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FUSD seeks participants for Anti-Racism and Anti-Bias Task Force

Group will fulfill objectives passed by Governing Board in July

Citing the need to dismantle barriers that negatively impact Indigenous students, students of color, students with disabilities, and LGBTQ+, the Governing Board of the Flagstaff Unified School District (FUSD) established an Anti-Racism, Anti-Bias Task Force at its July 14th meeting. The purpose of the task force is to create and apply a shared understanding and commitment to equity, inclusion, and anti-racism - a key FUSD commitment outlined in the District strategic plan adopted by the Governing Board in early 2018.

Community members, parents, educators, and students who are interested in participating in the task force are asked to fill out an application by August 7th at 5 pm.   


“Our vision is to ensure that our schools are welcoming and supportive learning environments,” said FUSD Governing Board Member Dr. Carol Haden.  “Community partnerships in this endeavor will make the difference.”

Coconino County Supervisor Elizabeth Archuleta and former Arizona State Representative Eric Descheenie will serve as co-chairs along with Governing Board Members Kara Kelty, Dr. Carol Haden and Susan Smith, FUSD’s Director of Equity, Inclusion, and Support.

“We want to be champions for all students, all team members, and our entire community,” says co-chair Kara Kelty. “We can do so by examining our curriculum and recruiting practices to ensure there is thoughtful representation of all the populations we serve.”

At the conclusion of the Task Force, the summary findings will be presented to the Governing Board for policy adoption and next steps.

Objectives of FUSD Anti-Racism and Anti-Bias Task Force include:

  • Establishing a community process to engage all stakeholders to create a shared understanding and commitment to equity, inclusion, and anti-racism. This includes but is not limited to: identifying and correcting practices and policies that perpetuate opportunity and achievement gaps and institutional racism in all aspects of the functioning of the school district with accountability mechanisms.

  • Review current curriculum and explore expanded curriculum that more accurately depicts the contributions of underrepresented populations to prepare our students to be culturally competent and anti-racist.

  • Examine recruiting practices to diversify our candidate hiring pools so that there is an increase in representation throughout the district of the students we serve. 

  • Examine and evaluate the use of all resources and practices to meet the socio-emotional needs of our historically underrepresented students.