students, which focuses on social-emotional learning while emphasizing diversity and inclusion.

  • Removed gender-limited language from our dress code and uniform standards.  

  • Hired a full-time Intervention Coordinator to plan and execute individualized learning plans that support each student's specific educational needs.

  • Engaged trainers for mandatory, staff-wide training to ensure all CDS employees were informed on key terminology/concepts/issues and would be better equipped to support the LGBTQ community and students in our school. 

  • Encouraged a shift in the terminology used to refer to families and individuals associated with students in a manner that is exclusive of gender and traditional family structures or defined roles (i.e., “their adults” versus “their parents," referring to "parents and guardians," etc.)

  • Identified classroom and library resources to further transform student access to materials representative of all families, religions, races, and cultures.

  • Defined non-traditional gender categories in our new enrollment, learning management, and student information systems to include a broader scope of gender identities and gender expressions.

  • Continuous engagement of staff with additional resources regarding diversity and inclusion.