Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff Implemented · 2/2 pts
State law mandates in-service cultural competency/implicit bias training for all school personnel, and the district confirms compliance: "Champaign Unit 4 Schools has completed implicit bias training as required by Public Act 100-0014 and continues to prioritize this work" with multi-year ongoing training for teachers, administrators, and leaders (https://ilga.gov/Legislation/publicacts/view/100-0014; district Discipline Improvement Plan PDF).
1.2 Mentorship programs for culturally diverse staff Not Implemented · 0/2 pts
General new-teacher mentorship programs and a community C-U One-to-One student mentoring program were found, but no public documentation specifically describes a mentorship program targeted at culturally diverse staff.
1.3 Culturally relevant PD resources in staff learning Implemented · 2/2 pts
The district describes a multi-year, ongoing partnership providing culturally responsive/DEI and implicit-bias professional learning: "Over the past five years, Unit 4 teachers, administrators, and district leaders have engaged in ongoing implicit bias and diversity, equity, and inclusion" training, plus a prior partnership with Dr. Pedro Noguera's Center for School Transformation on culturally responsive instructional practices (ed.gov NAR PDF).
1.4 Regular feedback/measurement on training effectiveness In-work · 1/2 pts
The district collects some feedback — "Feedback from staff and administrators regarding the implicit bias training has been consistently positive" — and conducts annual reflective reviews, but there is no evidence of a formal, standardized measurement/evaluation instrument for training effectiveness district-wide.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
The district maintains and publishes a formal Student Code of Conduct annually, administered under the School Supports department (https://www.champaignschools.org/page/school-supports-and-student-assignment).
2.2 Regular policy reviews/updates Implemented · 2/2 pts
A standing Board Policy Committee exists to "oversee the review of policies adopted by the School Board" on a regular basis, and the Discipline Equity/Advisory Task Force explicitly "revises the upcoming year's Student Code of Conduct" annually (champaignschools.org Board Policy Committee; committees page).
2.3 Staff training on consistent application Implemented · 2/2 pts
The district's Discipline Improvement Plan explicitly embeds "staff professional development" on discipline practices as a required, not optional, district-wide component, aimed at consistent application of restorative/MTSS-based discipline.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
The district conducts "a comprehensive review of district and building-level discipline data using both ISBE School Discipline data" and other systems, and publishes discipline-related data centrally via its Synergy SIS and public District Dashboard.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm Implemented · 2/2 pts
The district was awarded the Stronger Together Grant to train 80 staff in restorative practices through IIRP, and moved "from a model of school-by-school discretion to a district-wide expectation that restorative" conferencing be used, implemented across elementary, middle, and high schools.
3.2 Staff training in restorative practices Implemented · 2/2 pts
The district trained 80 staff through a formal partnership with the International Institute for Restorative Practices, and has partnered with Illinois Balanced and Restorative Justice (IBARJ) since 2014 to train staff in restorative peacemaking circles.
3.3 Curriculum integrates conflict-resolution skills In-work · 1/2 pts
MTSS Tier 2/3 supports reference "small group social skills instruction" and behavior plans, suggesting conflict-resolution content is embedded in interventions, but there is no evidence of conflict-resolution skills being integrated into the general academic curriculum for all students.
3.4 Peer mediation program In-work · 1/2 pts
The plan states the district "will formalize restorative conferencing, peer mediation, and de-escalation practices" as a district standard going forward, indicating peer mediation is being developed/expanded rather than confirmed as a fully implemented, district-wide program.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff Implemented · 2/2 pts
Confirmed compliance with Illinois' mandatory implicit bias training law, with the district stating this work is a "central component of its equity strategy" and has continued for five years.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
The EEE Committee, mandated by consent decree, reviews "discipline rates" disaggregated by race/ethnicity and SES each semester, and the DEA Task Force acts "to reduce unwarranted racial disparities in the area of school discipline," supplemented by the district's own Discipline Improvement Plan data reviews.
4.3 Cultural competence checks in hiring In-work · 1/2 pts
The district tracks and reports staff diversity metrics through an annual Affirmative Action/Equal Employment Opportunities report to the school board, but no specific evidence was found of a formal cultural-competence assessment built into the hiring/interview process itself.
4.4 Diverse perspectives & materials in curriculum In-work · 1/2 pts
The Board's 2020 anti-racism resolution called for addressing curriculum alongside discipline and school culture, and community advocates explicitly urged curriculum updates "to address race, power and privilege," but no specific district curriculum-audit documentation was found confirming systematic review for diverse materials.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds In-work · 1/2 pts
The resolution commits the district to addressing curriculum as part of dismantling systemic racism, but no specific public document details curriculum material reviews or adoption criteria ensuring materials reflect diverse student backgrounds district-wide.
5.2 Teacher PD on integrating diverse perspectives Implemented · 2/2 pts
The district built a multi-year partnership with Dr. Pedro Noguera's Center for School Transformation specifically to help schools "develop and ensure effective implementation of culturally responsive policies and instructional practices," alongside five years of ongoing DEI/implicit bias PD for staff.
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
FACE explicitly describes "our network of community partnerships" supporting students and families, including formal/ongoing collaborations providing supplemental resources and programming for the district (face.champaignschools.org).
5.4 Culturally specific courses/electives Not Implemented · 0/2 pts
No public documentation was found of a Unit 4-specific African American/ethnic studies course or other culturally specific elective offering in the district's curriculum.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
The district runs a Superintendent's Family Advisory Council bringing together parents/caregivers from every campus, hosts a districtwide "Listen & Learn Community Tour," and maintains the consent-decree-mandated EEE Committee that meets regularly with community representatives including the NAACP president.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
The district maintains numerous formal partnerships supporting students/families, including Operation Hope (with the City of Champaign, United Way, Boys & Girls Club, Park District), LIFT wraparound services, and multiple counseling/mental-health community partners listed via United Way's Community Impact page.
6.3 Advisory committees with community representation Implemented · 2/2 pts
The EEE Committee by design includes "a diverse cross section of the community," the NAACP President or designee, and community members, making it a formal advisory committee with community representation.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
The district's Annual Report is explicitly published in Spanish and French in addition to English, and the FACE department runs liaisons and outreach programs (e.g., Truancy Intervention Student Advocates) aimed at ensuring school-home communication for all families.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training Implemented · 2/2 pts
The district describes five years of "ongoing implicit bias and diversity, equity, and inclusion" training for teachers, administrators, and district leaders as an established, continuing practice.
7.2 Workshops on culturally responsive teaching Implemented · 2/2 pts
The district built a dedicated partnership with Dr. Pedro Noguera's team specifically to train/support culturally responsive instructional practices for magnet-school staff, indicating structured workshops on this topic.
7.3 Equity topics in staff meetings/PD In-work · 1/2 pts
Equity and bias topics are clearly part of district-level professional development initiatives, but no specific evidence confirms these topics are a standing, recurring agenda item in regular individual staff meetings at the building level.
7.4 Participation in equity-focused conferences In-work · 1/2 pts
Evidence found relates to a student being selected for a state advisory council rather than staff attendance at equity-focused professional conferences; no direct documentation of staff conference participation was found, though partnerships with national equity experts (e.g., Noguera, IIRP) suggest some exposure.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
The district partners with Promise Healthcare to create a school-based health center and offers "free mental health services for students and faculty through Care Solace," a program providing screening and provider matching.
8.2 Safe, supportive spaces (mindfulness/sensory) Not Implemented · 0/2 pts
No public documentation was found describing district-wide sensory rooms, mindfulness spaces, or other designated calming/safe spaces in Unit 4 schools.
8.3 Trauma-informed staff training Implemented · 2/2 pts
The district superintendent stated the district would "strengthen student supports through restorative practice, therapeutic crisis intervention (TCI) training, and introducing Student Support Advocates (SSAs)" as part of staffing, confirming trauma-informed (TCI) staff training.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
The district has formal partnerships (Promise Healthcare school-based health center, Care Solace, Hope for the Future, HopeSprings, Children's Advocacy Center) specifically to expand student/family mental health services.
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
The district's public Interactive Dashboard reports data filterable "by these categories: Race and Ethnicity, Gender, Free and Reduced Lunch... Special Education and 504," and discipline reviews explicitly use ISBE School Discipline data disaggregated similarly.
9.2 Regular audits of discipline practices Implemented · 2/2 pts
The district conducts annual (moving to quarterly) reviews of discipline data and produces a formal Discipline Improvement Plan with year-over-year progress reporting, a form of ongoing discipline-practice audit.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
The plan explicitly states interventions are revised based on data: "Based on a careful analysis of 2025-26 discipline data and the lessons learned...Champaign Unit 4 Schools will implement the following changes and enhancements," including a shift to quarterly disaggregated data reviews.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
The district publishes a public-facing Interactive Dashboard, annual reports (multi-language), and the EEE Committee receives a "public report each semester" on equity areas including discipline, ensuring transparent reporting to stakeholders.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups In-work · 1/2 pts
The EEE Committee lists "Student Voice Initiatives with Secondary Schools" among past initiatives, and a Unit 4 student was selected for the state ISBE Student Advisory Council, but no evidence confirms an ongoing, district-wide, mandatory student leadership/advisory structure.
10.2 Student feedback informs policy/procedures In-work · 1/2 pts
The district runs a districtwide Communications Survey inclusive of students and has referenced past "Student Voice Initiatives," but there is no clear documentation that student feedback formally and routinely shapes discipline policy specifically.
10.3 Students facilitate restorative processes Not Implemented · 0/2 pts
No public documentation was found indicating that students facilitate or co-facilitate restorative conferences/circles in Unit 4.
10.4 Student-led peer education Not Implemented · 0/2 pts
No public documentation was found describing a student-led peer education program (e.g., peer educators on discipline, health, or equity topics) in the district.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
The district offers "free mental health services for students and faculty through Care Solace," which screens and matches individuals with providers, alongside school-based health center access for all students.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
District partners and Equity & Engagement staff provide direct academic tutoring support (e.g., the "iRead. iCount." mentoring/tutoring program with Unit 4 elementary students), and Operation Hope provides targeted academic support for high schoolers.
11.3 Community partnerships expand services Implemented · 2/2 pts
Numerous community partnerships (Center for Youth and Family Solutions, Children's Advocacy Center, HopeSprings, Hope for the Future, Promise Healthcare) extend services to Unit 4 students and families beyond what the district provides alone.
11.4 Systems to remove access barriers Implemented · 2/2 pts
The district removes access barriers through free services such as the Warm-a-Kid winter clothing program, the free Threads4U formal-wear boutique, multilingual materials, and a sliding-scale school-based health center for uninsured families.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
The district maintains two standing, consent-decree-linked bodies specifically focused on discipline equity: the EEE Committee (reviewing discipline rates each semester) and the DEA Task Force (acting "in an advisory capacity to reduce unwarranted racial disparities in...school discipline").
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
The district has conducted multiple formal surveys and focus groups of students, families, and staff, including a districtwide NSPRA/SCOPE Communications Survey and educator/stakeholder surveys as part of strategic planning and assignment-plan processes.
12.3 Benchmarking vs. state/national comparators In-work · 1/2 pts
The district compares its discipline data against ISBE state benchmarks and was previously flagged by ISBE for racial disproportionality, showing some state-level benchmarking, but no evidence of systematic national comparator benchmarking was found.
12.4 PD & reflective practice culture Implemented · 2/2 pts
The district explicitly engages in structured annual reflection — "Champaign Unit 4 Schools conducted a thorough reflection on the implementation and outcomes of the...Discipline Improvement Plan" — and the new superintendent's 100-Day Plan embeds a culture of continuous improvement and reflective practice.
Extra Credit
EC1 Consent-decree-mandated Education Equity Excellence (EEE) Committee providing semester public reporting on discipline, academic, and graduation disparities since the 2009 federal settlement — an unusually durable, legally-grounded equity oversight structure. Implemented · 2/2 pts
The committee's purpose is to "review and discuss...equity areas, including data disaggregated by race/ethnicity and SES: academic progress...discipline rates and graduation rates," with a public semester report to the committee.
EC2 Stronger Together Grant-funded, large-scale restorative practices training (80 staff) through a formal partnership with the International Institute for Restorative Practices (IIRP), moving restorative conferencing from discretionary to a district-wide standard. Implemented · 2/2 pts
The district "was awarded the Stronger Together Grant, which provided dedicated funding to train 80 staff members in restorative practices through a formal partnership" with IIRP, implemented across all grade levels.
EC3 LIFT (Leading Individuals and Families to Transformation) — an innovative joint City of Champaign/Unit 4 wraparound program specifically targeting traditionally underserved youth and Black families with trauma-informed, data-driven case management. Implemented · 2/2 pts
LIFT is described as providing "intensive wraparound supports," is explicitly "Culturally Responsive...Trauma-Informed...Data-Driven," and was built to "improve the lives of African American youth and their families."
EC4 Public, filterable District Interactive Dashboard updated three times per year, disaggregating outcomes by race/ethnicity, gender, income, and disability status for full public transparency. In-work · 1/2 pts
The dashboard "will be static data that is loaded 3 times a year (Fall, Winter, Spring)" and can be filtered by Race/Ethnicity, Gender, FRL, and Special Education/504 status.
EC5 Care Solace — a free, district-funded service that screens and matches both students and staff with outside mental-health providers, extending beyond typical school counseling access. In-work · 1/2 pts
The district "offers free mental health services for students and faculty through Care Solace, a program that provides screenings, assistance with food insecurity, and housing" and matches users with providers based on need.
