The district wide committee has been in effect since September 2021. The committee is composed of teachers, parents, classified staff, community members, administrators and district personnel. At this time, up to five participants from each school site, including the varying stakeholder groups (teachers, parents, classified staff, community, and administrators) represent their school in each of the subcommittees listed below.

The Selection Process

This process was led by our consultant along with a selection committee of six representatives comprised of DELAC (District English Learner Advisory Committee), PTA (Parent Teacher Association), FETA (Fullerton Elementary Teachers Association), CSEA (California School Employees Association), FESMA (Fullerton Elementary School Management Association), and Champions for Learning. Together, they created a process to select the subcommittee candidates. Approximately, sixty (60) participants were selected from the interest forms. In some cases, a lottery was held for schools where there was an abundance of teacher and/or parent interest to get to five participants from each site that included 2-3 parents, a teacher, classified staff, and or administrator. Principals whose schools need additional participants are being contacted directly.

1) District Wide Events and Activities: 2) Parent Education
3) Diverse Literary Committee
4) Speaker's Series

Each subcommittee meets monthly at a date and time conducive to the group. As of November 2022, the full committee is meeting to work on a district wide project.

Culturally responsive instruction is an asset and research-based approach and framework that weaves together rigor and relevance for students. It makes meaningful connections between what students learn in school and their cultures, languages, and life experiences. These connections help students access rigorous curriculum, develop higher-level academic skills, and see the relevance between what they learn at school and experience in their home and community lives.

In other words, meeting the students where they are culturally and linguistically helps them get to where they need to be academically. It’s important to recognize that culturally responsive teaching is not a strategy, a program, or a single lesson or school activity on a cultural tradition or a heritage celebration.

Critical race theory is predominantly used in higher education, not K-12 schools. This theory is incorrectly being used as an umbrella term that includes anti-bias education (to recognize and dismantle harmful biases against others); culturally responsive education (being aware of and responding to students’ cultures and backgrounds); multiculturalism (celebrating all cultures); diversity (recognizing differences in a positive way); equity (ensuring people get what they need); and inclusion (creating safe and brave spaces where everyone can show up as their authentic selves, specifically those with disabilities).

In order to ensure Fullerton School District students are provided with instruction and content that is appropriate for their age and developmental stages, critical race theory will not be utilized, referenced, or taught to students in the Fullerton School District.
Critical race theory is not a synonym for culturally responsive teaching, although they are often confused as they share the same acronym, CRT.

No, we are not creating an ethnic studies course for our schools at this time.