Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff In-work · 1/2 pts
<cite index="57-6">Funding professional development opportunities for students, parents, and teachers... ACS district-wide equity training through entities such as Racial Equity Institute</cite> shows district-wide racial equity training exists, but it is not confirmed as mandatory for all staff district-wide, so rated In-Work.
1.2 Mentorship programs for culturally diverse staff Implemented · 2/2 pts
<cite index="64-1,64-3">ACSF and ACS recognized our stated commitment to close the racial opportunity gap must include robust support for current Black staff and an innovative BIPOC recruitment and retention program... began in the fall of 2021 and is part of a larger ACS commitment to creating an inclusive and supportive culture for BIPOC staff</cite>, a clear, ongoing mentorship/support cohort for staff of color.
1.3 Culturally relevant PD resources in staff learning Implemented · 2/2 pts
<cite index="133-5,133-8">The Racial Equity Ambassadors deliver these strategies to their teachers through professional development sessions throughout the school year...The AVL6 was officially adopted as ACS' guiding principle for 2024–2025</cite>, showing a district-adopted culturally relevant PD framework.
1.4 Regular feedback/measurement on training effectiveness Not Implemented · 0/2 pts
No public documentation was found describing a formal process to measure or evaluate the effectiveness of cultural-competency/equity training.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
<cite index="34-5,34-6">Board policies related to student behavior are codified mainly in the 4300 series. The Superintendent shall incorporate information from such policies into a Code of Student Conduct that notifies students of the behavior expected of them</cite>, and the district publishes an annual Student Code of Success/Conduct for all students.
2.2 Regular policy reviews/updates Implemented · 2/2 pts
<cite index="31-5">The Board of Education will conduct a review of the entire policy manual beginning December 2023</cite>, and recent board summaries show ongoing policy revisions (e.g., <cite index="33-4">Kim Deck and board attorney Anna Clifton walked the board through a batch of spring NCSBA policy updates</cite>).
2.3 Staff training on consistent application In-work · 1/2 pts
<cite index="70-5,70-6">Part of the assistance provided by Asheville City Schools during the required three-year support program includes initial orientation, on-site mentors, professional development...While procedures, policies, and curriculum take center stage, beginning teachers participate and engage in learning</cite>, but no district-wide ongoing training specifically on consistent discipline application was found.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
<cite index="102-7">This chart describes some of student behavior and discipline issues: Short-term Suspensions...per 1000 students</cite> and the board actively reviews individualized discipline counts (<cite index="109-9">staff presented the count of individual students with discipline actions and the board observed that more than 40% of Black-identified students had a discipline action</cite>), indicating centralized data tracking.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm Implemented · 2/2 pts
<cite index="16-2,16-3">Student Support Services include...Restorative Practices...Kim's hard work was noticed as she assumed a District role as the School Social Worker and Restorative Practices Coordinator</cite>, and <cite index="13-5">all teachers at Asheville Middle now have a 30-minute Advisory Time to start every day with their students in circles</cite> confirm restorative circles/conferences are used.
3.2 Staff training in restorative practices Implemented · 2/2 pts
<cite index="12-5">restorative practices trainings are offered for free to all school faculty and staff, community partners, community members, and parents/guardians</cite>, and the district's Restorative Practices Coordinator <cite index="16-5">has obtained Trainer Certifications in RP, bullying prevention, suicide assessment's...and CPI prevention/de-escalation techniques</cite>.
3.3 Curriculum integrates conflict-resolution skills In-work · 1/2 pts
<cite index="13-5">all teachers at Asheville Middle now have a 30-minute Advisory Time to start every day with their students in circles</cite> shows conflict-resolution/relationship-building integrated into daily schedule at least at one school, but district-wide curricular integration is not confirmed.
3.4 Peer mediation program Not Implemented · 0/2 pts
No public documentation was found describing a formal peer mediation program within Asheville City Schools.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff In-work · 1/2 pts
Staff and board members have participated in structural-racism training (<cite index="59-4">Moving away from a focus on personal bigotry and bias, this workshop presents a historical, cultural and structural analysis of racism</cite>) and the board itself <cite index="152-1">completed a facilitated session on isolating race in decision-making</cite>, but a mandatory, staff-wide implicit-bias training was not confirmed.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
<cite index="10-1">Regularly analyze and respond to discipline data at both the school and district level</cite> is a stated district commitment, and the board recently <cite index="109-9">reviewed...the count of individual students with discipline actions</cite> broken out by race.
4.3 Cultural competence checks in hiring In-work · 1/2 pts
<cite index="5-3">Each school continues to work towards the mission of "Excellence with Equity" by ensuring that hiring practices...are seen through an equity lens</cite> indicates an equity-lens hiring philosophy, but no specific structured cultural-competence check in the hiring process was found.
4.4 Diverse perspectives & materials in curriculum In-work · 1/2 pts
<cite index="10-5">Utilize culturally responsive instructional strategies</cite> is a stated district commitment, but no specific curriculum audit or materials-diversity process was documented.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds In-work · 1/2 pts
<cite index="10-5">Utilize culturally responsive instructional strategies</cite> reflects a district commitment to culturally relevant instruction, though specific curriculum materials review was not documented.
5.2 Teacher PD on integrating diverse perspectives Implemented · 2/2 pts
<cite index="67-5">The Racial Equity Ambassador Program is comprised of 44 diverse student leaders from Asheville High School and SILSA who engage and educate our ACS teachers on culturally responsive strategies for the classroom</cite>, a direct, recurring PD mechanism for integrating diverse perspectives.
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
The district maintains a <cite index="157-1,157-2">Community Partner Directory</cite> and supports community-run supplemental programs such as <cite index="161-1">Homework Diners, Marvelous Math Club, Motheread</cite>.
5.4 Culturally specific courses/electives Not Implemented · 0/2 pts
No public documentation was found confirming culturally specific courses or electives (e.g., ethnic studies) in ACS course catalogs.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
<cite index="156-7,156-8">Every year our district hosts stakeholder meetings to gather input on how these funds are prioritized...the August 27, 2024 ACS Title I Stakeholders Input Meeting</cite>, plus a <cite index="161-1">District-Wide PTO</cite>, show regular community/parent meetings.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
<cite index="75-1,75-4">This project was born out of a partnership between Asheville City Schools, Buncombe County Schools, Mountain Area Health Education Center (MAHEC), Buncombe County Health and Human Services, and United Way</cite> and <cite index="82-8,82-9">Asheville City Schools is proud to partner with Appalachian Mountain Health...this partnership removes critical healthcare barriers</cite> demonstrate extensive local-org partnerships.
6.3 Advisory committees with community representation Implemented · 2/2 pts
<cite index="160-4,160-5">A District Parent/Guardian and Family Engagement Team with representatives invited from each of the Title I Schools meets quarterly...The Team may also include community and business representatives</cite>.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
The district provides formal notice systems (<cite index="159-8">Title I schools must notify parents/guardians of their right to receive certain information</cite>) alongside ParentSquare communications and a published Parent's Guide to Student Achievement (PGSA).
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training Implemented · 2/2 pts
<cite index="58-6,58-7">ACSF board and staff are committed to recognizing how systemic racism operates...Below is a short list of articles, books, podcasts, and trainings that are currently informing our work</cite>, and REAP students delivered <cite index="133-7">Beyond Diversity: Courageous Conversations Training</cite>, indicating ongoing anti-bias programming connected to ACS.
7.2 Workshops on culturally responsive teaching Implemented · 2/2 pts
<cite index="133-5">The Racial Equity Ambassadors deliver these strategies to their teachers through professional development sessions throughout the school year</cite>, a recurring culturally responsive teaching workshop model.
7.3 Equity topics in staff meetings/PD Implemented · 2/2 pts
<cite index="152-5">feedback from the Educator Advisory Council recommending that a revised policy 3,000...incorporate...asset-based language</cite> and REAP's introduction of the AVL6 Educator Handbook to elementary teachers show equity topics embedded in staff-facing policy and PD discussions.
7.4 Participation in equity-focused conferences In-work · 1/2 pts
<cite index="55-7">In the fall of 2019, members of ACSF staff attended the Color of Education Conference</cite> shows conference participation, but this is documented for Foundation staff rather than confirmed as a routine practice for ACS teachers/administrators broadly.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
<cite index="82-6">The center is also staffed by Abby Teed, who is a mental health therapist (Licensed Clinical Social Worker)</cite> and <cite index="73-6">Blue Ridge Health is currently recruiting a part-time behavioral health counselor for the center at Asheville Middle School</cite> show direct collaboration with mental-health professionals on campus.
8.2 Safe, supportive spaces (mindfulness/sensory) Not Implemented · 0/2 pts
No public documentation was found describing dedicated sensory rooms, mindfulness spaces, or similar calming spaces in ACS schools.
8.3 Trauma-informed staff training In-work · 1/2 pts
<cite index="16-5">Kim has obtained Trainer Certifications in RP, bullying prevention, suicide assessment's, the Community Resiliency Model...and CPI prevention/de-escalation techniques</cite> shows trauma-informed expertise in the district, but broad staff-wide mandatory trauma-informed training was not confirmed.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
<cite index="75-1,75-3">This project was born out of a partnership between Asheville City Schools, Buncombe County Schools, Mountain Area Health Education Center (MAHEC), Buncombe County Health and Human Services, and United Way...fully functioning health clinics that will provide a variety of behavioral, mental, and physical health care services</cite>.
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
<cite index="102-7">Suspension and Expulsion Rates (per 1000 students)...Additional data can be found here</cite> combined with board review of <cite index="109-9">the count of individual students with discipline actions</cite> by race shows a disaggregated data system is in use.
9.2 Regular audits of discipline practices In-work · 1/2 pts
<cite index="3-7">During the 2017-18 school year, each city school will complete a detailed equity audit that will include test data, discipline statistics, staffing, policies and procedures</cite>, but it is unclear whether this audit process has continued on a regular/recurring basis since then.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
<cite index="68-2,68-3">Staff members said they are targeting academic support to Black students through tutoring opportunities and learning plans informed by professional learning communities (PLC)...teams of educators that meet regularly to analyze student data</cite>.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
<cite index="135-5">each strategic theme already has a detailed action plan...the superintendent added that the board will receive a concise placemat of the plan and periodic in-depth updates</cite> shows a structured, transparent reporting cadence to the board/public.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
<cite index="67-5">The Racial Equity Ambassador Program is comprised of 44 diverse student leaders from Asheville High School and SILSA</cite> and students serve on an <cite index="52-9">EPIC committee, helping to steer the future of the program from a student viewpoint</cite>.
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
<cite index="133-8">The AVL6 was officially adopted as ACS' guiding principle for 2024–2025 with REAP's leadership and input</cite>, and the broader strategic plan was <cite index="135-4">developed with broad stakeholder input, including students, families and staff</cite>.
10.3 Students facilitate restorative processes In-work · 1/2 pts
<cite index="11-5">Youth leadership is an essential component of Restorative Practices implementation in schools and community organizations</cite> indicates youth involvement is a stated goal, but direct evidence of ACS students facilitating restorative circles/conferences themselves was not found.
10.4 Student-led peer education Implemented · 2/2 pts
<cite index="67-5">44 diverse student leaders from Asheville High School and SILSA who engage and educate our ACS teachers on culturally responsive strategies for the classroom</cite> is a clear student-led education model (students teaching adults), an innovative form of student-led peer/educator education.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
<cite index="17-5">We are masters-level trained counselors who support students with their personal, social, and academic goals</cite> at every school, plus on-site health centers providing <cite index="82-6">Mental Health Medication with a mental health professional</cite>, show broad counseling/mental-health access.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
<cite index="68-2">Staff members said they are targeting academic support to Black students through tutoring opportunities and learning plans</cite>, alongside community-based academic supports like <cite index="161-1">Homework Diners, Marvelous Math Club</cite>.
11.3 Community partnerships expand services Implemented · 2/2 pts
<cite index="75-1">This project was born out of a partnership between Asheville City Schools...and United Way of Asheville and Buncombe County</cite> to expand health/counseling services available to students.
11.4 Systems to remove access barriers Implemented · 2/2 pts
<cite index="77-8,77-9">The School-Based Health Centers will be open whenever the school is open, and no student will ever be denied services based on their ability to pay...open to all Asheville City Schools students, staff and families</cite>, directly removing a financial access barrier.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity In-work · 1/2 pts
Historically <cite index="2-2">four out of eight city schools had racial equity teams and were granted funds to focus on attendance, achievement, and discipline disparities</cite>, and the district commits to <cite index="10-1">regularly analyze and respond to discipline data</cite>, but a current, standing district-wide discipline-equity committee/task force was not clearly confirmed.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
<cite index="128-2">Focus group & listening sessions for meaning-making within the ACS context: This will identify both pain points and areas for growth</cite> and the plan was <cite index="135-4">developed with broad stakeholder input, including students, families and staff</cite>.
12.3 Benchmarking vs. state/national comparators In-work · 1/2 pts
<cite index="4-5">all schools in the city district were designated as TSI schools this fall, indicating that...these schools are having deficiencies with specific subgroups</cite> shows state-benchmarked designations are tracked, but a formal district-led benchmarking process against state/national comparators was not clearly documented.
12.4 PD & reflective practice culture Implemented · 2/2 pts
<cite index="136-4,136-5">strengthening leadership development across principals and cabinet...a principal book study and leadership training, and said the district is using a gap analysis and a targeted-universal framework to identify priority initiatives and equity gaps</cite> shows an active reflective-practice/PD culture tied to equity.
Extra Credit
EC1 Black Educator Excellence (BEE) cohort program funds degree completion, book stipends, and cohort support specifically for current Black/BIPOC ACS staff, framed as part of closing the racial opportunity gap. Implemented · 2/2 pts
<cite index="64-4,64-5">The Black Educator Excellence program includes tuition for current ACS faculty and staff to complete their degrees, cohort meeting expenses, book stipends, and graduation expenses. The first 2021-2022 BEE cohort was funded by a generous donation from the City of Asheville</cite>.
EC2 Racial Equity Ambassador Program (REAP): nationally recognized, student-led program where diverse high schoolers train ACS teachers district-wide on culturally responsive strategies and co-developed the district's official equity framework. Implemented · 2/2 pts
<cite index="133-6,133-8">REAP was honored with this award for their impact on equity and education...The AVL6 was officially adopted as ACS' guiding principle for 2024–2025 with REAP's leadership and input</cite>.
EC3 "Meet, Confer, and Collaborate" policy — ACS became the first district in North Carolina to formally give school staff a voice in spending, staffing, and other district decisions via a representative committee. Implemented · 2/2 pts
<cite index="50-2,50-5">Asheville City Schools becomes the first district in North Carolina to allow teachers to have input on spending, staffing, and other important decisions...will create a 10 to 14-member committee</cite>.
EC4 Free, universally accessible School-Based Health Centers (physical, mental, dental) embedded on middle and high school campuses, serving all students regardless of ability to pay. Implemented · 2/2 pts
<cite index="77-8,77-9">The School-Based Health Centers will be open whenever the school is open, and no student will ever be denied services based on their ability to pay...open to all Asheville City Schools students, staff and families</cite>.
EC5 District-wide equity audits conducted by every school (circa 2017-18) examining test data, discipline statistics, staffing, and policies/procedures as a baseline for equity work. In-work · 1/2 pts
<cite index="3-7">During the 2017-18 school year, each city school will complete a detailed equity audit that will include test data, discipline statistics, staffing, policies and procedures</cite>; recurrence of this specific audit model in later years is not confirmed.
