Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff In-work · 1/2 pts
No specific GA Clarke evidence of a mandatory, district-wide cultural-competency training requirement was found, but the district has publicly stated it invested in professional development <cite index="30-12">CCSD says they have invested in professional development "in the areas of culture, systems and leadership throughout all schools."</cite> This suggests partial, not clearly mandatory, implementation.
1.2 Mentorship programs for culturally diverse staff In-work · 1/2 pts
CCSD's New Teacher Induction Program explicitly aims to <cite index="168-1">support and retain highly qualified, diverse, and effective educators to teach the children of Clarke County</cite> with a formal mentor/mentee pillar, but it is a general new-teacher program rather than a program targeted specifically at culturally diverse staff mentorship.
1.3 Culturally relevant PD resources in staff learning In-work · 1/2 pts
Evidence of general PD investment in culture/leadership exists <cite index="30-12">CCSD says they have invested in professional development "in the areas of culture, systems and leadership throughout all schools."</cite> but no specific curated "culturally relevant PD resource library" was found.
1.4 Regular feedback/measurement on training effectiveness Not Implemented · 0/2 pts
No public documentation was found indicating CCSD collects regular feedback or measures the effectiveness of cultural-competency/equity training specifically.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
CCSD publishes an annually updated Code of Student Conduct that <cite index="2-4">includes behavioral expectations for all CCSD students and detailed explanations of specific student behaviors that will not be permitted, as well as the consequences that students will face should they choose to violate these standards</cite>, applicable district-wide.
2.2 Regular policy reviews/updates Implemented · 2/2 pts
The Code of Conduct is reviewed and revised annually with public input, e.g., <cite index="1-1">Clarke County School District's 2023-2024 Code of Student Conduct is available on the district's website for review and feedback from all interested community members</cite>, and the Board formally reviews/approves updates each spring as documented in 2025 and 2026 board meeting coverage.
2.3 Staff training on consistent application In-work · 1/2 pts
District leaders indicated ongoing training tied to the code, noting <cite index="19-5">District leaders said they will continue restorative-practices training, provide an alternate secondary curriculum for in-school suspension and use Spotlight data to target coaching and supports</cite>, but no evidence confirms comprehensive, mandatory staff training on consistent code application district-wide.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
CCSD uses a centralized system called "Spotlight," described as <cite index="19-3">the district's Infinite Campus module for recording minor classroom-managed infractions</cite>, and maintains a districtwide Open Data Hub tracking behavior outcomes across all schools.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm Implemented · 2/2 pts
The Georgia Conflict Center, CCSD's restorative-practices partner, reports it was <cite index="217-2">awarded a multi-year contract to support restorative practices training and implementation support at all 23 Clarke County Schools</cite>, and CCSD maintains a dedicated Restorative Justice Resources page with contacts and materials for schools.
3.2 Staff training in restorative practices Implemented · 2/2 pts
CCSD budgets dedicated funding for restorative-practices training through the Georgia Conflict Center, with <cite index="217-2">a multi-year contract to support restorative practices training and implementation support at all 23 Clarke County Schools</cite>, and the board voted to expand this funding for FY27.
3.3 Curriculum integrates conflict-resolution skills In-work · 1/2 pts
The Code of Conduct notes it <cite index="2-5">includes information on proactive approaches to handling conflict employed by each of our schools</cite>, and some schools teach conflict-resolution skills through peer mediation, but a comprehensive, district-wide conflict-resolution curriculum was not confirmed.
3.4 Peer mediation program In-work · 1/2 pts
At least one CCSD school documents a peer mediation program where <cite index="125-1">4th & 5th-grade students work with other students to mediate conflicts</cite>, but evidence of a district-wide, mandatory peer mediation program across all schools was not found.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff Not Implemented · 0/2 pts
No public documentation was found of a Clarke County School District (Athens, GA)-specific implicit bias training program for staff.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
CCSD has a track record of releasing disaggregated discipline data and reviewing disparities: in 2018 it released data showing <cite index="30-7">While black students make up 49 percent of the student population in Clarke County, they account for 79.5 percent of behavior incidents</cite>; a UGA professor-in-residence has conducted ongoing <cite index="184-3">mixed methods research project on the contributors to the disparities in disciplinary outcomes in the Clarke County School District</cite>; and in 2026 the board tabled a code revision after members cited <cite index="180-8">patterns of disproportionate discipline and cited repeated microaggressions she said affected students of color</cite>, requesting equity impact analysis.
4.3 Cultural competence checks in hiring Not Implemented · 0/2 pts
No public documentation was found describing specific cultural-competence checks incorporated into CCSD's hiring process.
4.4 Diverse perspectives & materials in curriculum In-work · 1/2 pts
CCSD continued offering AP African American Studies at multiple high schools even after the state declined to fund it, and student reviews note the district <cite index="153-8">celebrate[s] Hispanic Heritage Month, Black History Month, Women's History Month</cite> and offers diverse electives, but a comprehensive curriculum-wide diversity policy was not confirmed.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds In-work · 1/2 pts
Evidence of culturally relevant offerings exists (AP African American Studies, heritage-month programming, diverse electives) but no comprehensive district policy confirming curriculum materials broadly reflect all student backgrounds was found.
5.2 Teacher PD on integrating diverse perspectives Not Implemented · 0/2 pts
No public documentation was found of specific CCSD teacher professional development focused on integrating diverse perspectives into curriculum.
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
CCSD's Family and Community Engagement department exists specifically to build <cite index="52-4">partnerships among schools, families, and the Athens-Clarke County community</cite>, and the district has launched new community partnerships, such as <cite index="141-1">Athens AIR: Artists in Residence</cite> with nonprofit AthFest Educates, to bring supplemental resources into schools.
5.4 Culturally specific courses/electives Implemented · 2/2 pts
CCSD offers a culturally-specific elective district-wide across high schools: <cite index="150-3">Clarke Central High School is offering AP African American Studies for the first time in the 2024-25 school year while Cedar Shoals High School has been teaching the class since the 2023-24 school year</cite>.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
As a charter system, CCSD requires every school to maintain a Local School Governance Team where <cite index="62-5">parents, educators, and community members now share in the decision-making process</cite>, providing a regular, structured mechanism for parent/community engagement.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
CCSD maintains multiple formal partnerships supporting students/families, including Advantage Behavioral Health's APEX school-based program, the UGA-CCSD-Advantage "ACCESS" federal grant partnership described as <cite index="74-2">a partnership between the University of Georgia; one local education agency (LEA)...and Advantage Behavioral Health, a community mental health provider</cite>, and vision-care partnerships with Prevent Blindness Georgia.
6.3 Advisory committees with community representation Implemented · 2/2 pts
LSGTeams function as school-level advisory/governance bodies that <cite index="62-7">work with school leadership and the community to make data-driven decisions that help determine the school's long-term direction</cite>, including community representation, at every CCSD school.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
CCSD's Office of Family Engagement provides outreach specialists at every school and <cite index="58-7">provide practical, proven information families can act on right away</cite> through a monthly bilingual Parent Institute newsletter, plus translation/interpretation services ensuring all families can be informed regardless of language.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training In-work · 1/2 pts
The district has a stated commitment to equity and has invested in culture-focused PD in the past, but no evidence of an ongoing, structured, mandatory anti-bias/equity training series was found.
7.2 Workshops on culturally responsive teaching Not Implemented · 0/2 pts
No public documentation was found of specific CCSD workshops on culturally responsive teaching.
7.3 Equity topics in staff meetings/PD In-work · 1/2 pts
CCSD holds districtwide professional-learning events such as its annual Employee Convocation, and maintains an Educational Equity Core Beliefs page, but direct evidence that equity topics are a regular, structured agenda item in staff meetings was not found.
7.4 Participation in equity-focused conferences Not Implemented · 0/2 pts
No public documentation was found of CCSD staff participation in equity-focused external conferences.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
CCSD collaborates extensively with mental-health professionals, including Advantage Behavioral Health's APEX program described as <cite index="71-9">APEX provides mental health trainings for schools and the community to increase awareness of mental health issues and address policies and protocol designed to support youth and their families</cite>, a UGA-CCSD-Advantage multi-year federal training grant, and an active district RFP for <cite index="68-3">comprehensive student mental and behavioral health services</cite> for 2026-27.
8.2 Safe, supportive spaces (mindfulness/sensory) Not Implemented · 0/2 pts
No public documentation was found describing CCSD-specific sensory rooms, mindfulness spaces, or calming corners district-wide.
8.3 Trauma-informed staff training In-work · 1/2 pts
CCSD's Executive Director of Student and Family Supports has formal oversight of <cite index="55-6">student registration, school psychology services, social work services, issues related to the Code of Student Conduct, and trauma-informed care</cite>, and the district's community partner Family Connection-Communities in Schools of Athens participates in a regional trauma-informed communities initiative, but a mandatory staff-wide trauma training requirement was not confirmed.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
CCSD actively procures and expands mental-health partnerships, with a 2026-27 RFP seeking firms to provide <cite index="68-1">comprehensive student mental and behavioral health services for the 2026‑2027 academic year</cite>, alongside ongoing Advantage Behavioral Health and UGA grant-funded partnerships.
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
CCSD operates a public "Open Data Hub," established in 2020, where <cite index="224-8">Current dashboards include data on graduation rates, literacy and math proficiency, attendance, behavior, school climate, and college and career readiness</cite>, supplemented by the Spotlight/Infinite Campus discipline-tracking system.
9.2 Regular audits of discipline practices Implemented · 2/2 pts
CCSD has engaged in sustained external review of discipline practices, including a UGA professor-in-residence <cite index="184-2">support[ing] the Clarke County School District in data analysis and policy formulation, as well as implementation around equity issues</cite>, and annual board presentations of behavior data during code-of-conduct review.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
In 2026 the board explicitly required data-informed adjustments before finalizing policy, asking staff to <cite index="180-10">provide proposed language and implementation details...provide data and equity impact analysis for trustees to review</cite>, and district leaders said they would <cite index="19-5">use Spotlight data to target coaching and supports</cite>.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
CCSD has a pattern of publicly releasing discipline and climate data, exemplified by the 2018 public release of demographic discipline data and its public Open Data Hub designed to <cite index="224-4">foster transparency and support continuous growth across all schools in the district</cite>.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
CCSD operates a formal Superintendent's Student Advisory Council where students <cite index="94-5">learn about CCSD initiatives and share their perspectives as CCSD students with Superintendent Dr. Jennifer Scott</cite>, meeting multiple times yearly with district-provided transportation.
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
The Council works directly on policy-relevant issues identified by students, with <cite index="94-6">council members will continue work on ideas and issues identified by last year's council, including student well-being, restroom safety, and unity across high schools</cite>, indicating student feedback informs district decisions.
10.3 Students facilitate restorative processes In-work · 1/2 pts
At least one school has students facilitating conflict resolution for peers via a peer mediation program, but no evidence that students formally facilitate restorative justice circles/conferences district-wide was found.
10.4 Student-led peer education In-work · 1/2 pts
Peer mediators serve as student-led educators on conflict resolution at the school level, but evidence of a broader, district-wide student-led peer education model was not found.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
CCSD provides comprehensive counseling/mental-health access through its Student and Family Support division (School Counseling and Social-Emotional Learning, School Psychology, Social Work) and operates <cite index="252-3">four school-based health centers stationed throughout the district that are open to students and staff</cite>.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
CCSD provides targeted academic support districtwide: <cite index="195-1">CCSD offers the After-School Program (ASP) at all 14 elementary schools as well as 21st Century Community Learning Centers at all four middle schools and three federal grant-approved elementary schools</cite>, in addition to Title I services.
11.3 Community partnerships expand services Implemented · 2/2 pts
Community partnerships materially expand CCSD service capacity, e.g., the UGA-Advantage "ACCESS" grant aims to <cite index="74-1">increase the number of individuals in Clarke County School District (CCSD) providing student mental health services</cite>, and university partnerships fund multiple school-based health centers.
11.4 Systems to remove access barriers Implemented · 2/2 pts
CCSD operates a dedicated Office of Translation and Interpretation where <cite index="233-4">All CCSD facilities have 24/7 access to on-demand interpretation in over 80 languages via phone or video through LanguageLine</cite>, the Code of Conduct is published in English and Spanish, and school-based health centers and McKinney-Vento services remove additional access barriers.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity In-work · 1/2 pts
CCSD has convened ad hoc equity-focused bodies, such as a 2017 action team structure that included an <cite index="192-2">Equity Practices</cite> team comprised of UGA faculty, CCSD employees, parents, and community members, and an ongoing UGA professor-in-residence role on discipline equity, but no evidence of a permanent, standing discipline-equity committee was found.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
CCSD regularly surveys stakeholders, as shown by its annual participation in the <cite index="130-3">Georgia School Climate Star Rating system, an annual evaluation of school environments</cite> based on student/staff/family survey data, plus its own Code of Conduct community feedback survey and Title I input surveys.
12.3 Benchmarking vs. state/national comparators Implemented · 2/2 pts
CCSD is benchmarked annually against state comparators via Georgia's CCRPI and School Climate Star Ratings, and its 2025 Charter System Annual Report documents metrics such as <cite index="271-5">School Climate Star Ratings improved: 0 schools at 1-star (down from 1), 1 school at 2-stars</cite> compared over time against state standards.
12.4 PD & reflective practice culture In-work · 1/2 pts
CCSD maintains an ongoing professional-learning culture through structured mentor coaching cycles in its induction program and districtwide events like Employee Convocation, but no distinct reflective-practice framework tied specifically to equity/discipline was confirmed.
Extra Credit
EC1 District-wide restorative practices contract covering all 23 schools: CCSD's restorative-justice partner, the Georgia Conflict Center, reports it was awarded a multi-year contract to support restorative practices training and implementation support at all 23 Clarke County Schools, going beyond typical single-school pilot programs. Implemented · 2/2 pts
<cite index="217-2">we were awarded a multi-year contract to support restorative practices training and implementation support at all 23 Clarke County Schools</cite> — a notably comprehensive, districtwide restorative-justice investment rarely seen at this scale.
EC2 Continued AP African American Studies course despite state funding withdrawal, demonstrating a strong district commitment to culturally relevant curriculum even amid political pressure. Implemented · 2/2 pts
Georgia's state superintendent declined to approve AP African American Studies for state funding, yet <cite index="155-4">The Clarke County School District continues to offer the AP course, according to a spokesperson</cite>, showing unusual institutional commitment to equity in curriculum.
EC3 Four free/low-cost school-based health centers integrating medical, dental, mental health, nutrition and legal services directly on school campuses, built through multi-institutional university and community partnerships. Implemented · 2/2 pts
CCSD has built an innovative network where <cite index="254-2">Clarke County School District has established four health centers throughout Athens-Clarke County over the past six years</cite>, each addressing a different barrier to access (medical, dental, behavioral health, legal services).
EC4 Universal financial literacy equity initiative: every graduating senior receives a $1,000 investment portfolio plus financial education, funded through a public-private partnership, making CCSD a national first. Implemented · 2/2 pts
<cite index="140-4">CCSD is the first public school district in the nation where every senior will graduate as an investor</cite>, an innovative approach to closing generational wealth gaps tied to educational equity.
EC5 Describe additional policy… Not rated · 0/2 pts
No rationale recorded.
