Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff In-work · 1/2 pts
BPS has offered cultural proficiency/bias training since 2013, but evidence shows it reached principals and a 'growing share' of teachers rather than being confirmed mandatory for all staff district-wide. <cite index="30-7,30-8">Boston Public Schools is now at the forefront of efforts to take a districtwide approach to fighting cultural insensitivity and bias, offering cultural proficiency training to every school principal and a small but growing share of the city's teachers.</cite> The Office of Civil Rights also <cite index="33-4">supports and trains BPS employees on how to recognize and address possible bias-based conduct or other potential inequities.</cite>
1.2 Mentorship programs for culturally diverse staff In-work · 1/2 pts
BPS runs pipeline/mentoring programs aimed at cultivating educators of color, such as <cite index="82-4">the BPS Teacher Cadet Program (TC), a district-wide enrichment and development initiative that focuses on developing the next generation of BIPOC educators</cite>, and <cite index="86-2">the BPS New Teacher Development Program paired novice educators with experienced mentors to improve retention and effectiveness</cite>. These are pipeline/mentoring efforts but not a confirmed dedicated mentorship program specifically for existing diverse staff district-wide.
1.3 Culturally relevant PD resources in staff learning Implemented · 2/2 pts
BPS maintains an official, centralized PD resource library for culturally responsive practice: <cite index="109-8,109-9">Need Resources? Please visit the Equity & C.L.S.P Toolkit google site for access to frameworks, planning tools, lessons, curriculum tools, etc.</cite> The Office of Opportunity Gaps also provides <cite index="222-5,222-6">capacity building for Culturally and Linguistically Sustaining Practices (CLSP), providing the professional learning and feedback needed by all in the system to enact our equity agenda, including sessions with district leadership, school leaders, teachers, partner organizations, and families.</cite>
1.4 Regular feedback/measurement on training effectiveness In-work · 1/2 pts
A state case-study on BPS's cultural proficiency work describes an intended outcome-measurement approach but not a fully built-out ongoing evaluation system: <cite index="71-9">Boston said the team will know the impact of their professional development if: the students feel more connected to school; strong...</cite> No independent evidence of a mature, regular feedback/measurement system was found.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
<cite index="2-1,2-2,2-3">The Code of Conduct details Boston Public Schools policy about appropriate student behavior, as well as procedures for disciplinary action... designed to emphasize the importance of creating safe, welcoming school environments that support student learning.</cite> <cite index="4-12">The Code of Conduct applies to all students.</cite>
2.2 Regular policy reviews/updates Implemented · 2/2 pts
The Code of Conduct has been revised multiple times, e.g. <cite index="27-7">Boston Public Schools revised its code of conduct in the 2012 school year, adopting the reforms in Chapter 222</cite>, with subsequent editions in 2016 and most recently <cite index="2-4">Download the Code of Conduct (updated in 2021).</cite>
2.3 Staff training on consistent application In-work · 1/2 pts
Training exists but is not confirmed as universal/mandatory: <cite index="18-5">approximately one-third of teachers have received special training in restorative justice practices, with the expectation that all teachers will receive such training, and that a 'restorative practices implementation plan' is underway.</cite> Succeed Boston also <cite index="118-3,118-4">hosts professional development on bullying prevention and intervention, substance use prevention, and restorative practices and implementation.</cite>
2.4 Centralized documentation of incidents/outcomes In-work · 1/2 pts
BPS publishes discipline data (<cite index="97-3">Student Discipline - Student Discipline data is reported from the Student Safety and Discipline Report (SSDR)</cite>) but an independent audit found broader data quality problems, including <cite index="25-4">the district also fails to report to the state many incidents where staff physically restrain students</cite>, indicating incomplete centralized documentation in some areas.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm In-work · 1/2 pts
Restorative circles are codified in policy and piloted via the Circle Forward model, but implementation is not district-wide: <cite index="10-3">the Boston Public Schools revamped its code of conduct, which now includes restorative practices as an alternative form of discipline</cite>, yet <cite index="16-1">the BPS Office of Restorative Justice team consists of just three full-time staff overseeing the implementation of restorative practices across some 125 schools.</cite>
3.2 Staff training in restorative practices In-work · 1/2 pts
Multi-day trainings exist (<cite index="118-4,118-5">Succeed Boston regularly hosts professional development on...restorative practices and implementation...Building a Restorative Community: Tier 1 (2-day)</cite>) but coverage is partial: <cite index="18-5">approximately one-third of teachers have received special training in restorative justice practices.</cite>
3.3 Curriculum integrates conflict-resolution skills Implemented · 2/2 pts
BPS explicitly integrates conflict-resolution into curriculum: <cite index="152-5">Aligning SEL and academic content objectives into the curriculum in reading, writing, social studies, mathematics, health, the arts, and the other content areas builds and reinforces students' experience of key SEL skills such as empathy, conflict resolution, and appreciating diversity.</cite> The district also uses the <cite index="154-5">Second Step curriculum</cite> as a standards-based SEL program.
3.4 Peer mediation program Not Implemented · 0/2 pts
No public documentation of a district-wide, BPS-specific student peer mediation program was found. Search results on 'peer mediation' in Boston-area schools referenced other districts (e.g., Burlington, VT) rather than Boston Public Schools.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff In-work · 1/2 pts
Implicit bias content is part of BPS's cultural proficiency programming (<cite index="30-7,30-8">Boston Public Schools is now at the forefront of efforts to take a districtwide approach to fighting cultural insensitivity and bias, offering cultural proficiency training to every school principal and a small but growing share of the city's teachers</cite>) but is not confirmed mandatory for all staff.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
The Code of Conduct directly mandates periodic review of discipline data by subgroup: <cite index="7-3">The Building Administrator or designee shall periodically review discipline data by selected student [characteristics]</cite>, a built-in process for identifying disparities.
4.3 Cultural competence checks in hiring In-work · 1/2 pts
BPS has a dedicated hiring office committed to cultural proficiency: <cite index="81-4">The Recruitment Team...is committed to recruiting, hiring, developing, and retaining a racially, ethnically, culturally, and linguistically diverse group of highly effective and culturally proficient teachers and staff members every year.</cite> This reflects a diversity-oriented hiring strategy, though explicit 'cultural competence checks' as a formal hiring step were not confirmed.
4.4 Diverse perspectives & materials in curriculum Implemented · 2/2 pts
BPS made ethnic studies a graduation requirement: <cite index="70-3">Boston Public Schools' School Committee quietly approved new graduation requirements last spring for the class of 2026 that included ethnic studies as one of three history requirements.</cite> The district also <cite index="107-9,107-10">referenced consistent use of the Racial Equity Planning Tool (REPT) in curricular decision-making at both district and school levels...in evaluating curriculum.</cite>
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds In-work · 1/2 pts
BPS promotes Culturally and Linguistically Sustaining Practices (<cite index="109-4,109-6">C.L.S.P. draw upon, infuse and evoke students' existing schema, experiences, funds of knowledge, and perspectives...and intentionally seeks racial and cultural equity and pluralism</cite>), but critics have pointed to specific curriculum adoptions (e.g., ELA) as falling short, indicating inconsistent application rather than confirmed district-wide fidelity.
5.2 Teacher PD on integrating diverse perspectives In-work · 1/2 pts
BPS hired <cite index="70-9">Katie Li, a leader in the effort, was hired to become Boston Public Schools' first ethnic studies instructional coach</cite>, and provides the CLSP Toolkit for integrating diverse perspectives, but this appears to be a limited-capacity effort rather than comprehensive ongoing PD for all teachers.
5.3 Community collaboration for supplemental resources In-work · 1/2 pts
Community/educator collaboration helped build curriculum: <cite index="68-5,68-6">the Boston Teachers Union Ethnic Studies Now! Organizing Committee has worked for three years to design and implement an ethnic studies curriculum for Boston Public Schools</cite>, drawing on partnerships with UMass and Holyoke Public Schools.
5.4 Culturally specific courses/electives Implemented · 2/2 pts
<cite index="70-3">Boston Public Schools' School Committee quietly approved new graduation requirements last spring for the class of 2026 that included ethnic studies as one of three history requirements</cite>, representing a culturally specific course now embedded in graduation requirements.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
<cite index="50-11,50-12">Each school is required to establish a School Parent Council and identify representatives to serve on the Citywide Parent Council. The Boston Public Schools superintendent will regularly consult and meet quarterly with the Citywide [Parent Council].</cite>
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
BPS has extensive, long-standing community partnerships for student/family support, e.g. <cite index="67-9,67-10">the BHS department works closely with various partners to strengthen behavioral health supports...including our partnership with Boston Children's Hospital & UMass Boston</cite>, and a newer <cite index="65-3">partnership with The Brookline Center for Community Mental Health (BCCMH)...bring[ing] immediate, multilingual mental health care to students, families, and staff at 82 schools across the district.</cite>
6.3 Advisory committees with community representation Implemented · 2/2 pts
Multiple standing advisory bodies include community representation: <cite index="49-6,49-7">The District English Learners Advisory Committee (DELAC) is a multiethnic, parent-led committee...composed of English learners, parents, and community members</cite>; <cite index="55-3,55-6">the Boston Special Education Parent Advisory Council (SpEdPAC) is the independent districtwide parent advisory council...a multi-lingual, multi-cultural council</cite>; and the School Committee's <cite index="203-6">Opportunity and Achievement Gaps (OAG) Task Force composed of school committee members and internal and external stakeholders.</cite>
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
<cite index="56-8">Thirty-one schools have full-time Family & Community Outreach Coordinators (FCOCs)</cite> and a dedicated <cite index="49-1,49-2">diverse, multilingual team dedicated to supporting Boston Public Schools' families</cite> work to ensure outreach to all families, including multilingual communities.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training In-work · 1/2 pts
Ongoing anti-bias programming exists via <cite index="33-4">the Office of Civil Rights supports and trains BPS employees on how to recognize and address possible bias-based conduct</cite> and <cite index="109-1">the Office of Opportunity Gaps Fireside Chat, an effort to cultivate a district-wide community of learning and practice around anti-racism consciousness and strategy</cite>, but mandatory, comprehensive coverage for all staff was not confirmed.
7.2 Workshops on culturally responsive teaching In-work · 1/2 pts
Workshops exist (<cite index="30-8">cultural proficiency training to every school principal and a small but growing share of the city's teachers</cite>) but are not confirmed universal.
7.3 Equity topics in staff meetings/PD Implemented · 2/2 pts
Equity is institutionalized in ongoing district programming: <cite index="109-1">the Office of Opportunity Gaps Fireside Chat is an effort to cultivate a district-wide community of learning and practice around anti-racism consciousness and strategy</cite>, alongside organized <cite index="37-8">Equity Protocols Training and Racial Equity Planning Tool Trainings in collaboration with the Opportunity Gaps Office.</cite>
7.4 Participation in equity-focused conferences In-work · 1/2 pts
Some evidence of staff participation in equity-focused convenings exists, e.g. <cite index="69-5">at the Boston Educators for Social Justice conference in 2018, a panel of students and educators presented on various efforts to bring Ethnic Studies to...Boston schools</cite>, but no evidence of a systematic, funded conference-attendance program was found.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
<cite index="67-1,67-3">The Behavioral Health Services (BHS) department provides services and supports to all Boston Public Schools (BPS)...comprised of licensed behavioral health providers supporting all BPS schools.</cite> This is reinforced by newer partnerships like <cite index="60-3">Boston Public Schools has long been a leader in student mental health, making exceptional investments in counseling services, crisis intervention, and partnerships with local mental health organizations.</cite>
8.2 Safe, supportive spaces (mindfulness/sensory) In-work · 1/2 pts
BPS promotes in-classroom calming spaces: <cite index="158-5,158-6">Co-Creating a Think Space In The Classroom...A Think Space is a location in the classroom where students can go to take a break, reflect on their emotions, and practice strategies to manage stress.</cite> A case study highlighted <cite index="144-2,144-3">research with Boston Public Schools that describes how offering dedicated 'think spaces' within the classroom...As our case study of the Haynes Early Education Center shows, even at the earliest grades, students can codesign think spaces.</cite> However, this appears to be pilot/school-level rather than confirmed district-wide, and separate '[timeout] separate rooms' practices have also drawn scrutiny.
8.3 Trauma-informed staff training In-work · 1/2 pts
Trauma-informed training exists but is pilot-scale: <cite index="122-5,122-7">BPHC and BPS are piloting a 'Trauma-informed School System Transformation' at 10 BPS schools, reaching up to 3,500 students and 750 staff...Flourish Agenda hosted 29 training sessions for 817 BPS staff</cite> in year one, not yet confirmed as mandatory district-wide.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
<cite index="62-1,62-2">$21 million in transformative funding for mental and behavioral health programs and services to support the City's youth and families</cite> and a 2025 <cite index="65-3">partnership...will bring immediate, multilingual mental health care to students, families, and staff at 82 schools across the district.</cite>
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
BPS publicly reports disaggregated discipline data (<cite index="97-3">Student Discipline - Student Discipline data is reported from the Student Safety and Discipline Report (SSDR)</cite>), and an independent audit found <cite index="102-7">discipline...were low-risk areas</cite> relative to other data domains reviewed.
9.2 Regular audits of discipline practices In-work · 1/2 pts
A one-time, state-mandated comprehensive data audit reviewed discipline-related data: <cite index="102-1">third-party data review by Ernst and Young consultants largely confirmed state concerns about district data</cite>, and officials said <cite index="25-9">starting this spring, the district will begin auditing its physical restraint data</cite>, but a regular/recurring discipline-practices audit cycle was not confirmed.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
BPS uses data to drive interventions: <cite index="114-5">By rolling multiple measures into a single, more accessible metric, BPS is better equipped to direct resources and supports to the schools and students who need them most.</cite> Additionally, <cite index="112-7">the district further institutionalized the use of the [Racial Equity Planning] Tool by mandating schools and departments to submit a completed Tool at least twice each year.</cite>
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
BPS publishes data transparently, e.g. <cite index="97-3">Data and Reports produced by the Office of Data and Accountability...Student Discipline Data</cite>, plus a public <cite index="105-3,105-4">2025 School Quality Report...dashboard...displays School Quality Framework (SQF) Tiers and Scores for 2025 for all schools</cite>, and the OAG Task Force receives an <cite index="227-1,227-2">Annual Progress Report, along with its recommendations, submitted to the Boston School Committee.</cite>
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
<cite index="39-1,39-3">The Boston Student Advisory Council (BSAC) is a body of selected high school student representatives from across the Boston Public Schools...serving as the primary vehicle for student voice and engagement within the Boston Public Schools district.</cite>
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
<cite index="40-5">A member of BSAC also serves as a non-voting student representative on the Boston School Committee.</cite> Additionally, the <cite index="47-3">'Empowering Teens Through Health Youth Advisory Board' (YAB)...gave feedback on current Boston Public Schools' health promotion campaigns.</cite>
10.3 Students facilitate restorative processes Not Implemented · 0/2 pts
No public documentation was found confirming that BPS students are trained to independently facilitate restorative justice processes (circles led by trained staff/coaches were documented, but student-facilitation specifically was not confirmed).
10.4 Student-led peer education In-work · 1/2 pts
<cite index="47-1,47-3">To increase student voice and engagement in health education and create youth-led resources, Boston Public Schools...created the Empowering Teens Through Health Youth Advisory Board</cite>, a student-led peer-education model, though limited to the health domain.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
<cite index="67-7">The comprehensive role...of BHS staff within schools is intentionally supported to ensure access to high-quality, equitable behavioral health services for all BPS students.</cite> This is reinforced by the 2025 <cite index="65-3">partnership...bring[ing] immediate, multilingual mental health care to students, families, and staff at 82 schools across the district.</cite>
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
<cite index="138-1">Boston Public Schools (BPS) has partnered with Paper to provide unlimited, 24/7 tutoring to all 50,000 students across the school district</cite>, representing targeted academic support available district-wide, though high-dosage tutoring specifically <cite index="135-1">has only provided...to about 350 of its roughly 50,000 students.</cite>
11.3 Community partnerships expand services Implemented · 2/2 pts
<cite index="64-1,64-2">Bridge to Resiliency is a one-of-a-kind partnership between Children's Services of Roxbury and Boston Public Schools to address the complex social, emotional, and behavioral needs of Boston students</cite>, among numerous other community partnerships expanding services.
11.4 Systems to remove access barriers Implemented · 2/2 pts
<cite index="138-1,138-3">To address unequal student access to private tutoring and facilitate learning acceleration, Boston Public Schools (BPS) has partnered with Paper to provide unlimited, 24/7 tutoring to all 50,000 students...further emphasiz[ing] our commitment to equity and access for every student at BPS.</cite>
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
<cite index="203-6">In 2015, the school committee formed an Opportunity and Achievement Gaps (OAG) Task Force composed of school committee members and internal and external stakeholders</cite>, which <cite index="203-8">is charged with investigating and recommending to the Boston School Committee...system-wide policies, programs and practices designed to eliminate achievement and opportunity gaps.</cite>
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
<cite index="126-3,126-4">The BPS Climate and Culture survey, administered annually, provides valuable feedback from students, family, and staff members across the city...this year's survey captured the feedback of 23,629 students, 5,968 teachers and educational staff, and 13,129 family members.</cite>
12.3 Benchmarking vs. state/national comparators In-work · 1/2 pts
BPS undergoes periodic state district reviews that provide external comparison (<cite index="107-8,107-9">The district-developed Racial Equity Planning Tool...District leaders referenced the use of the tool in evaluating curriculum</cite>), and built the Opportunity Index <cite index="114-11">in partnership with researchers from Northeastern University and Harvard University</cite>, but a systematic, ongoing benchmarking process against state/national peers specifically for discipline equity was not clearly confirmed.
12.4 PD & reflective practice culture Implemented · 2/2 pts
BPS fosters an ongoing reflective PD culture through programs like the <cite index="86-3,86-4">New Teacher Development Program, a comprehensive mentoring and coaching initiative...At the heart of the program was the mentor-mentee relationship</cite>, and <cite index="109-1">the Office of Opportunity Gaps Fireside Chat, an effort to cultivate a district-wide community of learning and practice around anti-racism consciousness and strategy.</cite>
Extra Credit
EC1 BPS Opportunity Index: a composite, place-based data tool combining neighborhood and student-level factors to proactively direct resources to the schools/students most in need, built with outside university researchers. Implemented · 2/2 pts
<cite index="114-3,114-4">The Boston Public Schools (BPS) Opportunity Index is a composite index that incorporates a range of data representing factors that are outside of the schools' control, yet are predictive of students' academic outcomes...'place-based' measures related to students' home neighborhoods.</cite>
EC2 BPS Racial Equity Planning Tool (REPT): a mandated six-step decision-making protocol applied to school/department proposals, budget, and curriculum decisions twice yearly to proactively analyze racial equity impacts before implementation. Implemented · 2/2 pts
<cite index="107-8">The district-developed Racial Equity Planning Tool (REPT) provides a clear six-step process to ensure decision-making processes are aimed at closing opportunity gaps and advancing racial equity.</cite> It is <cite index="112-7">mandat[ed for] schools and departments to submit a completed Tool at least twice each year.</cite>
EC3 Office of Opportunity Gaps / OAG Policy and Task Force: a standing School Committee-approved policy and task force (since 2015/2016) specifically dedicated to eliminating opportunity/achievement gaps, with an Annual Progress Report and designated Assistant Superintendent. Implemented · 2/2 pts
<cite index="220-2">In 2016, the Boston School Committee unanimously approved the Policy of the Boston Public Schools to Eliminate Opportunity and Achievement Gaps for Students of Color, English Language Learners, Students with Disabilities, and Students of Low Socio-Economic Status.</cite>
EC4 BPS 'grow-your-own' educator diversity pipeline (Teacher Cadet Program and Accelerated Community to Teacher/BE-ACTT) specifically designed to recruit and credential BIPOC and bilingual teachers from within the Boston community. In-work · 1/2 pts
<cite index="82-3,82-4">We offer teacher licensure programs...especially those who reflect and celebrate the racial, cultural and linguistic diversity of our students...The BPS Teacher Cadet Program (TC) is a district-wide enrichment and development initiative that focuses on developing the next generation of BIPOC educators.</cite>
EC5 Comprehensive Behavioral Health Model (CBHM): a long-running (since 2012) tri-partner model embedding full-time behavioral health clinicians across dozens of schools, now expanded to the Boston School-Based Behavioral Health Collaborative. Implemented · 2/2 pts
<cite index="59-5,59-7">In 2012, Boston Public Schools partnered with Boston Children's Hospital and the University of Massachusetts–Boston to launch a Comprehensive Behavioral Health Model...Today, 76 Boston schools are in the program, and the number of clinicians in the district has tripled.</cite>
