Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff Implemented · 2/2 pts
The district's annual staffing report explicitly states the district will <cite index="14-8">Continue to require annual diversity and sensitivity training to all staff</cite>, indicating a mandatory, district-wide practice.
1.2 Mentorship programs for culturally diverse staff In-work · 1/2 pts
The report lists plans to <cite index="69-2">Enhance programs to retain minority staff once hired (i.e., equity teams, affinity groups)</cite> and continue working with the AAEA Minority Affairs Committee, but no formalized, guaranteed mentorship program for all diverse staff is confirmed as mandatory district-wide.
1.3 Culturally relevant PD resources in staff learning Implemented · 2/2 pts
AAPS ran a <cite index="143-2,143-5">"Amplifying Michigan Indigenous Narratives" summit...as part of the district-wide Professional Development day...Twenty-two AAPS middle and high school teachers completed 16 months of intensive training</cite>, and the staffing report references a <cite index="14-7">rigorous, transformative, collaborative program that strengthened equitable and culturally responsive teaching practices</cite>.
1.4 Regular feedback/measurement on training effectiveness In-work · 1/2 pts
The district administers an annual staff/student/family climate survey and uses survey data on hiring/retention, but no specific public evidence was found of systematic measurement of training-effectiveness itself, so this is rated as in-work.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
AAPS publishes an annually updated <cite index="5-3,5-4">Rights & Responsibilities - AAPS Students, Teachers, Staff, Parents, Guardians</cite> handbook that functions as the district's code of conduct, applied district-wide.
2.2 Regular policy reviews/updates Implemented · 2/2 pts
The Rights & Responsibilities handbook is reissued yearly, and in 2025-26 <cite index="129-7">The Student Support Advisory Committee recommended revisions to the district's Rights & Responsibilities Handbook</cite>, showing an active review/update cycle.
2.3 Staff training on consistent application In-work · 1/2 pts
Administrators have <cite index="19-4">already completed Restorative Practices Level 1 and Level 2 training</cite>, but a board candidate publicly noted "<cite index="129-8,129-9">what happens to one student does not necessarily happen to the other...I believe some of that inconsistency is the reason why you have a lot of high suspensions for young Black men</cite>," indicating consistency of application is still a work in progress.
2.4 Centralized documentation of incidents/outcomes In-work · 1/2 pts
The district presented a <cite index="30-6">six‑year analysis...showing district suspensions have risen since the pandemic</cite> to the board, but staff <cite index="30-9">committed to follow‑up with disaggregated and per‑student metrics</cite>, indicating the centralized incident/outcome documentation system is still being built out.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm In-work · 1/2 pts
Restorative Justice conferencing exists at some buildings (e.g., <cite index="21-7">Skyline's Restorative Justice protocol is universally recognized as a powerfully effective process of intervention, deescalating conflict</cite>), but the district's 2026 work plan calls to <cite index="64-8">systematize successful local programs such as peer mediation and restorative circles</cite>, showing it is not yet uniformly mandated district-wide.
3.2 Staff training in restorative practices In-work · 1/2 pts
<cite index="19-4,19-5">All building administrators have already completed Restorative Practices Level 1 and Level 2 training, and we will continue to deepen this work by offering Level 3 and Level 4 training</cite>, but this training is confirmed for administrators/building leaders rather than all staff, so it is rated in-work.
3.3 Curriculum integrates conflict-resolution skills Implemented · 2/2 pts
The district has rolled out <cite index="64-7">a new districtwide SEL curriculum (TRAILS)</cite> and other conflict-resolution-oriented programs like PBIS and mindfulness curricula district-wide, as described in district reporting.
3.4 Peer mediation program In-work · 1/2 pts
Peer mediation has existed at individual schools, and the district's 2026 action plan explicitly aims to <cite index="64-8">systematize successful local programs such as peer mediation and restorative circles</cite>, confirming it is a local, not yet fully district-wide, practice.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff In-work · 1/2 pts
No AAPS document specifically names "implicit bias" training, though the district requires <cite index="14-8">annual diversity and sensitivity training to all staff</cite>, which likely touches on bias; this is rated in-work absent explicit confirmation.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
AAPS leadership <cite index="30-6">received a six‑year analysis...showing district suspensions...disproportionately borne by Black students, students with disabilities and economically disadvantaged students</cite> and <cite index="129-4">established a Student Support Advisory Committee to reduce racial inequities in student outcomes</cite>, a clear process for reviewing discipline disparities.
4.3 Cultural competence checks in hiring In-work · 1/2 pts
The district reported <cite index="65-9">having diverse employees sit on all hiring committees</cite> and continues to <cite index="69-2">work with and include AAEA Minority Affairs Committee in...recruitment and hiring</cite>, but no formal "cultural competence check" instrument in hiring was confirmed.
4.4 Diverse perspectives & materials in curriculum Implemented · 2/2 pts
District efforts include <cite index="95-12,95-13">Universal design in learning, SORA digital library bringing stories with characters of color to students...Revamping US history classes</cite>, plus the Indigenous Education Initiative embedding diverse materials into curriculum.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds Implemented · 2/2 pts
The district has invested in diversifying materials, e.g. a <cite index="143-2">$750,000 grant project</cite> for Indigenous curriculum and SORA library additions reflecting diverse student backgrounds, as noted above.
5.2 Teacher PD on integrating diverse perspectives Implemented · 2/2 pts
<cite index="143-5">Twenty-two AAPS middle and high school teachers completed 16 months of intensive training, including place-based learning trips to Indigenous communities throughout Michigan</cite>, directly supporting teacher PD on integrating diverse perspectives.
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
The Indigenous Education Initiative was a <cite index="143-2">transformative $750,000 grant project</cite> developed with community/tribal partners, and AAPS partners with the Library of Congress TPS Consortium, whose members have <cite index="141-3">written curricula...for teaching civics, culturally relevant pedagogy</cite>, for supplemental resources.
5.4 Culturally specific courses/electives Implemented · 2/2 pts
AAPS has long offered a dedicated African American Humanities elective, with <cite index="155-3,155-4">three Humanities programs (Huron, Pioneer, and Skyline)</cite> and <cite index="148-1">Skyline's African American Humanities class has been an elective class in the district for over a decade</cite>, confirming a culturally specific course offering.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
The board maintains standing designated-speaking slots for community/parent groups such as the <cite index="111-5,111-6,111-7,111-8,111-9,111-10,111-11">Ann Arbor Parent Advisory Committee for Special Education (AAPAC), Ann Arbor Public Schools Arab American Advisory Group...Ann Arbor Student Board...District Wide Black Parent and Student Support Group...Parent/Teacher Organization Council</cite>, which regularly present to the board.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
AAPS convened an <cite index="37-2,37-3">inaugural AAPS Student Mental Health Partnerships Summit</cite> bringing together <cite index="37-3">45 participants from local partner agencies that provide mental health promotion and intervention services to AAPS students and their families</cite>, demonstrating active community partnerships.
6.3 Advisory committees with community representation Implemented · 2/2 pts
Board Policy 2420 formally establishes that <cite index="110-2">the District benefits from parent, student and community participation on advisory committees to help build strong relationships, shape understanding and provide an additional avenue for input</cite>; note that in 2025 the board controversially removed some groups' "board-designated" status, which drew public criticism (per Michigan Daily/citizenportal reporting).
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
AAPS provides enrollment materials and services <cite index="83-3,83-4,83-5">If your family needs language support or translation services to enroll your child</cite> in multiple languages, and hosts an <cite index="85-5">Annual Family Fair, where over 25 community agencies will be present</cite> for multilingual families.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training Implemented · 2/2 pts
Per the staffing report, the district will <cite index="14-8">Continue to require annual diversity and sensitivity training to all staff</cite>, and the Board maintains a standing Equity & Inclusion Committee that meets monthly.
7.2 Workshops on culturally responsive teaching Implemented · 2/2 pts
The district held a full professional-development day summit where <cite index="143-6">the Indigenous Histories, Cultures and Governance PD's have been by far the richest and most enjoyable of any Professional Development</cite> reported by a participating teacher, evidencing culturally responsive teaching workshops.
7.3 Equity topics in staff meetings/PD In-work · 1/2 pts
The district maintains a Professional Learning Overview and a standing Board Equity & Inclusion Committee, but specific confirmation that equity topics are embedded in regular all-staff meetings district-wide was not found.
7.4 Participation in equity-focused conferences In-work · 1/2 pts
The staffing report states intent to <cite index="14-8">Increase partnerships with universities and organizations that offer our staff additional learning</cite>, but no confirmation of systematic staff participation in external equity-focused conferences was found.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
AAPS partners with dozens of outside mental-health professionals, including a summit where <cite index="37-3">30 district staff and leaders</cite> met with <cite index="37-3">45 participants from local partner agencies</cite>, and offers <cite index="86-9">Care Solace connects students, staff, and their families to services for care</cite>.
8.2 Safe, supportive spaces (mindfulness/sensory) Implemented · 2/2 pts
The district reports that <cite index="21-6">mindfulness is taught at Ann Arbor Open, and The Leader in Me, at Lawton Elementary</cite>, and the board agenda references a "K-5 Gathering Spaces Presentation," indicating sensory/calming spaces are part of district planning.
8.3 Trauma-informed staff training Implemented · 2/2 pts
The district confirmed <cite index="19-3">the district is committed to providing focused, trauma-informed professional development across all schools</cite>, with staff training in <cite index="19-10">restorative practices, trauma-informed care, and positive behavior intervention supports (PBIS)</cite>.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
The district held an <cite index="37-2">inaugural AAPS Student Mental Health Partnerships Summit</cite> and lists an "AAPS Expanding Access to Mental Health Supports for Students and Families" board report, showing active efforts to expand services via partnerships.
Data Collection & Analysis
9.1 Disaggregated discipline data system In-work · 1/2 pts
The district presented a <cite index="30-6">six‑year analysis...disproportionately borne by Black students, students with disabilities and economically disadvantaged students</cite>, but staff noted the current count was incident-based and <cite index="30-9">committed to follow‑up with disaggregated and per‑student metrics</cite>, indicating the disaggregated data system is still being refined.
9.2 Regular audits of discipline practices In-work · 1/2 pts
Presenters said <cite index="30-10">an annual suspension report will return to the board and staff will incorporate requested analyses</cite>, suggesting a regular audit cadence is being newly established rather than long-standing.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
The district highlighted <cite index="64-7">universal, targeted and intensive tiers of support under MTSS; a new districtwide SEL curriculum (TRAILS); pilot alternatives to suspension such as the American Lung Association's InDepth vaping program</cite>, showing data is actively informing interventions.
9.4 Transparent reporting to stakeholders In-work · 1/2 pts
Data was presented publicly to the board, but an advocate <cite index="30-8">urged the board to convene a diverse task force to develop a plan and to make school‑level suspension data public</cite>, indicating full transparency to all stakeholders is not yet in place.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
AAPS has long supported student leadership bodies with board access, including the <cite index="50-1,50-2">Youth Senate...have a regular seat and presentation slot at Ann Arbor school board meetings</cite>, plus the Ann Arbor Student Board (A2SB).
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
The new <cite index="132-5">student support advisory committee composed of staff, students, parents, caregivers and community partners</cite> was formed to develop an action plan, and its recommendations <cite index="129-7">recommended revisions to the district's Rights & Responsibilities Handbook</cite>, directly feeding student input into policy.
10.3 Students facilitate restorative processes In-work · 1/2 pts
Historical reporting shows Skyline students were <cite index="21-11">trained at the Dispute Resolution Center in Ann Arbor</cite> to facilitate restorative processes, but this is school-specific and older evidence, not confirmed as a current district-wide practice.
10.4 Student-led peer education In-work · 1/2 pts
Peer mediation and peer-support elements exist (e.g., Rising Scholars' <cite index="106-8">10th grade - peer and mentor support</cite>), and the district aims to <cite index="64-8">systematize successful local programs such as peer mediation</cite>, but student-led peer education is not confirmed as uniformly implemented district-wide.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
<cite index="24-1">every middle and high school student in Ann Arbor Public Schools has a school counselor</cite>, and the district provides a 24/7 mental health care coordination service through Care Solace for all students/families.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
The <cite index="101-1">Rising Scholars program is a leadership program...designed to create access and opportunity for underrepresented yet high achieving students in an effort to decrease the documented achievement gap</cite>, offering tutoring, study groups, and AP/AC course access at zero cost.
11.3 Community partnerships expand services Implemented · 2/2 pts
AAPS partners with the University of Michigan (Rising Scholars origin via the <cite index="102-3">U-M Center for Educational Outreach</cite>) and with 19 community mental-health organizations to expand services beyond district capacity.
11.4 Systems to remove access barriers Implemented · 2/2 pts
The district removes language barriers via <cite index="83-3">language support or translation services to enroll your child</cite> and a 24/7 Care Solace line where <cite index="86-12">Multilingual support is available 24/7/365</cite>, plus a zero-cost academic support program (Rising Scholars).
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
AAPS maintains a standing Board "Equity & Inclusion Committee" that meets monthly per the board calendar, and in 2025-26 <cite index="129-4">AAPS established a Student Support Advisory Committee to reduce racial inequities in student outcomes</cite>.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
The district administers an annual climate survey; the 2024-25 survey drew <cite index="27-2">2,229 parent/guardian responses, 5,098 secondary student responses (grades 6‑12)</cite>, feeding into planning.
12.3 Benchmarking vs. state/national comparators In-work · 1/2 pts
The district produces an annual NWEA benchmark report and compares test scores to <cite index="31-6">state and Washtenaw County averages</cite>, but this benchmarking is academic rather than specifically about discipline-equity comparators.
12.4 PD & reflective practice culture Implemented · 2/2 pts
The district has a structured, multi-year professional learning plan, exemplified by the phased rollout of <cite index="19-4">Restorative Practices Level 1 and Level 2...Level 3 and Level 4 training during the 2026–2027 school year</cite>, reflecting an ongoing reflective-practice culture.
Extra Credit
EC1 Long-standing, dedicated African American Humanities/Literature elective courses embedded at all three comprehensive high schools (and Pathways), going beyond generic diverse-curriculum requirements. Implemented · 2/2 pts
<cite index="155-3,155-4">There are three Humanities programs (Huron, Pioneer, and Skyline)...There are a total of three African American Literature courses</cite>, a sustained culturally-specific academic offering rather than a one-off elective.
EC2 Multi-agency Student Mental Health Partnerships Summit convening dozens of community mental-health organizations with district staff. Implemented · 2/2 pts
<cite index="37-2,37-3">Representatives from 19 community organizations...came together...30 district staff and leaders, along with 45 participants from local partner agencies</cite> — an unusually large, formalized cross-sector convening.
EC3 $750,000 grant-funded Indigenous Education Initiative with sustained, multi-month teacher training and community/tribal partnership. Implemented · 2/2 pts
<cite index="143-2,143-5">a transformative $750,000 grant project...Twenty-two AAPS middle and high school teachers completed 16 months of intensive training, including place-based learning trips to Indigenous communities</cite>.
EC4 24/7/365 multilingual Care Solace mental-health care coordination service for all students, staff and families. Implemented · 2/2 pts
<cite index="86-9,86-12">Care Solace connects students, staff, and their families to services for care...Multilingual support is available 24/7/365</cite>, an accessible, round-the-clock equity-oriented service uncommon among peer districts.
EC5 Newly formed K-12 Student Support Advisory Committee specifically tasked with reducing racial disproportionality in discipline, including students, parents, staff and community partners. In-work · 1/2 pts
<cite index="132-5">the district has convened a new student support advisory committee composed of staff, students, parents, caregivers and community partners...to identify inequities in disciplinary outcomes and reduce disproportionate suspensions</cite> — a promising but very recent structure whose long-term impact is not yet established.
