Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff In-work · 1/2 pts
No district-wide mandatory cultural competency training for ALL staff was found. LCAP states the district is providing 'staff professional development on culturally responsive practices and restorative justice,' but this appears tied to specific initiatives/new hires rather than a universal mandate. https://resources.finalsite.net LCAP Addendum.
1.2 Mentorship programs for culturally diverse staff In-work · 1/2 pts
The Kern Urban Teacher Residency (KUTR) is a partnership with CSU Bakersfield that pairs residents with mentor teachers and explicitly aims to recruit and diversify staff: 'KUTR will actively recruit talented and passionate future educators that diversify the workforce while serving the students in the BCSD,' with a focus on 'developing pedagogical skills, cultural competency, and community engagement.' This is a mentorship pipeline but not confirmed as a standalone mentorship program specifically for existing diverse staff.
1.3 Culturally relevant PD resources in staff learning Implemented · 2/2 pts
The district's LCAP explicitly lists 'Providing staff professional development on culturally responsive practices and restorative justice' as an action, and BCSD's core value states commitment to 'academic achievement of all students...through culturally responsive and high quality teaching and learning.'
1.4 Regular feedback/measurement on training effectiveness In-work · 1/2 pts
BCSD partnered with Hanover Research to survey teachers on professional learning offerings and inform training content, showing a feedback loop on PD generally, though not specifically measuring cultural-competency training effectiveness.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
BCSD publishes an annual 'Guide for Parents and Students' handbook that outlines crucial district policies, student rights, academic expectations, and disciplinary guidelines to help families navigate the school year, available in English and Spanish.
2.2 Regular policy reviews/updates In-work · 1/2 pts
The LCAP is updated annually and includes discipline-related data review, suggesting ongoing policy monitoring, though no specific cyclical board policy review schedule for the discipline code itself was found on BCSD's site.
2.3 Staff training on consistent application In-work · 1/2 pts
Staff (e.g., campus supervisors) are required to understand and implement PBIS and restorative practices, and MTSS provides a framework for consistent behavioral support, but no explicit district-wide training specifically on 'consistent application' of the code of conduct was found.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
BCSD uses Sprigeo, a 24/7 online reporting tool for bullying/discipline-related incidents, and maintains a Data & Assessment Department; the LCAP also tracks and reports suspension/expulsion rates annually by student group.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm In-work · 1/2 pts
Restorative practices are referenced repeatedly in BCSD LCAP actions and board meeting minutes ('implement the PBIS strategies, SEL, and restorative practices'), but specific evidence of formal restorative circles/conferences as a defined process was not found on BCSD's own site.
3.2 Staff training in restorative practices Implemented · 2/2 pts
The LCAP explicitly funds 'staff professional development on culturally responsive practices and restorative justice,' and BCSD job descriptions for roles like Campus Supervisor require staff to 'recognize and implement the tenets of Restorative Practices involving students and staff,' indicating training is embedded in job expectations district-wide.
3.3 Curriculum integrates conflict-resolution skills In-work · 1/2 pts
The LCAP references 'ongoing SEL Toolbox training of teachers and parents' to support Tier 2/3 behavioral needs, which likely includes conflict-resolution skill-building, though this wasn't explicitly confirmed as embedded in core curriculum.
3.4 Peer mediation program Not Implemented · 0/2 pts
No public documentation of a formal peer mediation program at BCSD was found.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff Not Implemented · 0/2 pts
No specific evidence of 'implicit bias' training for staff was found on BCSD's site; the district has general nondiscrimination and hate-motivated-behavior policies but not an identified implicit-bias training program.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
The LCAP explicitly analyzes suspension rate performance disaggregated by student group (e.g., English Learners, Filipino, Hispanic, White), and the Board-established Closing the Achievement Gap Committee is charged to 'identify underperforming student groups within the District' and 'identify challenges that may impede success' using achievement data, meeting quarterly.
4.3 Cultural competence checks in hiring In-work · 1/2 pts
KUTR explicitly aims to recruit and diversify the teaching workforce and build 'cultural competency,' but no formal hiring-process cultural-competence check/rubric was identified.
4.4 Diverse perspectives & materials in curriculum In-work · 1/2 pts
In September 2025 the BCSD board voted 5-0 to approve 'Resolution No. 2025-44, supporting the development of ethnic studies coursework,' and the district runs a Dual Immersion bilingual program, but full curriculum-wide integration of diverse materials was not confirmed as complete.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds In-work · 1/2 pts
The recently passed ethnic studies resolution states that 'ethnic studies can be integrated across subjects and used as a tool to connect students with their cultural and community backgrounds,' plus BCSD's Dual Immersion program reflects linguistic/cultural backgrounds, but district-wide curriculum overhaul is still in development.
5.2 Teacher PD on integrating diverse perspectives Implemented · 2/2 pts
The LCAP explicitly funds 'ongoing professional learning on research-based instructional strategies, SEL, and culturally responsive [practices]' and 'staff professional development on culturally responsive practices and restorative justice.'
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
BCSD partners with Bakersfield College (Parent University college courses) and CSU Bakersfield (multiple teacher residencies) for supplemental community-based resources and educator preparation.
5.4 Culturally specific courses/electives In-work · 1/2 pts
The board's September 2025 resolution supports development of ethnic studies coursework, an academic field examining 'the history, culture, and experiences of different ethnic groups,' but as a K-8 district, dedicated ethnic-studies electives are still in development rather than fully implemented courses.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
BCSD maintains a District Advisory Committee and a District African American Parent Advisory Council that meet regularly, and DAAPAC 'works to develop resources that allow parents to more actively support the academic instruction their children receive and engage with educators and administrators.'
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
BCSD operates School-Based Wellness Centers with community health partners and works with organizations for family support; the FACE team helps 'families access essential resources and services, whether it's addressing health concerns, finding community support, or securing basic necessities.'
6.3 Advisory committees with community representation Implemented · 2/2 pts
The Board of Education established the Closing the Achievement Gap Committee 'to work with the Superintendent and provide ongoing advisory input from stakeholders,' alongside DAC and DAAPAC, all of which include community/parent representation.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
BCSD's Family and Community Engagement (FACE) team operates Parent Resource Centers on 34 campuses staffed by FACE Liaisons who help families 'confidently navigate school, district, and community services,' plus multilingual outreach (Spanish-language guides, Parent University).
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training In-work · 1/2 pts
The LCAP funds ongoing 'staff professional development on culturally responsive practices and restorative justice,' but this was not confirmed to be a formal recurring anti-bias training track applied to all staff.
7.2 Workshops on culturally responsive teaching Implemented · 2/2 pts
The LCAP explicitly commits to 'providing ongoing professional learning on research-based instructional strategies, SEL, and culturally responsive [teaching practices]' district-wide.
7.3 Equity topics in staff meetings/PD In-work · 1/2 pts
Equity is a core district value and underperforming-group data is reviewed by a standing committee, and PD offerings are surveyed via Hanover Research, but explicit routine equity agenda items in regular staff meetings were not directly confirmed.
7.4 Participation in equity-focused conferences Not Implemented · 0/2 pts
No public evidence found of staff participation in external equity-focused conferences as a district practice.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
BCSD operates School-Based Wellness Centers to 'promote students' physical, mental and emotional health,' staffed with nurse practitioners and social workers, and also employs Behavioral Intervention Specialists and school psychologists district-wide.
8.2 Safe, supportive spaces (mindfulness/sensory) In-work · 1/2 pts
Wellness Centers offer 'individual, group and family therapy' and BCSD's Social-Emotional Learning core value references 'wellness centers' as part of supportive spaces, but specific sensory rooms or mindfulness spaces were not confirmed.
8.3 Trauma-informed staff training In-work · 1/2 pts
The LCAP references 'continued training and support of Behavioral Intervention Specialists, School Social Workers and Youth Service Specialists to address the social emotional well-being of students,' consistent with trauma-informed approaches, though the term 'trauma-informed training' itself was not explicitly found on BCSD's official site (it does appear in third-party job listings for BCSD-area providers).
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
Wellness Centers partner with outside providers for dental, vision (ACE Eyecare), and health/wellness education services, expanding the continuum of care available to students beyond core district staff.
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
The LCAP reports suspension rate performance broken down by student subgroup (e.g., 'English Learners (1.8%) Filipino (1.9%), Hispanic (2.3%), White (2.5%)'), evidencing a disaggregated data system tied to the CA Dashboard.
9.2 Regular audits of discipline practices Implemented · 2/2 pts
The LCAP is updated annually with expulsion/suspension rate monitoring, and the Closing the Achievement Gap Committee meets quarterly to review data and advise on practices for underperforming groups.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
The LCAP explicitly ties MTSS Tier 2/3 interventions and specialist staffing decisions to Dashboard/local data findings, showing a data-to-action pipeline.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
BCSD's LCAP is a publicly posted document with detailed data reporting, board meetings are open to the public via BoardDocs, and district performance is reported via the state's public CA School Dashboard.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Not Implemented · 0/2 pts
No evidence of a dedicated student advisory council or formal student leadership body was found; the district's advisory councils identified are parent/community-focused (DAC, DAAPAC).
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
BCSD conducted 'large-scale survey research and analysis with over 7,000 families along with sixth-eighth grade students' to shape its Portrait of a Graduate framework, and continues 'an annual student climate survey,' showing student feedback directly informs district planning.
10.3 Students facilitate restorative processes Not Implemented · 0/2 pts
No public evidence found that students facilitate restorative justice processes at BCSD.
10.4 Student-led peer education Not Implemented · 0/2 pts
No public evidence found of a student-led peer education program at BCSD.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
Wellness Centers, school counselors, psychologists, and Behavioral Intervention Specialists provide mental-health and counseling access across the district's school sites.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
The LCAP describes district-funded 'after school tutoring and Saturday tutoring' along with small-group intervention during Universal Access time to address achievement gaps, though the LCAP also notes staffing shortages limited full delivery in some years.
11.3 Community partnerships expand services Implemented · 2/2 pts
Community partners (ACE Eyecare, Bakersfield College, CSU Bakersfield, Dignity Health referenced at Parent University events) expand the range of services available to BCSD students and families beyond what the district provides alone.
11.4 Systems to remove access barriers Implemented · 2/2 pts
BCSD operates dedicated McKinney-Vento/Foster Youth liaisons and 34 Parent Resource Centers, plus multilingual materials and explicit assurances that 'all children have a right to equal access to free public education, regardless of their or their parents'/guardians' immigration status,' addressing access barriers for vulnerable populations.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity In-work · 1/2 pts
The Board-established Closing the Achievement Gap Committee reviews achievement data on underperforming groups quarterly, functioning as a de facto equity task force, though it is not explicitly framed as a 'discipline equity' committee specifically.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
BCSD conducts large-scale surveys of families, staff, and 6th-8th grade students (Portrait of a Graduate), an ongoing annual student climate survey, and LCAP Community Surveys reporting stakeholder satisfaction metrics (e.g., '90.6% of respondents strongly agree or agree that their schools/district provides regular opportunities to participate').
12.3 Benchmarking vs. state/national comparators Implemented · 2/2 pts
BCSD's LCAP explicitly benchmarks district performance (suspension rates, academic indicators) against the state's California School Dashboard status levels (e.g., 'Medium Status level' compared to statewide thresholds).
12.4 PD & reflective practice culture Implemented · 2/2 pts
BCSD engages in Professional Learning Communities district-wide and contracted with Solution Tree, Inc. for PLC-focused staff training, reflecting an ongoing reflective-practice PD culture.
Extra Credit
EC1 Kern Urban Teacher Residency (KUTR): A dedicated CSU Bakersfield partnership residency pipeline explicitly designed to recruit and diversify BCSD's teaching workforce while building cultural competency in new teachers. Implemented · 2/2 pts
KUTR is described as 'dedicated to providing innovative preparation for highly effective educators, focusing on developing pedagogical skills, cultural competency, and community engagement,' and explicitly aims to 'diversify the workforce.'
EC2 School Culture, Climate, and Safety Expectations Rubric: A structured parent-led walkthrough/feedback tool used to rate school climate indicators and directly inform site-level improvement plans. Implemented · 2/2 pts
Using this rubric, 'parent leaders engage in a structured tour and feedback session in order to rate various indicators' and 'give suggestions...about what the school can do to improve,' feeding directly into administrator action plans.
EC3 BCSD 'Portrait of a Graduate' initiative: A district-wide, data-driven strategic framework co-developed with over 7,000 families and 6th-8th grade students defining six core student competencies (Communicator, Collaborator, Creator, Critical Thinker, Resilient Learner, Problem Solver). Implemented · 2/2 pts
The Board-appointed Portrait of a Graduate Committee met to synthesize community and student input, and the district now runs an ongoing annual student climate survey to sustain this feedback loop.
EC4 District African American Parent Advisory Council (DAAPAC): A dedicated advisory body specifically for African American families to engage with district leadership and shape support resources. Implemented · 2/2 pts
DAAPAC 'works to develop resources that allow parents to more actively support the academic instruction their children receive and engage with educators and administrators in the Bakersfield City School District.'
EC5 School-Based Wellness Centers: On-campus, one-stop health hubs offering medical, dental, vision, and mental/behavioral health services (including family and group therapy) at no cost to students. Implemented · 2/2 pts
The centers were opened 'to promote students' physical, mental and emotional health' and provide 'comprehensive medical and mental health care, treatment, and health education,' reducing barriers to care that can otherwise contribute to absenteeism and behavioral issues.
