Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff Implemented · 2/2 pts
The strategic plan sets an explicit district-wide key result: <cite index="15-14">"100% of staff are trained on the same culturally responsive, trauma-informed, restorative practices."</cite> https://www.dmschools.org/strategic-plan/priority-2/
1.2 Mentorship programs for culturally diverse staff In-work · 1/2 pts
DMPS runs the <cite index="56-6,56-7">3D Coalition project with area universities "to identify aspiring minority teachers and guide them through the postsecondary education needed to teach in Des Moines"</cite>, and the strategic plan sets a goal that staff of color have access to a mentor, but district-wide mandatory mentorship isn't confirmed.
1.3 Culturally relevant PD resources in staff learning Implemented · 2/2 pts
DMPS contracted the <cite index="67-5,67-6">NYC Leadership Academy to build the capacity of school-based equity coaches ... by creating a comprehensive equity-focused learning system</cite>, and offers ongoing culturally responsive PD courses via its learning catalog.
1.4 Regular feedback/measurement on training effectiveness In-work · 1/2 pts
The strategic plan includes measurable feedback targets such as <cite index="65-10">"80% of Staff of Color participate in feedback experiences"</cite> but these appear to be aspirational goals rather than a confirmed, mature feedback system.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
The district publishes a detailed Student Discipline Code stating <cite index="6-6">"The District Discipline Code is to be applied consistently and uniformly throughout the District so that students are treated fairly and equitably."</cite>
2.2 Regular policy reviews/updates Implemented · 2/2 pts
The Code of Conduct is reissued annually (2025-26 version found), and the district made significant mid-year revisions in 2021, e.g. <cite index="14-3">"While still deeply committed to restorative practices, DMPS has reached a point where policy changes are needed to address safety in our buildings."</cite>
2.3 Staff training on consistent application In-work · 1/2 pts
The strategic plan sets a key result that <cite index="65-11">"100% of staff and leaders [are] trained on revised discipline"</cite> policies, but this is a stated goal/target rather than confirmed universal completion.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
DMPS centrally publishes an annual report that <cite index="31-4">includes district-wide results ... graduation rates, suspensions, absences, and student engagement</cite>, indicating centralized incident/outcome documentation.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm Implemented · 2/2 pts
DMPS replaced SROs with a formal three-tier restorative practices model: <cite index="13-1,13-5">"Des Moines schools are now using a three-tiered restorative practices system"</cite> that includes circles and conferences district-wide.
3.2 Staff training in restorative practices Implemented · 2/2 pts
Reporting found that <cite index="13-14">"All teachers and staff across the entire district are now trained in restorative practices"</cite> and every school has a dedicated RP staff member.
3.3 Curriculum integrates conflict-resolution skills In-work · 1/2 pts
Conflict-resolution-adjacent skills are addressed through Transformative Social Emotional Learning (TSEL) and Portrait of a Graduate competencies, but no standalone conflict-resolution curriculum requirement was confirmed district-wide.
3.4 Peer mediation program In-work · 1/2 pts
The district hosts mediation programs like <cite index="11-3,11-4">"Des Moines middle schools already have a program in place that focuses on mediation and conversation to address and resolve conflict"</cite> via the Let's Talk program, but mediators are community volunteers/contracted adults (e.g., Urban Dreams), not a formal peer-to-peer student mediation program, and it's not confirmed district-wide.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff Implemented · 2/2 pts
The plan commits to <cite index="68-11,68-12">"Provide professional learning to all staff to identify bias"</cite> with a key result that all staff can identify their own biases.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
The Code of Conduct explicitly commits to <cite index="1-7">"Monitor discipline data to identify and address disparities"</cite>; reporting confirms <cite index="29-6">"The district tracks overall disciplinary disparities"</cite> though it does not evaluate individual staff-level disparities.
4.3 Cultural competence checks in hiring In-work · 1/2 pts
The strategic plan describes concrete steps including <cite index="166-6,166-8">"Create blind resume review that has weighting" and "Review, revise, and require interview questions that address inequities"</cite>, but this hiring-bias-reduction process appears still in development/rollout, not confirmed as a mature standing practice district-wide.
4.4 Diverse perspectives & materials in curriculum Implemented · 2/2 pts
District policy requires curriculum to <cite index="77-2,77-3">"incorporate multicultural approaches into its educational program, including approaches which foster knowledge of, and respect for, the historical and contemporary contributions of diverse cultural groups"</cite> including specific named groups.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds Implemented · 2/2 pts
District policy mandates multicultural curriculum content, and the course catalog states the district <cite index="74-1,74-3">"is committed to providing a guaranteed and viable curriculum that is representative of the community we serve"</cite> with diverse-author literature requirements.
5.2 Teacher PD on integrating diverse perspectives Implemented · 2/2 pts
The NYC Leadership Academy partnership trains educators specifically to <cite index="67-6">"develop culturally proficient leaders and educators by creating a comprehensive equity-focused learning system"</cite>.
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
Community Education explicitly partners with outside organizations: <cite index="79-5">"We are responsive to the needs of our community by providing accessible and affordable programming in partnership with our school associations, community organizations and business relationships."</cite>
5.4 Culturally specific courses/electives Implemented · 2/2 pts
DMPS offers specific culturally-focused electives including African American Studies, AP African American Studies, and Chicano/a Studies, e.g. <cite index="75-4,75-5">"Students are exposed to raw and truthful history about Black people... We will celebrate the diverse histories and cultures of these people as well as investigate the oppression of indigenous people."</cite>
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders In-work · 1/2 pts
The district's Equity Advisory Committee meets with community members regularly, and the strategic plan proposes to <cite index="90-15">"Establish a Family University in each region to equip families with the skills, information, and networking to support students' academic and TSEL success"</cite>, but this latter initiative appears to be a planned future action rather than an established ongoing practice.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
DMPS is a partner in the Coalition for Community Schools and employs Community School Coordinators who <cite index="83-4,83-5">"work with their school teams to create a comprehensive continuum of internal and external supports to ensure students' personal and academic success"</cite>, funded through United Way and federal grants.
6.3 Advisory committees with community representation Implemented · 2/2 pts
DMPS formed the <cite index="119-1,119-2">"Educational Equity Advisory Committee (EEAC)... made up of a diverse group of teachers, students, parents and guardians, administrators and members of the community"</cite> advising the Superintendent and School Board.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
The district maintains multilingual outreach tools and organized community partner communication: <cite index="85-10,85-11">"Des Moines Public Schools is committed to strong partnerships with families, nonprofits, businesses, and community members. By joining our Community Partner Groups on ParentSquare, you'll receive regular updates"</cite>.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training Implemented · 2/2 pts
The plan commits district-wide to ongoing anti-bias training: <cite index="66-10">"Provide professional learning to all staff to identify bias."</cite>
7.2 Workshops on culturally responsive teaching Implemented · 2/2 pts
DMPS offers dedicated culturally responsive teaching workshops/courses, supported by the NYC Leadership Academy equity coaching initiative described above.
7.3 Equity topics in staff meetings/PD Implemented · 2/2 pts
The plan requires that <cite index="71-4,71-5">"100% of buildings and departments will demonstrate in their CPSP/OKRs how and where culturally responsive professional learning is happening" and "100% of leaders are trained in culturally responsive practices"</cite>, indicating equity is embedded in ongoing staff PD structures.
7.4 Participation in equity-focused conferences Not Implemented · 0/2 pts
No public documentation was found confirming staff participation in external equity-focused conferences as a district practice.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
DMPS explicitly partners with licensed providers: <cite index="38-2,38-3">"Des Moines Public Schools partners with local mental health agencies to provide therapy right in select school buildings"</cite>, plus district-wide access via Mosaic Counseling Center and Hazel Health.
8.2 Safe, supportive spaces (mindfulness/sensory) Implemented · 2/2 pts
DMPS has installed sensory/calming spaces, e.g. <cite index="136-1">"A new tactile mural and sensory wellness space at Ruby Van Meter School is designed to give students a place to reset, find calm, and care for their emotional well-being"</cite>, and sensory gardens at seven elementary schools reduced reported sensory-overload behaviors.
8.3 Trauma-informed staff training Implemented · 2/2 pts
The plan commits to <cite index="15-13,15-14">"Provide culturally responsive, differentiated professional learning for all staff on student behaviors and healing-centered engagement"</cite> with trauma-informed and restorative practices as a 100% staff training key result.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
DMPS expanded services via a <cite index="40-5">"$1.5M investment from UnitedHealthcare to expand access to youth mental health services statewide"</cite> through Hazel Health, in addition to Mosaic Counseling Center partnerships.
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
The district publishes an annual Performance and Equity Profile that <cite index="31-4">"includes district-wide results of the NWEA Measures of Academic Progress (MAP), ninth grade course completion, Advanced Placement (AP) exams, graduation rates, suspensions, absences, and student engagement"</cite>, and maintains a School Performance and Equity Profile dashboard.
9.2 Regular audits of discipline practices In-work · 1/2 pts
The plan calls to <cite index="12-10,12-11">"Audit progressive discipline policy for disproportionality and misalignment to values (especially restorative practices)" and "Based on the outcomes of the audit, revise progressive discipline policies"</cite>, indicating a planned/initial audit rather than a confirmed, recurring audit cycle.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
DMPS uses <cite index="183-2,183-3">"Panorama Student Success, the data system used across the state of Iowa to provide schools with information about their multi-tiered system of supports (MTSS)"</cite> to monitor intervention effectiveness and adjust supports.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
The Equity Profile is a publicly posted annual report dating to 2013, providing transparent district-wide data to the community.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
District board minutes note that <cite index="155-3,155-4">"Students will be invited to serve on the district's Youth Advisory Council, calendar committee"</cite>, and the Educational Equity Advisory Committee includes student members.
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
DMPS administers the annual Conditions for Learning survey to students and uses findings in its Collaborative Problem-Solving Process; the district's Goal Action Plan documents that <cite index="93-4,93-5">"a team of staff, students, families, and community members"</cite> helped shape district priorities using this data.
10.3 Students facilitate restorative processes Not Implemented · 0/2 pts
Restorative facilitators at DMPS (e.g., Urban Dreams 'Restoration Facilitators') are adult community-contracted staff, not students; no public documentation was found of students themselves facilitating restorative circles/conferences.
10.4 Student-led peer education In-work · 1/2 pts
DMPS students participate in an external Student Advisory Council that produces peer-facing health materials, but this is run by a community partner (PHC Iowa) rather than being a DMPS-led, district-wide student peer-education structure.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
Through the Student Assistance Program, <cite index="38-7">"every DMPS student and any family member can access up to 5 free counseling sessions from our partnership with Mosaic Counseling Center"</cite>, and Hazel Health provides free telehealth therapy to all students.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
DMPS runs a formal Multi-Tiered System of Supports with tiered academic interventions, supplemented by community tutoring partners like Math Motivators, which <cite index="101-8">"aims to close the opportunity gap by using a volunteer driven FREE math tutoring program that pairs underserved middle and high school students with professionals"</cite>.
11.3 Community partnerships expand services Implemented · 2/2 pts
Numerous nonprofit partnerships expand services, e.g. Al Éxito, Community Youth Concepts, and Genesis Youth Foundation provide tutoring and mentoring to DMPS students through formal funding/coordination structures.
11.4 Systems to remove access barriers Implemented · 2/2 pts
The district explicitly designs services to remove access barriers: <cite index="38-3">"This helps remove common barriers like transportation, scheduling conflicts, or long waitlists that can make it hard for students to get support in the community."</cite>
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
The EEAC is a standing, HR-appointed committee that <cite index="119-6">"serves to advise Equity Coordinator...Superintendent...and the Des Moines School Board on issues related to diversity and equity"</cite>, including discipline-related equity concerns.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
DMPS administers the annual, state-mandated Conditions for Learning survey to students, staff, and families, and separately collects community partner feedback via an online form.
12.3 Benchmarking vs. state/national comparators Implemented · 2/2 pts
DMPS compares its data to the state and is <cite index="121-3,121-4">"a member of The Council of the Great City Schools, the only national organization exclusively representing the interests of urban public schools"</cite>, enabling national benchmarking.
12.4 PD & reflective practice culture Implemented · 2/2 pts
The plan establishes <cite index="68-16">"TSEL professional learning communities (PLCs) to foster peer-to-peer learning among teachers and leaders,"</cite> reflecting an embedded reflective-practice culture.
Extra Credit
EC1 District-wide removal of police (SROs) from schools and replacement with a formal three-tier restorative-practices system staffed by dedicated RP facilitators in every building, funded by redirecting the prior $750,000 SRO budget. Implemented · 2/2 pts
A notably bold structural reform: DMPS <cite index="10-4">"replaced armed police with staff trained in restorative practices after student activism and public outcry led the Des Moines police to cancel their in-school contract"</cite>.
EC2 Sensory gardens and sensory wellness spaces installed at multiple schools to support neurodiverse and special-needs students' self-regulation, with measurable behavioral impact. Implemented · 2/2 pts
Teachers reported a <cite index="134-7">"35% reduction in 'break card' requests—signals from students needing a moment to step away due to sensory overload or emotional distress"</cite> after installing sensory gardens.
EC3 3D Coalition pipeline program with Drake University and DMACC to recruit, educate, and guarantee interviews for aspiring minority teachers, who commit to teaching in DMPS afterward. In-work · 1/2 pts
This is an unusually structured 'grow-your-own' diverse-teacher pipeline, though it is currently under federal civil-rights scrutiny regarding its legality.
EC4 Bias-reduction hiring redesign including blind resume review, standardized interview checklists, and quarterly bias-reduction data analysis for hiring managers. Implemented · 2/2 pts
The plan specifies concrete mechanics such as <cite index="166-6,166-12">"Create blind resume review that has weighting" and "Quarterly data analysis demonstrates a reduction in bias in the process for at least 80% of interviews"</cite>.
EC5 Full-Service Community Schools model embedding wraparound health, dental, childcare, and family-support services directly in school buildings (e.g., Scavo High School). In-work · 1/2 pts
At one campus, <cite index="91-7,91-8">"22 local nonprofits and agencies bring programs and support into the school"</cite> including medical/dental clinics and a food pantry, representing a deep community-integration model.
