Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff Implemented · 2/2 pts
District leadership stated that <cite index="67-10">Officials say all Bangor staff went through implicit bias and diversity training.</cite> The district's Policy ACA codifies this: <cite index="131-13">This policy is reviewed within annual staff training, with newly hired staff and as needed so that</cite> it is known to staff and students.
1.2 Mentorship programs for culturally diverse staff In-work · 1/2 pts
The district's mentoring initiative was intended to include staff/community mentors of color: <cite index="75-8">Tager, who hopes to enlist 500 mentors in the school department of over 3,500 students, said he plans to enlist people of color into that program.</cite> This is a student-mentoring program rather than a confirmed formal mentorship structure specifically for diverse staff.
1.3 Culturally relevant PD resources in staff learning Implemented · 2/2 pts
<cite index="72-3">Through the partnership, members of the UMaine College of Education and Human Development will lead three courses for Bangor teachers that will center around implicit bias and how schools can be more inclusive for students from all backgrounds.</cite> This is paired with mandatory annual equity-policy training for all staff.
1.4 Regular feedback/measurement on training effectiveness In-work · 1/2 pts
<cite index="65-1">Bangor Superintendent James Tager said the UMaine equity audit will involve interviewing and surveying students and staff in the fall to evaluate the school department's strengths and find where schools can improve to become more inclusive.</cite> This shows periodic measurement, but no evidence of a routine instrument specifically tied to training effectiveness.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
<cite index="7-2">Maine law requires the adoption of a district-wide student code of conduct consistent with statewide standards for</cite> behavior, and Bangor publishes this code (Policy JFC) in every school handbook district-wide.
2.2 Regular policy reviews/updates Implemented · 2/2 pts
<cite index="38-6">REVIEW OF STUDENT CODE OF CONDUCT: The Bangor School Committee will review the Student Code of Conduct periodically, inviting</cite> stakeholder input; the district's active Policy Committee holds regular meetings revising multiple policies on an ongoing cycle.
2.3 Staff training on consistent application In-work · 1/2 pts
All staff must complete certain district-wide trainings including de-escalation/conflict resolution, but there is no specific public documentation of training aimed at ensuring *consistent* application of the code of conduct across schools.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
<cite index="44-12">While the Bangor school department cannot share details into ongoing cases, they do keep a digital record of these incidents for at least seven years.</cite>
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm In-work · 1/2 pts
Maine law requires codes of conduct to <cite index="20-3">Focus on positive and restorative interventions that are consistent with evidence-based practices rather than set punishments for specific behavior and avoid so-called zero-tolerance practices unless specifically required by federal or state laws, rules or regulations.</cite> Bangor's code of conduct policy is built around this standard, but no district-specific restorative-circle program was documented publicly.
3.2 Staff training in restorative practices In-work · 1/2 pts
All staff complete de-escalation/conflict-resolution training annually, but no explicit district documentation of formal restorative-practices certification training was found.
3.3 Curriculum integrates conflict-resolution skills Implemented · 2/2 pts
<cite index="29-3">The Bangor School Department delivers district-wide social-emotional learning (SEL) for all students in grades K-8 using evidence-based curriculum from Second Step.</cite> This curriculum explicitly builds conflict-resolution and peer-conflict skills.
3.4 Peer mediation program Not Implemented · 0/2 pts
No public documentation was found confirming a formal student peer-mediation program specific to Bangor School Department (Maine).
Bias Awareness & Mitigation
4.1 Implicit bias training for staff Implemented · 2/2 pts
<cite index="67-10">Officials say all Bangor staff went through implicit bias and diversity training.</cite> Additionally hiring committees undergo mandatory annual implicit-bias training.
4.2 Processes to review discipline data for disparities In-work · 1/2 pts
<cite index="15-4">UMaine took data from each school, taking a look at factors like attendance, tardiness, grades and extra-curriculars to see where pitfalls may be, as well as surveyed teachers, students and community members on any experiences or opinions they had on the school's environment.</cite> Broader equity data review exists but explicit discipline-disparity review process is not separately documented.
4.3 Cultural competence checks in hiring Implemented · 2/2 pts
<cite index="65-2">The school committee also decided to have hiring committees undergo implicit bias training before interviewing candidates, Hassanien said.</cite> The district also launched <cite index="131-10">Following the DEIB committee presentation we are moving forward with an equity audit of our hiring practices.</cite>
4.4 Diverse perspectives & materials in curriculum Implemented · 2/2 pts
<cite index="65-5">The school committee decided to ask Bangor school principals to review and potentially adjust their curriculums, so students are exposed to course materials and texts that feature diverse perspectives, cultures and identities — such as books by authors from diverse backgrounds.</cite> Earlier, <cite index="14-8">The school department ran its curriculum through software that evaluates whether there is diversity and representation so different kinds of people see themselves in the curriculum, Webb told city councilors.</cite>
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds Implemented · 2/2 pts
Same evidence as 4.4: curriculum audit software and principal-led review for diverse texts/authors confirm district-wide curriculum review for representation.
5.2 Teacher PD on integrating diverse perspectives Implemented · 2/2 pts
<cite index="72-3">Through the partnership, members of the UMaine College of Education and Human Development will lead three courses for Bangor teachers that will center around implicit bias and how schools can be more inclusive for students from all backgrounds.</cite>
5.3 Community collaboration for supplemental resources In-work · 1/2 pts
City committee notes reference community partners (e.g., Katahdin Children and Families Foundation) sharing resources with the district, but no clear evidence of a formal process for community collaboration specifically on curriculum supplements.
5.4 Culturally specific courses/electives Not Implemented · 0/2 pts
No public documentation was found of culturally specific courses or electives (e.g., ethnic studies) offered at Bangor High School.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
City and school officials meet on a recurring basis: <cite index="130-5">City Manager, Debbie Laurie; Jim Tager, Superintendent of the Bangor School Department; Dana Caver-Bialer, Bangor School Dept. DEIB Coordinator; Paul Butler, Principal of Bangor High School; Robyn Stanicki, Community Development Officer</cite> appear together regularly, and the School Committee's Community of Belonging Committee reports at open monthly meetings.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
<cite index="33-6">She said they opened a new health care clinic in Bangor High School earlier this year.</cite> The district also partners with <cite index="29-5">the Southern Penobscot Regional Program for Children with Exceptionalities (SPRPCE), offers parent workshops to inform and empower parents and guardians to help their children with social-emotional challenges.</cite>
6.3 Advisory committees with community representation Implemented · 2/2 pts
<cite index="14-4">And a new committee made up of people of color will advise school committee members and administrators on policy, curriculum and staff training.</cite> This DEIB/Community of Belonging Advisory Committee continues to operate and report jointly with a City of Bangor racial-equity committee.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
<cite index="133-5">The DEIB Advisory Committee was also involved in recent technology advancements on the department's website that ensures announcements, such as snow day notices, are delivered to families in whatever language they speak at home, said Ray Phinney, a spokesperson for the department.</cite> The district also proactively emails all families with resource lists, e.g. <cite index="101-2">Dear Bangor School Department Families: As we approach November, we want to ensure that all families in our community are aware of the food assistance resources available to them.</cite>
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training Implemented · 2/2 pts
Equity training is embedded in annual staff training per Policy ACA, supplemented by ongoing UMaine-led courses: <cite index="72-4">The courses, the first of which began Monday, will be held throughout the academic year.</cite>
7.2 Workshops on culturally responsive teaching Implemented · 2/2 pts
Same UMaine-led course series specifically targets culturally responsive teaching practices for Bangor educators.
7.3 Equity topics in staff meetings/PD Implemented · 2/2 pts
The DEIB advisory structure includes <cite index="130-3">Three subcommittees of the DEIB advisory committee</cite> — one specifically devoted to Professional Development — indicating equity is a standing topic in district PD planning.
7.4 Participation in equity-focused conferences In-work · 1/2 pts
No public evidence was found of staff attending external equity-focused conferences; existing PD evidence is limited to internal/UMaine-partnered courses.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
<cite index="33-7">"A high priority in launching this clinic in the district was we'd be available to support [Bangor High School] in supporting students in all aspects of their health," Neste said.</cite>
8.2 Safe, supportive spaces (mindfulness/sensory) Implemented · 2/2 pts
The district offers <cite index="34-8">Social-Emotional Resources: - Calming Resource Page – Elementary School - Calming Resource Page – Middle and High School</cite> and the Bangor Regional Program includes <cite index="27-7">10 classrooms, Multipurpose room, Sensory room, Library, Kitchen, Classroom computers, Access to select classes at Bangor High School via Tanberg, Calming space</cite>.
8.3 Trauma-informed staff training In-work · 1/2 pts
General de-escalation/conflict-resolution training is mandatory for all staff, but no specific public documentation of formal trauma-informed-care staff training/certification was found.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
<cite index="33-9">"Our plan this fall will be to start working toward that goal so we can reach students in other buildings," she added.</cite> confirming active expansion of the PCHC clinic partnership district-wide.
Data Collection & Analysis
9.1 Disaggregated discipline data system In-work · 1/2 pts
Federal Civil Rights Data Collection figures are publicly available by race for the district <cite index="64-1,64-2">Department of Education's Civil Rights Data Collection site. Explore if disparities exist at this school across all racial groups.</cite> but no confirmed internal, ongoing disaggregated discipline-data system was documented.
9.2 Regular audits of discipline practices Implemented · 2/2 pts
<cite index="10-2">An equity audit, along with a review of the school curriculum and new implicit bias training for school officials involved in hiring, are among the steps the Bangor School Department plans to take to improve diversity and inclusivity.</cite> Ongoing work includes <cite index="128-2">Successful Initiatives: increased communication, developing partnerships, assessments and auditing using</cite> data.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
Audit findings led directly to policy and practice changes, including <cite index="131-10">Following the DEIB committee presentation we are moving forward with an equity audit of our hiring practices.</cite>
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
<cite index="16-4">On Jan. 3, the school department's DEIB committee sent a letter to families reaffirming its commitment to making all schools welcoming to students, staff and families of all backgrounds.</cite> Updates are also shared regularly at open School Committee meetings.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
<cite index="49-16,49-17">Student Council - provide service to Bangor High School, promote leadership, coordinate school activities and act as a means of communication between student and faculty. The Council is composed of five members from each class, class council presidents and four Student Council officers elected in the spring.</cite> The district also seats student representatives on the School Committee.
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
Student feedback is gathered via equity-audit surveys <cite index="65-1">Bangor Superintendent James Tager said the UMaine equity audit will involve interviewing and surveying students and staff in the fall to evaluate the school department's strengths and find where schools can improve to become more inclusive.</cite> and via recurring <cite index="51-11">Student Committee Member Updates</cite> at School Committee meetings.
10.3 Students facilitate restorative processes Not Implemented · 0/2 pts
No public documentation was found confirming Bangor (Maine) students facilitate restorative processes/circles.
10.4 Student-led peer education Implemented · 2/2 pts
<cite index="121-9,121-10">The Bangor High School Guidance Department has established a peer tutoring center. BHS students in grade 10-12 have volunteered their time to support students who could use a little extra help during their study halls.</cite>
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
<cite index="33-8">Neste told NEWS CENTER Maine that the goal of opening the clinic is to eventually provide services to all Bangor students.</cite> The district also maintains <cite index="224-10">Total Guidance Counselors: 12.80</cite> plus dozens of student-support staff district-wide.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
<cite index="121-6,121-7,121-8">Each academic department at Bangor High School has regularly scheduled after school help sessions. These help sessions are open to all students and they can be accessed on a walk-in basis. No pre-arranged appointment is necessary.</cite> The district also continuously hires paid tutors: <cite index="120-2">The Bangor School Department accepts applications for educational tutor positions continuously throughout the school year.</cite>
11.3 Community partnerships expand services Implemented · 2/2 pts
Evidence includes the PCHC school-based health clinic, SPRPCE parent workshops, and <cite index="105-2">Through partnerships with the Bangor School Department, Bangor Boys & Girls Club, Brewer Housing Authority, Fields Pond Audubon Center, Maine Discovery Museum, and The Rock Church meals will be offered</cite> as part of summer meal programs.
11.4 Systems to remove access barriers Implemented · 2/2 pts
Barrier-removal mechanisms include translated family communications <cite index="133-5">The DEIB Advisory Committee was also involved in recent technology advancements on the department's website that ensures announcements, such as snow day notices, are delivered to families in whatever language they speak at home</cite>, district-wide food-assistance outreach, and a dedicated McKinney-Vento homeless-rights department listed on the district site.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
<cite index="13-3">In the days after President Donald Trump announced his intention to end "radical and wasteful" DEI programs from the federal government, Bangor School Department leadership didn't know whether it would need to cut its Diversity, Equity, Inclusion and Belonging Advisory Committee.</cite> This standing committee (now also called Community of Belonging Advisory Committee) continues to report regularly to the School Committee.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
<cite index="65-1">Bangor Superintendent James Tager said the UMaine equity audit will involve interviewing and surveying students and staff in the fall to evaluate the school department's strengths and find where schools can improve to become more inclusive.</cite> The committee also planned <cite index="130-9">Will be hosting place-based listening and community listening sessions</cite>.
12.3 Benchmarking vs. state/national comparators In-work · 1/2 pts
Limited benchmarking was cited: <cite index="130-6">3.2% for Bangor; Maine average is 2.6%</cite>, but no comprehensive or recurring benchmarking framework against state/national comparators was documented.
12.4 PD & reflective practice culture Implemented · 2/2 pts
Policy ACA mandates recurring staff training and review <cite index="131-13">This policy is reviewed within annual staff training, with newly hired staff and as needed so that</cite> equity practice stays current, paired with ongoing audit-driven reflection cited in DEIB committee updates.
Extra Credit
EC1 Formal Board-adopted Equity Policy (ACA), 2024, explicitly defining equity and mandating recurring staff training/review — a rare level of codification for a district this size. Implemented · 2/2 pts
<cite index="131-11,131-12">The Bangor School Department (BSD) recognizes equity as a foundational value and practice to community. Through this policy, BSD takes responsibility for active and ongoing engagement</cite> with DEIB dynamics district-wide.
EC2 Large-scale community mentoring initiative pairing 500+ volunteer community mentors (including a focus on recruiting mentors of color) with students district-wide. Implemented · 2/2 pts
<cite index="74-2">Kessler is one of 559 people who've signed up to mentor students in the Bangor School Department as part of a program that Superintendent James Tager started in the fall.</cite>
EC3 Downeast School recognized by the Maine Department of Education as a model site combining PBIS with an Inclusive Education Model Pilot, showing measurable gains in attendance/achievement. Implemented · 2/2 pts
<cite index="146-3,146-6">Four years into implementing PBIS, a nationally recognized, evidence-based framework for improving school climate, the school has seen measurable improvements in student achievement, attendance, and behavior... That mindset has also helped position Downeast School to become one of the Maine Department of Education's (DOE) Inclusive Education Model Pilot Schools.</cite>
EC4 Joint City-School standing Advisory Committee on Racial Equity, Inclusion and Human Rights, linking municipal and school-district equity work with regular cross-reporting. Implemented · 2/2 pts
<cite index="171-2,171-3">The committee heard from the Bangor School Department's Director of Civil Rights about its Community of Belonging Advisory Committee, including work on student and staff inclusion, community education, and support for families.</cite>
EC5 Describe additional policy… Not rated · 0/2 pts
No rationale recorded.
