The Center for the Study of Scholastic Discipline

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Boise School District — Policy Analysis 2026

Boise, ID · https://www.boiseschools.org/
Grand Total
58 / 106
54.7%
Base Score
51 / 96
Extra Credit
7 / 10

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Score by Section

SectionScoreMaxNotes
Culturally Responsive Training28Notes
Clear & Consistent Policies48Notes
Restorative Justice Practices08Notes
Bias Awareness & Mitigation28Notes
Culturally Relevant Curriculum48Notes
Community Engagement & Collaboration88Notes
Professional Development on Equity & Inclusion38Notes
Mental Health & Trauma-Informed Practices68Notes
Data Collection & Analysis58Notes
Student Voice & Leadership68Notes
Equitable Access to Support Services68Notes
Continuous Evaluation & Improvement58Notes
Extra Credit710Notes

Suggestions to Improve the Score

Every item below its maximum, worst gap first, with the reviewer's own notes as the rationale.

Show suggestions (34)
  • 1.2 [Culturally Responsive Training]: Mentorship programs for culturally diverse staff — Currently: Not Implemented (0/2 pts). No public documentation was found of a mentorship program specifically for culturally diverse staff; only general new-teacher/student-teacher mentoring was found.
  • 1.4 [Culturally Responsive Training]: Regular feedback/measurement on training effectiveness — Currently: Not Implemented (0/2 pts). No public documentation found of a feedback or measurement process evaluating training effectiveness.
  • 2.3 [Clear & Consistent Policies]: Staff training on consistent application — Currently: Not Implemented (0/2 pts). No public documentation was found describing staff training specifically on consistent application of the conduct policy.
  • 3.1 [Restorative Justice Practices]: Restorative circles/conferences to repair harm — Currently: Not Implemented (0/2 pts). No public documentation was found confirming restorative circles or conferences used in Boise School District.
  • 3.2 [Restorative Justice Practices]: Staff training in restorative practices — Currently: Not Implemented (0/2 pts). No public documentation found of staff training in restorative practices for this district.
  • 3.3 [Restorative Justice Practices]: Curriculum integrates conflict-resolution skills — Currently: Not Implemented (0/2 pts). No public documentation found that curriculum explicitly integrates conflict-resolution skills district-wide.
  • 3.4 [Restorative Justice Practices]: Peer mediation program — Currently: Not Implemented (0/2 pts). No public documentation found of a formal peer mediation program.
  • 4.1 [Bias Awareness & Mitigation]: Implicit bias training for staff — Currently: Not Implemented (0/2 pts). No public documentation found of implicit-bias training specifically for staff.
  • 4.3 [Bias Awareness & Mitigation]: Cultural competence checks in hiring — Currently: Not Implemented (0/2 pts). No public documentation found of cultural-competence checks built into hiring processes.
  • 7.4 [Professional Development on Equity & Inclusion]: Participation in equity-focused conferences — Currently: Not Implemented (0/2 pts). No public documentation found of staff participation in equity-focused external conferences.
  • 9.2 [Data Collection & Analysis]: Regular audits of discipline practices — Currently: Not Implemented (0/2 pts). No public documentation found of regular internal audits of discipline practices.
  • 10.3 [Student Voice & Leadership]: Students facilitate restorative processes — Currently: Not Implemented (0/2 pts). No public documentation found of students facilitating restorative processes.
  • 12.3 [Continuous Evaluation & Improvement]: Benchmarking vs. state/national comparators — Currently: Not Implemented (0/2 pts). No public documentation found of the district benchmarking discipline or equity outcomes against state or national comparators.
  • EC5 [Extra Credit]: Describe additional policy… — Currently: Not rated (0/2 pts). No rationale recorded.
  • 1.1 [Culturally Responsive Training]: Mandatory cultural competency training for all staff — Currently: In-work (1/2 pts). There is evidence of topic-specific staff trainings (e.g., an LGBTQ+ Identities training folded into the district's "New to the Profession" course), but no confirmation of a mandatory, district-wide general cultural-competency training program. <cite index="139-10,139-11">The BSD appears to give teachers and staff training in gender ideology on a regular basis, as part of a course for…
  • 1.3 [Culturally Responsive Training]: Culturally relevant PD resources in staff learning — Currently: In-work (1/2 pts). The district runs an extensive internal PD system <cite index="131-2,131-3">BSD Professional Development ... Professional development accessible to all District Employees</cite>, and language/inclusion-related PD (SIOP, co-teaching) exists, but no dedicated "culturally relevant PD" library was confirmed.
  • 2.2 [Clear & Consistent Policies]: Regular policy reviews/updates — Currently: In-work (1/2 pts). The Board's stated role includes ongoing policy work, but no specific review cadence was confirmed. <cite index="38-4">Policy Development: Crafting and implementing policies that promote high educational standards and equity</cite>
  • 2.4 [Clear & Consistent Policies]: Centralized documentation of incidents/outcomes — Currently: In-work (1/2 pts). Discipline/behavior records are formally tracked and transferred among schools, suggesting some centralized documentation. <cite index="41-3">If your child is currently attending an out-of-district school... the following documents must be submitted... Behavior/Discipline Record</cite> and <cite index="44-9">When a student transfers from one school to another within the Boise School District,…
  • 4.2 [Bias Awareness & Mitigation]: Processes to review discipline data for disparities — Currently: In-work (1/2 pts). Discipline data broken out by demographics is collected and published via the federal Civil Rights Data Collection, but no internal district process for reviewing disparities was confirmed. <cite index="184-3,184-4">Boise City Independent School District 1 ... Discipline ... Out-of-School Suspension Composition</cite>
  • 4.4 [Bias Awareness & Mitigation]: Diverse perspectives & materials in curriculum — Currently: In-work (1/2 pts). The district states a general commitment to diverse, inclusive curriculum and offers multilingual-learner support. <cite index="109-4">Our schools reflect the rich diversity of our community, and we are dedicated to inclusive, high-quality education that supports students of all languages, cultures, and abilities.</cite>
  • 5.1 [Culturally Relevant Curriculum]: Curriculum materials reflect student backgrounds — Currently: In-work (1/2 pts). General statements of inclusivity exist, but no specific curriculum audit or materials review for cultural representation was found. <cite index="109-4">Our schools reflect the rich diversity of our community, and we are dedicated to inclusive, high-quality education that supports students of all languages, cultures, and abilities.</cite>
  • 5.2 [Culturally Relevant Curriculum]: Teacher PD on integrating diverse perspectives — Currently: In-work (1/2 pts). Boise received state grant funding for co-teaching models supporting multilingual learners. <cite index="160-3,160-4">the SDE awarded $85,000 per year to support co-teaching models in four districts... Boise Independent District #001... As the district moves forward, they plan on expanding their co-teaching to the core education classrooms.</cite>
  • 5.3 [Culturally Relevant Curriculum]: Community collaboration for supplemental resources — Currently: In-work (1/2 pts). The district partners with the City of Boise for supplemental programs at Title I schools. <cite index="66-1,66-2">The City of Boise Parks and Recreation operates eight afterschool programs in partnership with the Boise School District. The afterschool programs provide free programs for children from Title I schools including homework assistance, STEM</cite>
  • 5.4 [Culturally Relevant Curriculum]: Culturally specific courses/electives — Currently: In-work (1/2 pts). The district offers a K-12 Spanish-English dual language immersion pathway, which is a culturally-specific program, though not labeled as an ethnic-studies elective. <cite index="159-9,159-10,159-11">We provide a dual language program at Whitney & Whittier Elementary. Students learn in Spanish & English. When students complete the program in high school they can earn the Idaho Seal of Biliteracy</cit…
  • 7.1 [Professional Development on Equity & Inclusion]: Ongoing anti-bias/equity training — Currently: In-work (1/2 pts). Some ongoing training on identity/inclusion topics was documented but not confirmed as comprehensive anti-bias training for all staff. <cite index="139-10">The BSD appears to give teachers and staff training in gender ideology on a regular basis.</cite>
  • 7.2 [Professional Development on Equity & Inclusion]: Workshops on culturally responsive teaching — Currently: In-work (1/2 pts). Training such as SIOP and co-teaching models for multilingual learners constitutes culturally-responsive-adjacent PD, though not labeled explicitly as such. <cite index="160-3">the SDE awarded $85,000 per year to support co-teaching models in four districts... Boise Independent District #001</cite>
  • 7.3 [Professional Development on Equity & Inclusion]: Equity topics in staff meetings/PD — Currently: In-work (1/2 pts). Diversity, Equity & Inclusion appears as a topic area discussed by district stakeholder groups, but no confirmation this is a standing agenda item in staff meetings specifically. <cite index="94-2">finance/trade, Sustainability/Environmental Matters, Diversity, Equity & Inclusion and Facilities.</cite>
  • 8.2 [Mental Health & Trauma-Informed Practices]: Safe, supportive spaces (mindfulness/sensory) — Currently: In-work (1/2 pts). At least one school has created a calming/sensory space, but this was not confirmed as a district-wide standard. <cite index="63-2">Timberline High School student Lila Stadler envisioned a "chill room," where students can take a few minutes to themselves, relax, and take a break.</cite>
  • 8.3 [Mental Health & Trauma-Informed Practices]: Trauma-informed staff training — Currently: In-work (1/2 pts). Faculty receive suicide-prevention/mental-health literacy training, which is trauma-adjacent but not a full trauma-informed-care training program. <cite index="91-5,91-6">the Boise School District just started the Signs of Suicide curriculum to all secondary schools from 7th to 12th grade. The program is training faculty to increase mental health literacy around depression and suicide</cite>
  • 9.1 [Data Collection & Analysis]: Disaggregated discipline data system — Currently: In-work (1/2 pts). Discipline data disaggregated by demographics exists via mandatory federal Civil Rights Data Collection reporting, but no distinct internal district data system was confirmed. <cite index="184-3,184-4">Boise City Independent School District 1 ... Discipline ... Out-of-School Suspension Composition</cite>
  • 11.2 [Equitable Access to Support Services]: Targeted academic support (e.g., tutoring) — Currently: In-work (1/2 pts). Targeted academic support exists but appears limited in scale/scope (Title I schools, ~80 students per semester for one partnership). <cite index="66-3,66-4">The afterschool programs provide free programs for children from Title I schools including homework assistance, STEM activities, art projects... Approximately 80 4th-6th students participants in the project each semester</cite>
  • 11.4 [Equitable Access to Support Services]: Systems to remove access barriers — Currently: In-work (1/2 pts). Some barrier-removal mechanisms exist (no-cost counseling, interpreters) but no comprehensive, formalized barrier-removal system was documented. <cite index="57-4">a contract with BPA Health... to provide no-cost counseling to Boise School District patrons</cite>
  • 12.1 [Continuous Evaluation & Improvement]: Standing committee/task force for discipline equity — Currently: In-work (1/2 pts). Diversity, Equity & Inclusion appears as a recurring topic area for district stakeholder bodies, but no dedicated standing discipline-equity task force was confirmed. <cite index="94-2">Diversity, Equity \& Inclusion and Facilities.</cite>
  • EC4 [Extra Credit]: K-12 Spanish-English Dual Language Immersion pathway culminating in the Idaho Seal of Biliteracy, supported by state grant funding for co-teaching models serving multilingual learners. — Currently: In-work (1/2 pts). <cite index="159-9,159-10,159-11">We provide a dual language program at Whitney & Whittier Elementary. Students learn in Spanish & English. When students complete the program in high school they can earn the Idaho Seal of Biliteracy</cite>

Source Documents Used

Show source documents (2)
DocumentDateLocal CopySource
Boise Schools News History on the Green, Student Voices on Stage & More to Celebrate2026Open filehttps://www.boiseschools.org/index.php?pageID=smartSiteFeed&psqFeed=true&articleID=92398929
Boise School District Scoring Sheet2026Open filefile:///C:/_CSSD/CSSDWebsite/cssdisc.org_htdocs/DistrictPolicies/Boise_School_District/2026/Boise_School_District_Scoring_Sheet.xlsx