The School Board of Lionsgate Academy strives to foster a school community of diversity, equity, inclusion and belonging. View the Lionsgate Academy Board of Director’s Diversity, Equity, Inclusion & Belonging Statement here. We acknowledge that our schools and community rests on stolen land of the tribes of the Dakota and Ojibwe in Minnesota.
The School Board works to support the Lionsgate Academy community that addresses the needs of underserved students diagnosed on the Autism Spectrum. We work to support students of all backgrounds who wish to attend Lionsgate Academy.
As the School Board, we commit to advancing equity and incorporating diversity, inclusion and belonging into every undertaking. We enact enrollment and hiring policies that have our schools reflect the diversity within the Twin Cities community with students and staff from different cultures. We strive to create a welcoming environment for all who wish to join Lionsgate Academy. The School Board upholds the school’s commitments to embed diversity, equity, inclusion and belonging throughout the curriculum and school culture. Specifically, we work towards equitable academic, social and discipline practices for students. The Board encourages the Administration’s effort to provide staff with training to address diversity, equity, inclusion and belonging within the school community.
The School Board defines the following terms:
AUTISM: Autism is a complex, lifelong developmental disability that affects essential human behaviors such as social interaction, the ability to communicate ideas and feelings, imagination, self-regulation, and the ability to establish relationships with others (Autism Society of Minnesota definition).
BELONGING: An organization that engages the full potential of the individual, where innovation thrives, and views, beliefs and values are integrated.
CULTURE: Collection of material traits, customary beliefs and social forms that together constitute the distinct tradition of a group of people.
DIVERSITY: Recognizing, and respecting individuals come from many different life experiences with various frames of reference and perspectives.
EQUITY: Providing access, opportunities and supports needed to help students, families and staff reach their full potential by removing barriers to success.
INCLUSION: Engaging all stakeholders to participate in the learning environment and school community. All students, families and staff feel valued, are respected, appreciated and involved.
RACE: A socially constructed designation based on biological traits which changes over time.
GENDER IDENTITY: Gender identity is the way someone experiences gender internally as part of their core sense of self. Gender identity cannot be assumed based on appearance, anatomy, social norms, or stereotypes; and it is not determined by assigned sex, and often develops or changes over time.
This statement and definitions to be reviewed annually.
Lionsgate, Autism & Girls
The middle and high school years for all young women can be challenging. The social demands and nuances of communication for girls between the ages of 12 to 18 are intense and complex. The core deficits that are often present in girls with autism exacerbate the challenges for communication, social acceptance and friendships during these years.
While girls can often adapt to a typical school, at Lionsgate, the staff understand and support the unique needs of girls on the spectrum. Girls at Lionsgate form a bond and often enjoy more meaningful relationships with other girls who share similar challenges.
Because of the higher rates of autism in boys, all too often, this population is underserved and mis-understood. At Lionsgate, girls are encouraged to develop their talents in an atmosphere of acceptance. To quote a mom of a Lionsgate girl, “Our daughter blossomed this year and especially grew through the drama program and play production. She overcame fears and grew her confidence dramatically!”