Racial Equity Summit

Knowledge Building and Information about the Districts efforts to attract, engage, and select a diversified workforce in all positions.

Participants will Leave with: - The enhanced ability to co-create an equitable Shared Story. - Discover how that new Shared Story can be leveraged for effective Leadership, Socioeconomic Engagement and Academic Instruction - A sense of ownership & responsibility to help create authentic, collaborative environments that equitably move us from Me to We. . . Until We all Win

From Kindergarden to 12th grade = 13 years a slave.   It's been stated that it's only when you begin, your history in state of freedom that you can come to properly understand your role on life. Engage in an introduction of African history before slavery.  

In this presentation we are going to evaluate and expose the hidden systemic influences of racism. We will identify and assess personal biases as they infiltrate education as a whole. Are current ideologies proving to be effective for students of color? To develop meaningful interventions, we must first understand the problem as these student’s experience them. We must then interpret them and explore the data that reveals impact. This understanding comes from the discussion of racism

Languages and cultures have a complex, homologous relationship. FWISD students represent a linguistically and culturally-rich, diverse population. Students and their families speak over 60 languages, representing over 100 countries, cultures, racial, and ethnic backgrounds. About half of our 87,000 students come from homes where a language other than English is spoken. Thirty-five percent of FWISD students are classified as English learners (ELs) and another 15% are monitored ELs who have exited the ESL program. In this interactive session, participants will learn research-based practices proven to advance students in their language acquistion, while fostering their native language and cultures.

Participants will explore the importance and impact of having Black Male teachers in the classroom. Participants will analyze the detrimental factors associated with the dissonance of culture vs. educational systems regarding relationships, teaching, and discipline. Participants will have an opportunity to discuss educational structure concerns as well as discuss constructive ideas that facilitate change to have lasting effects for both teacher and student.

Defining and constructing space for Hispanics to be heard in a world mostly dominated by the black-white binary of race relations.

Schools are not shying away from using suspension as a form of punishment. While suspending students might be meant as a deterrent, current research has shown that this form of discipline might lead to more problems. Students often view suspension as a “vacation” and not a time for behavioral reflection. The classes missed via suspension negatively affect academic performance. Adminstrative and teacher workloads are increased due to the Zero Tolerance programs that use suspension as the primary option.  We believe that students, teachers and administration should come up for A.I.R.  Dunbar High School believes in school discipline but a dsicipline where the act and the consequence match creating a positive climate for student achievement.  At Dunbar, the A.I.R. program has been designed as an alternative of suspension. When exposed to A.I.R.; students successfully engage stressors, administrators work at restoration and character development, and parents are dynamic resources in the process. Does your school, campus or educational organization need some A.I.R.?