Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff In-work · 1/2 pts
Evidence of 'foundational equity professional learning for all leaders' and a district-wide Comprehensive Professional Learning Plan, but no confirmation that cultural-competency training is mandatory for ALL staff district-wide (vs. leaders/cohorts).
1.2 Mentorship programs for culturally diverse staff In-work · 1/2 pts
The strategic plan references a 'Staff of Color Group' used to identify/address equity disparities, and staff bios mention serving as 'a mentor for affinity groups,' but no dedicated, district-wide mentorship program document was found confirming mandatory, structured mentoring specifically for culturally diverse staff.
1.3 Culturally relevant PD resources in staff learning Implemented · 2/2 pts
Board documents describe a 'Culturally Responsive Teaching & Learning Cohort' and programs like LEAD/CELA, and district schools hold PD sessions on the 'CHCCS Racial Literacy Framework and representation within Culturally Relevant Read Alouds.'
1.4 Regular feedback/measurement on training effectiveness Not Implemented · 0/2 pts
No public documentation was found describing regular feedback or measurement specifically on the effectiveness of cultural-competency/equity training.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
CHCCS maintains Board Policy 4300 and a published 'Code of Character, Conduct, and Support' that notifies students of behavioral expectations district-wide, with a required Code of Conduct Acknowledgement Form.
2.2 Regular policy reviews/updates Implemented · 2/2 pts
CHCCS conducted a multi-year, structured review process (District Code Team plus a 30-35 member Task Force) that revised the Code of Conduct based on three years of disciplinary data, resulting in the 2023 Community Code of Character, Conduct, and Support.
2.3 Staff training on consistent application Implemented · 2/2 pts
The district's code revision explicitly included 'professional learning for all staff, and induction lessons for all students' as part of launching the revised Code, aimed at consistent, restorative, and equitable application district-wide.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
The district's senior executive director of student services regularly presents disaggregated discipline data to the Board, and the district maintains a formal reporting/investigation flowchart for discrimination, harassment, and bullying incidents.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm Implemented · 2/2 pts
CHCCS strategic plan goal SS5.2 commits to 'Continue Restorative Practices Training plan for all schools, to implement fully,' and the district employs school-based Restorative Practices Coaches to run circles/conferences.
3.2 Staff training in restorative practices Implemented · 2/2 pts
The district formally rolled out restorative-practices training district-wide beginning in the 2018-21 strategic plan, with a stated goal of full implementation across all schools.
3.3 Curriculum integrates conflict-resolution skills In-work · 1/2 pts
CHCCS uses the Second Step SEL curriculum K-8, which includes a conflict-resolution component, but there is no confirmation this extends as a formal conflict-resolution curriculum district-wide through high school.
3.4 Peer mediation program Not Implemented · 0/2 pts
No public documentation was found confirming a formal, district-wide peer mediation program in CHCCS schools, despite related restorative-practices and peer-support structures (e.g., 'Peer Buddies') existing at some schools.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff In-work · 1/2 pts
CHCCS has provided 'foundational equity professional learning for all leaders' through its Office of Equity and Inclusion, but no document specifically confirms mandatory 'implicit bias' training for all staff district-wide.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
The district's senior executive director of student services regularly reports disaggregated discipline data to the Board specifically to track racial disparities, and an external annual Racial Equity Report Card independently tracks CHCCS discipline disparities by race.
4.3 Cultural competence checks in hiring Implemented · 2/2 pts
CHCCS's official hiring protocols state that 'Interview committees are composed of diverse groups of stakeholders' and that 'Diverse selection committees encourage the honest and objective deliberation needed to ensure equitable hiring decisions,' alongside the Strategic Plan's EE1.2 goal for equitable consideration of underrepresented candidates.
4.4 Diverse perspectives & materials in curriculum Implemented · 2/2 pts
District strategic goals explicitly commit to providing 'access to a challenging, diverse and culturally relevant, standards-aligned curriculum,' supported by the Racial Literacy Framework used in schools.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds Implemented · 2/2 pts
Same strategic-plan Goal 1 commitment to culturally relevant curriculum materials, reinforced by district use of Culturally Relevant Read Alouds and the Racial Literacy Framework at the school level.
5.2 Teacher PD on integrating diverse perspectives Implemented · 2/2 pts
The district runs a 'Culturally Responsive Teaching & Learning Cohort' for educators and holds an annual equity symposium where 'teachers shared lesson plans and ideas about incorporating equity into the classroom.'
5.3 Community collaboration for supplemental resources In-work · 1/2 pts
Individual schools partner with community members for culturally themed events (e.g., Hispanic Heritage and African-American History Month read-ins), and the Public School Foundation funds supplemental programs, but no systemic district-wide process for community-sourced supplemental curriculum resources was confirmed.
5.4 Culturally specific courses/electives Implemented · 2/2 pts
Chapel Hill High School's course list includes AP African American Studies, a culturally specific elective, though it's unclear if all CHCCS high schools offer it.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders In-work · 1/2 pts
CHCCS holds monthly District Leadership Team meetings (primarily internal/principal-level) and has referenced 'Parent University' engagement in its Equity Plan, but no document confirms regular, structured joint meetings specifically with external community leaders.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
CHCCS has operated the Blue Ribbon Mentor-Advocate community-partnership program since 1995, and school social workers connect families to community resources like PORCH/TABLE and co-located mental health services.
6.3 Advisory committees with community representation Implemented · 2/2 pts
CHCCS established an Equity Advisory Council and included outside community representatives (e.g., a nonprofit executive director) on its Code of Conduct District Task Force.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
CHCCS maintains full-time interpreters (Spanish, Karen/Burmese, Mandarin) and a Welcome Center to ensure communication with all families 'regardless of the language spoken.'
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training Implemented · 2/2 pts
The district runs ongoing leadership and equity-focused professional learning programs (LEAD, CELA, Culturally Responsive Teaching & Learning cohort) as part of its strategic plan.
7.2 Workshops on culturally responsive teaching Implemented · 2/2 pts
The CRTL Cohort and annual equity symposium specifically provide workshops/training on culturally responsive teaching practices for staff.
7.3 Equity topics in staff meetings/PD Implemented · 2/2 pts
Equity has been a recurring topic at district PD events (equity symposium) and school-level staff PD sessions (Racial Literacy Framework, Culturally Relevant Read Alouds).
7.4 Participation in equity-focused conferences Implemented · 2/2 pts
CHCCS board members and staff have participated in external equity-focused conferences/networks, including the Minority Student Achievement Network (MSAN) and the Institute for Restorative Practices conference.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
School social worker job descriptions explicitly include 'Collaborating with mental health professionals who are providing care to students at school or in the community and facilitating referrals,' including coordinating 'Co-Located Mental Health Services.'
8.2 Safe, supportive spaces (mindfulness/sensory) Not Implemented · 0/2 pts
No public documentation was found describing district-wide mindfulness rooms, sensory rooms, or similar dedicated calming spaces in CHCCS schools.
8.3 Trauma-informed staff training In-work · 1/2 pts
The district is described (including in a critical parent op-ed) as claiming a trauma-informed practice framework, but no specific staff-training curriculum or mandatory schedule document was found to confirm structured, district-wide trauma-informed training.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
School social workers are tasked with coordinating referrals for 'school based, Co-Located Mental Health Services,' indicating active partnerships to expand mental health service access.
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
Both the district (via Board presentations) and an independent nonprofit (SCSJ) maintain and publish disaggregated, race-based CHCCS discipline data annually.
9.2 Regular audits of discipline practices Implemented · 2/2 pts
The district's Office of Equity and Inclusion conducted 'equity audits,' and the Code of Conduct revision process began with 'analysis of the three years of disciplinary data.'
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
The district's code revision was explicitly data-informed, and the senior executive director of student services has stated the district is 'working to assess and refine its disciplinary practices' based on data.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
Discipline data is presented at public Board meetings covered by local press, and an independent annual public report card further increases transparency to stakeholders.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
CHCCS runs an application-based Student Equity & Empathy Ambassadors program with representatives from each high school who meet regularly with the Superintendent.
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
Ambassadors 'work together across four schools to learn about and implement changes to policy, protocol and other programs,' directly informing district initiatives like scheduling policy.
10.3 Students facilitate restorative processes Not Implemented · 0/2 pts
No public documentation was found indicating that CHCCS students (rather than staff Restorative Practices Coaches) formally facilitate restorative processes.
10.4 Student-led peer education Not Implemented · 0/2 pts
No public documentation was found describing a formal student-led peer education program in CHCCS beyond general student clubs (e.g., Kindness Club, Juntos Club) that are not explicitly peer-education models.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
Every CHCCS high school's Student Services Department includes school counselors, social workers, a mental health specialist, and a school psychologist available to all students.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
CHCCS's AVID college-readiness program operates in all middle and high schools plus at least one elementary school, providing targeted academic support including tutoring and summer bridge courses.
11.3 Community partnerships expand services Implemented · 2/2 pts
The 30-year-old Blue Ribbon Mentor-Advocate program is a community partnership providing CHCCS students with 'mentoring, tutoring, advocacy, enrichment, leadership training, and scholarship support services.'
11.4 Systems to remove access barriers Implemented · 2/2 pts
The district provides full-time interpreters, translation services, and school social workers who assist with 'emergency assistance for basic needs' and referrals, directly addressing access barriers.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
CHCCS has standing/ad hoc bodies focused on discipline equity, including the District Code Team/Task Force (which monitors Code implementation) and the Equity Advisory Council.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
CHCCS has a 'long-standing relationship with Panorama Education' administering surveys to students, staff, and families to gather feedback aligned with strategic-plan measures like school climate and student/teacher relationships.
12.3 Benchmarking vs. state/national comparators Implemented · 2/2 pts
The SCSJ report card explicitly benchmarks CHCCS discipline disparities against statewide NC averages, and Panorama surveys provide national benchmark comparisons.
12.4 PD & reflective practice culture Implemented · 2/2 pts
The district's Comprehensive Professional Learning Plan and leadership programs (LEAD, CELA) reflect an institutionalized culture of ongoing professional development and reflective practice.
Extra Credit
EC1 Blue Ribbon Mentor-Advocate (BRMA) Program - a 30-year, nationally recognized community mentoring/tutoring/scholarship program founded in 1995 specifically to improve achievement of students of color, combining mentoring, academic support, cultural enrichment, and college scholarships. Implemented · 2/2 pts
Cited for excellence in mentoring and school-community partnerships at national, state, and local levels; grew out of a 1994 Blue Ribbon Task Force on the Achievement of African-American Students.
EC2 Deborah Childs-Bowen Leadership for Equity Award - CHCCS's Code Revision Task Force received this national award from Engaging Schools for its equity-centered Code of Conduct recalibration process. Implemented · 2/2 pts
Recognizes CHCCS's multi-year, stakeholder-driven process to rewrite its code of conduct as the 'Community Code of Character, Conduct, and Support' explicitly to reduce discipline disproportionality.
EC3 Dual Language Immersion Programs - CHCCS offers full Spanish-English and Mandarin-English dual-language programs in multiple schools, going beyond typical ESL support to embed bilingualism/biculturalism into the core curriculum. In-work · 1/2 pts
Could not confirm whether this is offered at every school, hence rated as in-work rather than fully district-wide.
EC4 Full-time, multilingual Interpretation/Translation Office - a centralized unit with full-time staff interpreters in Spanish, Karen/Burmese (and others as needed), plus a dedicated International Welcome Center, to ensure equitable family communication and access regardless of home language. Implemented · 2/2 pts
Goes beyond typical minimal translation services by maintaining dedicated, full-time multilingual staff and a hotline for interpretation requests.
EC5 Restorative Practices Coach positions embedded directly in individual high schools - paid, school-based staff dedicated solely to facilitating restorative circles/conferences as an alternative to punitive discipline. In-work · 1/2 pts
Suggests deeper institutional investment in restorative practices than a general policy; could not confirm this role exists at every school in the district.
