Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff In-work · 1/2 pts
In 2019 the Board's Black Excellence Resolution explicitly directed the district to <cite index="21-9">Train all district staff on implicit bias and culturally responsive education</cite> and conduct an equity audit, and the district's Employment Practice Manual affirms anti-racist values, but no evidence confirms this training is completed annually/mandatorily for 100% of staff district-wide today.
1.2 Mentorship programs for culturally diverse staff Implemented · 2/2 pts
DPS officially runs a <cite index="51-6,51-7">Reach One Mentoring Program, which provides a confidential space for educators of color to build relationships</cite>, and a district Talent update confirms <cite index="225-9">DPS Belong Groups, Reach One Mentoring and scholarship offerings for professional development for BIPOC leaders support our efforts to increase retention</cite>.
1.3 Culturally relevant PD resources in staff learning Implemented · 2/2 pts
DPS maintains a dedicated Culture, Equity & Leadership Team hosting resources, cultural summer programs (Achieving Excellence Academy), and events like Black History Month programming for staff and students, indicating embedded culturally relevant PD resources.
1.4 Regular feedback/measurement on training effectiveness Not Implemented · 0/2 pts
No public documentation was found showing a formal system that regularly measures or reports on the effectiveness of cultural competency/equity trainings.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
DPS maintains a formal Board Policy JK / Regulation JK-R with an accompanying Discipline Matrix that clearly defines offense levels and expectations district-wide, updated as recently as 2024.
2.2 Regular policy reviews/updates Implemented · 2/2 pts
The matrix has undergone documented periodic revisions; <cite index="187-4">The discipline matrix was last updated in 2021... it is currently undergoing a rewrite</cite> that debuted as a new matrix in fall 2024, showing an established review cycle.
2.3 Staff training on consistent application Implemented · 2/2 pts
DPS created a formal 'permissibility' metric and actively works with principals on consistent application: <cite index="187-13,187-14">The data shows that 94% of about 8,000 discipline responses were 'permissible' under the matrix this school year... compared with 83%... last school year</cite>, and officials have been emphasizing to principals the importance of following the matrix.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
DPS has a dedicated Central Discipline team tracking incidents (e.g., program manager Ike Ogbuike) and reports data to the Board, and <cite index="33-6">The Colorado Department of Education is required to collect this data to examine any disproportionalities in disciplinary actions</cite>, indicating centralized documentation.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm Implemented · 2/2 pts
Restorative practices are embedded directly into district discipline policy: <cite index="270-1">Exclusionary discipline should be a last resort after restorative practices and use of interventions in Discipline Ladder</cite>, and under the 2024 matrix <cite index="269-1,269-2">Students can't be suspended or expelled for a level one offense. Instead, the discipline matrix recommends the school put in place interventions and use restorative practices when possible</cite>.
3.2 Staff training in restorative practices Implemented · 2/2 pts
DPS has provided sustained, formalized restorative practices training for over a decade, including <cite index="10-1">Full 2-day training in restorative practices each month throughout the school year</cite> and a CDE-funded cohort model expanding training to more schools.
3.3 Curriculum integrates conflict-resolution skills In-work · 1/2 pts
Conflict-resolution skill-building (e.g. Peacekeeper circles) is documented at specific schools and via SEL programming, but there is no confirmation that conflict-resolution curriculum is formally integrated district-wide into every classroom's curriculum.
3.4 Peer mediation program In-work · 1/2 pts
Some DPS schools run formal peer-led mediation/restorative facilitation programs, e.g. <cite index="125-1">Vargas is teaching a new class at North this semester that gives students even more of a role in restorative justice by training them to facilitate conversations for low-level offenses</cite>, but this is school-specific rather than a confirmed district-wide mandatory program.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff In-work · 1/2 pts
The 2019 Board resolution mandated implicit bias training for district staff, and district leaders describe ongoing work: <cite index="19-4">a lot of our big bet in that area is continuing to work with teachers around the implicit bias in our systems</cite>; however, current universal completion cannot be confirmed.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
DPS conducts formal disparity reviews, e.g. yearly <cite index="243-1,243-2">'student data audits' as part of the strategic plans school leaders write each year... created in response to a mandate from the Denver school board to better serve Black students</cite>, plus the La Raza Report and ongoing CDE-monitored discipline data review that led to a 2024 matrix rewrite to reduce disparities.
4.3 Cultural competence checks in hiring In-work · 1/2 pts
DPS's hiring materials state that <cite index="172-1">By embracing diversity, practicing cultural competence, and implementing inclusive teaching practices, educators in Denver Public Schools can create an enriching learning environment</cite>, but no specific formal rubric or structured 'cultural competence check' step in the hiring process was found publicly documented.
4.4 Diverse perspectives & materials in curriculum Implemented · 2/2 pts
DPS Board approved mandatory graduation requirements including Introduction to Ethnic Studies and a semester of History of Power, Conflict, and Healing, replacing prior geography/world history courses, per <cite index="212-1">In lieu of the previous geography or world history courses, students will take Introduction to Ethnic Studies and The History of Power, Conflict and Healing</cite>.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds Implemented · 2/2 pts
DPS has embedded culturally reflective content district-wide via the Ethnic Studies requirement and expanded offerings like AP African American Studies, with a district Director of Black Student Success citing new state law requiring <cite index="206-1">K-12 public schools to integrate comprehensive Black history and cultural studies into their curriculum by 2028</cite>.
5.2 Teacher PD on integrating diverse perspectives In-work · 1/2 pts
CELT provides culturally-focused professional resources and events, but no specific evidence confirms mandatory or comprehensive PD specifically on integrating diverse perspectives for all teachers.
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
Community groups directly shaped curriculum: the DPS Board <cite index="42-14">agreed in 2021 to pass both Financial Literacy and Cultural and Ethnic Studies courses as graduation requirements</cite> following advocacy from alumni group Ednium, and a student-led 'Know Justice, Know Peace' resolution shaped K-5 social studies curriculum revisions.
5.4 Culturally specific courses/electives Implemented · 2/2 pts
DPS offers and requires culturally-specific coursework, noting <cite index="211-5,211-6">DPS already met the requirements of the bill through various elective offerings such as Ethnic and Gender Studies and Women in U.S. History</cite>, plus a new required Introduction to Ethnic Studies course and AP African American Studies at East High.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
Every DPS school is required to hold a Collaborative School Committee, which <cite index="132-3">brings together families, staff and community members to create and implement a plan to promote high achievement within a school</cite> and meets regularly throughout the year.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
DPS partners formally with numerous local organizations for student/family support, including <cite index="85-8">Denver Department of Human Services, Mental Health Center of Denver, FamilyStrong Agency, Denver Public Safety Youth Programs, Denver Health and Hospital Authority</cite> and community nonprofits funded through grant programs.
6.3 Advisory committees with community representation Implemented · 2/2 pts
DPS maintains multiple standing advisory bodies with community representation, including the District Accountability Committee and a newly formed <cite index="248-6">Latine Education Advisory Council</cite> plus an advisory committee of Latino community leaders guiding La Raza Report implementation.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
DPS's FACE office runs district-wide outreach including Parent Teacher Home Visits and multilingual communications (English, Spanish, Arabic, Vietnamese, Somali, Amharic, Nepali, French, Chinese) to ensure all families are informed, as seen in official survey and family engagement communications.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training In-work · 1/2 pts
A 2019 board mandate directed ongoing implicit bias/equity training, and CELT continues equity programming, but sustained universal completion for all staff each year is not confirmed.
7.2 Workshops on culturally responsive teaching In-work · 1/2 pts
DPS promotes culturally responsive teaching values and CELT hosts related programming, but a specific structured workshop series confirmed as mandatory/ongoing for all teachers was not found.
7.3 Equity topics in staff meetings/PD In-work · 1/2 pts
The existence of a standing Culture, Equity & Leadership Team suggests equity is a recurring institutional topic, but direct evidence of equity being a standing agenda item in regular staff meetings district-wide was not found.
7.4 Participation in equity-focused conferences Not Implemented · 0/2 pts
No public documentation was found confirming DPS staff participation in equity-focused external conferences as a district practice or policy.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
DPS partners extensively with clinical providers: <cite index="89-5">There are 19 health centers located inside DPS campuses that provide medical, mental health, dental, and behavioral health care to any DPS student</cite>, alongside district school psychologists and social workers.
8.2 Safe, supportive spaces (mindfulness/sensory) In-work · 1/2 pts
At least one DPS school (Respect Academy) documents a calming/wellness space, but no evidence confirms sensory/mindfulness rooms exist district-wide as a standard practice.
8.3 Trauma-informed staff training In-work · 1/2 pts
The Discipline Matrix instructs staff to <cite index="287-2">Disrupt bias, fight disproportionality, and apply the Discipline Matrix in anti-racist and trauma-informed manner</cite>, and grant-funded trauma-informed/restorative training has been delivered, but full staff-wide completion is unconfirmed.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
DPS actively partners to expand services, e.g. <cite index="90-2">Caring for Denver Foundation has funded the TRUST (Therapeutic Response and Urgent Stabilization Team) initiative, enhancing crisis response in collaboration with DPS</cite>, and a city-district pilot adding behavioral health staff to more schools.
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
Disaggregated discipline data is tracked and reported by race, as reflected in reporting that <cite index="35-8">The district student population is 52% Latino, 26% white and 13% Black compared to a discipline breakdown of 61% Latino, 25% Black and 14% white</cite>.
9.2 Regular audits of discipline practices Implemented · 2/2 pts
DPS created and reports a formal audit metric for discipline compliance, with the district's Central Discipline team reviewing outcomes and reporting results to the Board regularly.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
The district revised its discipline matrix directly in response to disparity data and state corrective action pressure: <cite index="146-1">One of the reasons the district is revising its discipline matrix is that DPS was facing corrective action by the state because of the disproportionality</cite>.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
Discipline data and permissibility metrics are presented publicly to the Board and press, as documented in multiple 2024 Chalkbeat/Axios articles discussing board presentations on matrix compliance.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
DPS runs a formal Student Voice & Leadership program including a Student Board of Education, where <cite index="221-4,221-5,221-6">Critical Civic Inquiry (CCI) is a curricular approach that centers student voice, expertise and civic participation... CCI is the foundation of all Student Voice & Leadership programming</cite>.
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
Students have directly shaped district policy, as with the student-led Know Justice, Know Peace resolution influencing curriculum, and SBOE's CCI model where students <cite index="221-5">identify a problem relevant to their lives, conduct systematic research... develop a policy solution, and communicate a call to action</cite>.
10.3 Students facilitate restorative processes In-work · 1/2 pts
Specific schools train students to facilitate restorative conversations/circles, but this is not confirmed as a formal district-wide mandatory practice across all schools.
10.4 Student-led peer education In-work · 1/2 pts
Student-led peer education exists at individual schools (e.g., Skinner's student-led restorative club presenting at national conferences), but no district-wide mandate was found.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
DPS provides school psychologists and social workers as standard staff plus 19 on-campus health centers offering mental health care to any DPS student, indicating broad access to counseling/mental health support.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
DPS received state grants and ran contracted high-impact tutoring, with <cite index="106-1">A $2 million ESSER grant... funding high-impact tutoring in Denver Public Schools that is resulting in higher-than-expected growth on students' statewide assessments</cite>.
11.3 Community partnerships expand services Implemented · 2/2 pts
Numerous community partnerships expand student/family services, including ARCH's multi-agency case coordination and philanthropic-funded programs like Discovery Link and ELCSports through DPS Extended Learning & Community Schools.
11.4 Systems to remove access barriers Implemented · 2/2 pts
DPS provides <cite index="185-2">A complete breakfast and lunch is free of charge to all students</cite> regardless of income, and follows Consent Decree translation requirements ensuring language-access barriers are addressed for discipline and other processes.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
The district's collective bargaining agreement includes <cite index="196-1">Article 31 - Equity in the School District</cite> establishing joint equity structures, and DPS has stood up dedicated Black Student Success and Latinx Student Success teams with budgets to implement equity recommendations.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
DPS conducts formal annual surveys of students and families, explaining <cite index="252-4,252-6">DPS conducts 'Your Voice / Tu Voz' surveys during the academic school year to understand the perceptions of students, parents, and guardians... These surveys help us understand what DPS is doing well... and inform decisions</cite>.
12.3 Benchmarking vs. state/national comparators Implemented · 2/2 pts
DPS discipline outcomes are benchmarked against state data and peer districts, as in reporting comparing DPS expulsion/suspension rates to <cite index="35-6">other large districts such as Colorado Springs, Jefferson County and Cherry Creek</cite> using CDE data.
12.4 PD & reflective practice culture In-work · 1/2 pts
The Employment Practice Manual includes reflective 'Questions to Ask Yourself' tied to equity, and CELT continues programming, but a systemic reflective-practice culture tied specifically to discipline equity PD was not clearly documented.
Extra Credit
EC1 Universal free school meals for all students regardless of income Implemented · 2/2 pts
DPS opted into Colorado's Healthy School Meals for All program, providing <cite index="185-2">A complete breakfast and lunch... free of charge to all students</cite> district-wide, removing a significant access/equity barrier tied to poverty and stigma.
EC2 Mandatory Ethnic/Cultural Studies and 'History of Power, Conflict and Healing' graduation requirements Implemented · 2/2 pts
DPS became one of relatively few large districts to make ethnic studies and a power/conflict/healing history course mandatory for graduation starting with the Class of 2027, going beyond typical elective-only offerings.
EC3 Denver School-Based Restorative Practices Partnership — a formal multi-sector coalition (DPS, teachers union, NEA, Advancement Project, Padres & Jóvenes Unidos, DU) that built and sustained restorative practices district-wide since 2014 Implemented · 2/2 pts
This is a nationally-recognized model where <cite index="290-6">This partnership came together in 2014 and is a coalition between labor, education, racial justice, and community organizations formed to implement high-quality restorative practices in Denver and to use those local successes as a model for districts across the country</cite>.
EC4 Discipline Matrix 'permissibility' audit metric — a transparent, self-reported compliance measure disaggregated by race Implemented · 2/2 pts
DPS created and publicly reports a unique 'permissibility' metric explicitly measuring whether discipline actions comply with policy, broken out by race, as an internal accountability innovation beyond standard discipline reporting.
EC5 Dedicated, funded Black Student Success and Latinx Student Success teams responding to community-commissioned equity reports (Black Excellence Resolution, La Raza Report) Implemented · 2/2 pts
DPS created two staffed teams, each with a <cite index="228-1">budget of $750,000 next school year</cite>, specifically tasked with implementing community-driven equity recommendations for Black and Latino students.
