Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff In-work · 1/2 pts
APS has run large-scale implicit-bias/cultural-competency trainings (e.g., 200 administrators trained by the National Training Institute on Race & Equity in 2019, and a 2021 Equity-Focused Professional Learning Day for 400+ senior officers), but there is no evidence this is mandatory for all staff district-wide on an ongoing basis.
1.2 Mentorship programs for culturally diverse staff Not Implemented · 0/2 pts
No public documentation was found of a mentorship program specifically targeted at culturally diverse staff; APS offers general New Teacher Induction/Mentorship and is only reportedly developing a 'Teacher Diversity Dashboard,' not a diversity-specific mentorship program.
1.3 Culturally relevant PD resources in staff learning In-work · 1/2 pts
Some culturally relevant PD exists, such as <cite index="149-3">a culturally responsive pedagogy workshop with many of Atlanta Public Schools' dual language teachers</cite>, but this appears limited to specific programs (DLI) rather than a comprehensive staff-wide resource library.
1.4 Regular feedback/measurement on training effectiveness Not Implemented · 0/2 pts
No public documentation was found showing systematic feedback or effectiveness measurement specifically for cultural-competency/equity trainings.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
APS maintains a detailed, levelled Student Code of Conduct used district-wide. <cite index="4-6">The offenses have been organized into three levels of prohibited behaviors: Level 1 discipline (minor) offenses, Level 2 discipline (moderate) offenses, and Level 3 discipline (serious) offenses.</cite>
2.2 Regular policy reviews/updates Implemented · 2/2 pts
The Code of Conduct is revised annually (new editions for 2024-25 and 2026-27 found), and a formal Board Policy Review Committee actively revisits policies — e.g., <cite index="143-12">the current board policy, JCDB, which focuses on the student dress code, was first adopted in 1994 and last revised in December 2023.</cite>
2.3 Staff training on consistent application In-work · 1/2 pts
A Discipline Leadership Committee of school and central-office leaders reviews the code annually, but a Board Audit Committee review found <cite index="31-5,31-6">inconsistencies in student discipline practices district-wide...discrepancies in disciplinary training and the presence of subjective opinions in executing discipline policies</cite>, indicating application is not yet fully consistent.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
APS centrally tracks incidents through <cite index="171-2">data fulfillment, analysis and production of informational dashboards (Tableau)</cite> and participates in the state GOSA Discipline Dashboard reporting incidents by year.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm Implemented · 2/2 pts
Restorative practices are codified in Board Policy and implemented at scale: <cite index="10-2">Restorative conversation, Restorative conference, Restorative problem solving...Restorative circle, Restorative conference, Formal restorative conference</cite> are built into the progressive-discipline matrix, and practices have been <cite index="16-5">expanded restorative practices to 56 schools</cite>.
3.2 Staff training in restorative practices Implemented · 2/2 pts
<cite index="15-1">restorative practices training has reached over 600 staff since 2015</cite>, and APS Police Department officers receive a dedicated multi-day restorative-practices foundational training.
3.3 Curriculum integrates conflict-resolution skills Implemented · 2/2 pts
<cite index="186-2">In APS Pre-K, elementary, and middle schools, the Second Step curriculum is used to teach students skills that strengthen their ability to learn, have empathy, manage emotions, and solve problems.</cite>
3.4 Peer mediation program Not Implemented · 0/2 pts
No current public documentation of an active, district-wide peer mediation program was found; references found were either historical (1990s) or from a non-district political platform, not an official APS program.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff In-work · 1/2 pts
<cite index="30-7">In January, two hundred school administrators and department leaders participated in implicit bias training facilitated by the National Training Institute on Race & Equity, in which they learned about unconscious biases</cite> — evidence of a cohort training, not confirmed as mandatory/ongoing for all staff.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
APS uses a formal review process: <cite index="28-5,28-6">The Center for Equity + Social Justice (CESJ) has developed Tangibles, Intangibles, and Systems (TI&S) Equity Index Tools which track specific measures that impact students' educational experiences and outcomes...measured against the district's eleven (11) Equity Commitments, one of which is 'Addressing Disproportionate Discipline Practices'</cite>.
4.3 Cultural competence checks in hiring Not Implemented · 0/2 pts
No public documentation was found of a formal cultural-competence check embedded in the hiring process; job postings mention cultural competency as a desired skill but this is not confirmed as a structured hiring requirement.
4.4 Diverse perspectives & materials in curriculum Implemented · 2/2 pts
APS offers AP African American Studies district-wide with local funding and a growing Dual Language Immersion program, e.g. <cite index="86-2,86-3">Atlanta Public Schools' charter system status gives us the flexibility to continue offering Advanced Placement (AP) African American Studies...APS will provide the course to students with local funds</cite>.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds Implemented · 2/2 pts
APS has developed culturally relevant materials, e.g. a <cite index="154-9">culturally responsive curriculum with the University of Veracruz that incorporated hands-on activities, collaborative projects, and culturally relevant materials</cite> for DLI students, alongside AP African American Studies.
5.2 Teacher PD on integrating diverse perspectives In-work · 1/2 pts
PD exists for specific programs (DLI culturally responsive pedagogy workshops led by university partners) but no evidence this is extended to all teachers district-wide.
5.3 Community collaboration for supplemental resources In-work · 1/2 pts
APS collaborates with universities (Georgia State, Universidad Veracruzana) and community partners to co-develop supplemental curriculum, though this appears concentrated in specific programs like DLI rather than district-wide.
5.4 Culturally specific courses/electives Implemented · 2/2 pts
APS offers AP African American Studies and a growing Dual Language Immersion program as culturally specific course options, with DLI <cite index="154-4">presence in seven APS schools and a growing enrollment of approximately 1,800 students from pre-K to eighth grade</cite>.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
APS holds regular structured meetings with parents/community, including <cite index="54-2,54-3">Cluster Advisory Teams [that] play an important role in creating opportunities for collaboration, communication, engagement, and shared learning across schools</cite> and the past 'Talking Equity Atlanta' cluster community meetings.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
APS maintains numerous formal community partnerships for student/family support, such as contracted <cite index="37-4">APS Mental Health Provider Partners</cite> (Cartwheel Health, Premier Counseling) and organizations like CHRIS 180 and 100 Black Men of Atlanta providing wraparound and mentoring services.
6.3 Advisory committees with community representation Implemented · 2/2 pts
APS Board Policy establishes a <cite index="143-6,143-7">community equity advisory committee...Each current board member appoints a person to the committee</cite>, providing formal community representation on equity matters.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
APS runs structured outreach including bilingual communications (<cite index="77-4">Hola APS...the official bilingual video series for Atlanta Public Schools, created to connect our Spanish-speaking families</cite>), home visits, Parent Leadership Academies, and a Family Navigation service.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training In-work · 1/2 pts
Evidence exists of equity-training events (e.g., <cite index="74-7">the Center for Equity and Social Justice team engaged 400+ senior officers in an Equity Focused Professional Learning Day</cite> in 2021) but no confirmation of a regular, ongoing cadence covering all staff.
7.2 Workshops on culturally responsive teaching In-work · 1/2 pts
Culturally responsive teaching workshops have been delivered to specific cohorts (DLI teachers), but no evidence of district-wide mandatory workshops for all teachers.
7.3 Equity topics in staff meetings/PD In-work · 1/2 pts
The Center for Equity and Social Justice promotes equity engagement (e.g., recognizing Equity Champions, hosting Talking Equity Atlanta sessions), suggesting equity is a recurring theme in district communications, though not confirmed as a standing agenda item in all staff meetings.
7.4 Participation in equity-focused conferences Implemented · 2/2 pts
APS equity staff actively attend and present at national equity conferences: <cite index="73-4">APS' Chief Equity and Social Justice Officer (CESJ)...was recognized at the Council of the Great City Schools' (CGCS) Curriculum, Research and Instructional Leaders meeting</cite>.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
APS has <cite index="37-4">contracted with several community mental health agencies to provide additional therapeutic services for students and families</cite>, including named partners like Cartwheel Health Services and Premier Counseling Services, plus school-based teams.
8.2 Safe, supportive spaces (mindfulness/sensory) In-work · 1/2 pts
District policy language commits to <cite index="10-2">CREATE SAFE, SUPPORTIVE & EQUITABLE LEARNING ENVIRONMENTS BY USING TENETS OF SEL, PBIS & RESTORATIVE PRACTICES</cite>, but no specific public evidence of dedicated mindfulness/sensory calming spaces was found.
8.3 Trauma-informed staff training Implemented · 2/2 pts
Partner CHRIS 180 provides <cite index="45-6,45-7">onsite trauma-informed counseling services...trauma informed care training for teachers and school personnel</cite> in APS schools, and an APS Behavior Specialist has presented nationally on building trauma-informed SEL capacity for APS staff.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
APS continues to expand mental-health partnerships, including <cite index="44-1">Backpack Healthcare partners with Atlanta Public Schools to bring trusted mental health support to students</cite> alongside the 'Talk It Out' 24/7 text line and other wraparound providers.
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
APS tracks disaggregated discipline data through DIG's Tableau dashboards and the CESJ's <cite index="28-5">Tangibles, Intangibles, and Systems (TI&S) Equity Index Tools which track specific measures that impact students' educational experiences and outcomes</cite>, inclusive of subgroup discipline data.
9.2 Regular audits of discipline practices Implemented · 2/2 pts
<cite index="31-5">In March, the Atlanta Board of Education Audit Committee met and found inconsistencies in student discipline practices district-wide</cite>, demonstrating an active, regular audit function.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
In response to board concerns, APS staff described <cite index="16-8">formalizing restorative-practices tracking and implementation in 56 schools to address disproportionate discipline</cite>, and school leaders use Equity Index data to adjust practices.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
APS reports discipline/equity progress publicly to its board and community, e.g. <cite index="16-9">staff will continue to report year-end data as state results are unembargoed...and submit more detailed analyses of subgroup outcomes and restorative-practices implementation</cite>, alongside an 'Annual Equity Update.'
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
APS maintains formal student leadership bodies: <cite index="50-5">structured avenues for student voice, including districtwide student surveys and formal advisory and leadership bodies such as school-based Student Government Associations (SGA), and district-level groups such as the Student Advisory Council (SAC) and the Middle School Leadership Alliance (MSLA)</cite>.
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
The Student Advisory Council has been <cite index="49-5">involved in a multitude of discussions with the district including their student calendar and disciplinary measures</cite>, demonstrating student feedback informing district decisions.
10.3 Students facilitate restorative processes Not Implemented · 0/2 pts
No public documentation was found showing APS students formally facilitate restorative circles/conferences themselves; described restorative roles (e.g., Restorative Practices Coach) appear to be adult-staffed.
10.4 Student-led peer education Not Implemented · 0/2 pts
No public documentation was found of a structured student-led peer education program (e.g., peer mediators or peer health educators) currently operating district-wide in APS.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
Every school has counseling staff and APS offers a 24/7 service: <cite index="38-3,38-4">Talk It Out is a free, confidential text line ONLY for students in grades 6-12...licensed mental health counselors are available 24/7 to support you</cite>.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
APS provides universal high-dosage tutoring: <cite index="113-4">APS' 52,416 students in PK-12...have access to free, 1:1 academic support</cite> via Paper, plus district-wide intervention blocks.
11.3 Community partnerships expand services Implemented · 2/2 pts
Academic and support services are expanded via partnerships, e.g. <cite index="113-1">Paper is proud to support the Atlanta Public Schools community with unlimited, 24/7 tutoring this new school year, in partnership with the Fulton County Library System</cite>.
11.4 Systems to remove access barriers Implemented · 2/2 pts
APS operates dedicated barrier-removal systems such as the <cite index="80-6">Parents as Partners Academic Center (PAPAC)...provides district and community based resource navigation for families in need</cite>, plus McKinney-Vento/Foster Youth supports.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
APS convenes a standing <cite index="34-6">2026-2027 Discipline Leadership Committee for influencing our Code of Conduct</cite>, plus a Board Audit Committee that reviews discipline practices.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
APS regularly surveys stakeholders, e.g. <cite index="79-7">the Family Engagement Office works with Title I schools to evaluate the effectiveness of family engagement programs through the district's annual Family Engagement Survey</cite>, alongside the Georgia student/staff/parent Climate Survey.
12.3 Benchmarking vs. state/national comparators Implemented · 2/2 pts
APS produces comparative benchmarking reports such as the <cite index="96-1">brief [that] uses data from the National Assessment of Educational Progress (NAEP)...to show the math and reading performance of Atlanta Public School students and compares APS students to students in large</cite> city/national peer districts, plus annual CCRPI/Climate Star reports.
12.4 PD & reflective practice culture Implemented · 2/2 pts
APS invests in continuous staff growth through <cite index="23-5">Professional Learning Communities: Facilitating job-specific groups where staff can share knowledge, best practices, and learn together</cite> and job-embedded coaching under its strategic plan.
Extra Credit
EC1 District-built Equity Index system (Tangibles, Intangibles & Systems) that quantifies equity at every school against 11 board-adopted Equity Commitments, used by principals to target improvement. Implemented · 2/2 pts
<cite index="167-3,167-4">The Center for Equity + Social Justice (CESJ) has developed Tangibles, Intangibles, and Systems (TI&S) Equity Index Tools which...quantify the degree of educational equity within each APS school, and the district as a whole, as measured against the district's eleven (11) Equity Commitments</cite> — a notably rigorous, locally-built accountability instrument beyond typical compliance dashboards.
EC2 24/7 licensed-clinician text line ('Talk It Out') available to all 6-12 grade students district-wide, replacing a prior telehealth vendor, funded and promoted by the district directly. Implemented · 2/2 pts
<cite index="38-3,38-4">Talk It Out is a free, confidential text line ONLY for students in grades 6-12...licensed mental health counselors are available 24/7 to support you</cite>, representing an unusually accessible, always-on mental health safety net.
EC3 District used its charter-system flexibility to keep teaching AP African American Studies with local funds after the state declined to fund/approve it, preserving student credit and access. Implemented · 2/2 pts
<cite index="91-6,91-7">Atlanta Public Schools' charter system status gives us the flexibility to continue offering Advanced Placement (AP) African American Studies, even though it will not be supported with state funding. APS will provide the course to students with local funds</cite> — a proactive district commitment to culturally relevant curriculum despite political/funding pressure.
EC4 In-development 'Teacher Diversity Dashboard' intended to track teacher diversity, distribution, and retention district-wide as part of equity strategy. In-work · 1/2 pts
<cite index="169-7">her team is also supporting the development of a Teacher Diversity Dashboard which will allow us to track teacher diversity, distribution, and retention</cite> — a forward-looking equity-in-staffing tool, though not yet confirmed as fully implemented.
EC5 Student Advisory Council members have directly engaged in public policy advocacy (e.g., gun-violence rally at City Hall, state capitol testimony) beyond typical internal feedback roles. Implemented · 2/2 pts
<cite index="49-5">the Student Advisory Council has been involved in a multitude of discussions with the district including their student calendar and disciplinary measures, and spoke to representatives at the State Capital on behalf of the 52,000 students who attend APS schools</cite> — demonstrating unusually high-level, externally visible student civic empowerment.
