And we are also in the midst of some exciting work to ensure that how we tell Alcuin’s story is as strong and authentic as the story itself. We look forward to sharing more with you soon.

For families who would like additional context about these efforts, you will find a link below detailing how Alcuin is Leading with Purpose.

Over the past several weeks, our leadership team has participated in professional learning focused on recognizing and responding to bias and identity-based harm. Recently, the team completed training focused on antisemitism and is also participating in learning related to Islamophobia. These sessions are designed to help school leaders deepen their understanding of how identity-based harm can appear in school communities and how schools can respond thoughtfully, consistently, and with care when concerns arise.

This learning is not theoretical; its purpose is practical. Like many schools and organizations, we want to ensure that when questions or concerns surface, we have a shared understanding, common language, and clear approaches for addressing them in ways that uphold the dignity and safety of every member of our community. The learning also helps us strengthen our ability to support students as they encounter complex issues related to identity, culture, and community in an increasingly interconnected world.

We are grateful for the partnership of several community leaders who have generously supported this work and shared their expertise with our leadership team, including Joel Schwitzer, Regional Director for AJC Dallas; Alex Horn, Regional Director for ADL; Michelle Golan, Director of Community Relations at the Jewish Federation of Greater Dallas; Dr. Charlotte Decoster, Ackerman Family Director of Education at the Dallas Holocaust and Human Rights Museum; and Maha Elgenaidi, Founder and Executive Director of the Intercultural Networks Group. We are thankful for the time, perspective, and thoughtful dialogue these leaders have contributed as we continue learning and growing as a community.

In the coming months, this professional learning will extend to faculty and staff as part of our broader commitment to ongoing adult learning. Schools, like the students they serve, are always learning and growing. Providing opportunities for adults to deepen their understanding and skills is an important part of maintaining a healthy and supportive learning environment for everyone.

This work is taking place alongside the Equity and Belonging Audit currently being conducted by Dr. Val Wise and her team. An audit of this kind is a common practice in schools and organizations seeking to better understand the experiences of the people within their communities. The purpose is not to evaluate individuals, but rather to listen, gather perspectives, and identify opportunities for continued growth.

As part of this process, Dr. Wise and her colleagues will be on campus on March 23–24 to facilitate a series of voluntary conversations with members of the Alcuin community. These will include both affinity and general focus groups with faculty, staff, and students in grades 7–12. Participation in these conversations is entirely voluntary, and the goal is simply to provide a safe and structured opportunity for participants to share their experiences and perspectives.

Following the campus visit, we will also share opportunities for virtual focus groups with families, allowing parents who wish to participate to contribute their perspectives as well.

The insights gathered through these conversations will help inform the school's understanding of community experiences and guide next steps as we develop a strategic roadmap for belonging. Over time, this work will be supported and coordinated by the Director of Culture and Community, a role we are currently searching for in partnership with Strategenius.

Importantly, this work is not a single initiative but part of a continuum of learning and community engagement that will continue throughout this year and into next year. Our goal is to ensure that Alcuin continues to be a place where every student, family, and faculty member feels respected, valued, and able to fully participate in the life of the school.

We are grateful for the partnership of our families in helping cultivate a community where care is active, listening is valued, and belonging is nurtured with intention.

Over the course of this year, the school has been conducting a comprehensive Education Technology Audit. The purpose of this review is to evaluate the technology tools and systems we currently use and to identify opportunities to further strengthen our technology environment in ways that support both student safety and effective teaching and learning.

This work includes examining several important areas, such as the educational platforms used in classrooms, the infrastructure that supports our network, the security practices that protect student information, and the systems that help manage and monitor school-issued devices.

One topic that recently surfaced relates to internet filtering on school devices, particularly when those devices are used away from campus. Like many schools, Alcuin uses network-based filtering to help prevent access to inappropriate or unsafe content while students are connected to the school's network. When devices are used off campus or on home networks, however, filtering can sometimes function differently depending on the system in place.

As part of the audit, our technology team has been reviewing how these protections function across different environments and identifying ways to make filtering more consistent. To support this effort, the team is currently testing two additional platforms designed to provide device-level filtering and monitoring regardless of the network being used. This type of system helps ensure that protections remain in place whether a student is using their device at school, at home, or on another network.

Our goal is to complete testing and implementation so that enhanced protections are in place by the start of the next school year.

At the same time, technology safeguards alone are never the full answer. One of the most important parts of helping young people navigate the digital world is education and partnership. At school, we work with students to build awareness about responsible technology use and reinforce expectations outlined in the Acceptable Use Policy. These conversations help students develop the judgment and habits they need to use technology thoughtfully and responsibly.

We also recognize that many of the most meaningful conversations about technology happen at home. Schools and families each play an important role in helping students build healthy relationships with devices, social media, and online spaces.

For families looking for practical guidance, I often recommend the work of Dr. Lisa Damour, whose writing and weekly newsletter provide thoughtful, research-based advice for parents navigating adolescence, technology use, and the social pressures young people face today.

Looking ahead, Alcuin will also be partnering with The Social Institute next year to expand our resources in this area. The Social Institute provides programs designed to help students build positive digital habits and strengthen their decision-making around social media and technology. Their resources also include guidance for parents and educators, helping families and schools approach these conversations together.

Through these combined efforts, technology safeguards, student education, and strong family partnership, we aim to support students in developing the skills and confidence they need to navigate the digital world responsibly and thoughtfully.