Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff Implemented · 2/2 pts
Illinois has required teachers to complete cultural competency training for license renewal since 2020, and D65 ran mandatory staff-wide trainings such as the two-day "Beyond Diversity" seminar and a 2023 all-staff diversity/tolerance training. <cite index="19-4">Since 2020, teachers have had to participate in cultural competency training to renew their licenses, so the proposed changes would make new teacher licenses match the renewal process.</cite> <cite index="214-2">All employees in Evanston/Skokie School District 65 will undergo diversity and tolerance training next month, following the discovery of antisemitic vandalism and graffiti at Haven Middle School over the weekend.</cite>
1.2 Mentorship programs for culturally diverse staff Implemented · 2/2 pts
D65's CREATE teacher residency program builds in ongoing mentorship explicitly to grow and retain educators of color, and staff affinity groups exist district-wide. <cite index="217-2">District 65's program Collaborative Residency for Equity and Achievement, or CREATE, includes...a full year of student teaching under an experienced, effective mentor...and continuing mentorship after candidates become full-fledged teachers.</cite> A district DEIB Team was also recognized for creating programs to recruit and retain educators of color.
1.3 Culturally relevant PD resources in staff learning Implemented · 2/2 pts
D65 has adopted a formal culturally responsive teaching framework with accompanying PD. <cite index="76-6">As one way to address the disparities, School District 65 has adopted a Culturally Responsive Pedagogy, based on Zaretta Hammond's book, "Culturally Responsive Teaching and The Brain" (2015).</cite> <cite index="79-2">The District says that providing Beyond Diversity Training and SEED...training will increase "culturally relevant teaching practices throughout the District."</cite>
1.4 Regular feedback/measurement on training effectiveness Not Implemented · 0/2 pts
No public documentation was found of a formal process specifically measuring the effectiveness of cultural-competency/equity training (as distinct from general climate surveys).
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
The district publishes a clear, district-wide discipline framework. <cite index="3-4">Within a positive framework for discipline, our district or school provides proactive, differentiated interventions for students.</cite> <cite index="3-6">To prevent students from being excluded from school unnecessarily, school staff must attempt non-exclusionary discipline prior to using out-of-school suspensions or expulsions, except in exigent and emergency situations involving school safety.</cite>
2.2 Regular policy reviews/updates Implemented · 2/2 pts
Board policies are reviewed on an ongoing, documented cycle. <cite index="130-1">Board members reviewed a packet of recommended policy updates derived from the IASB PRESS+ service and a standard five-year revision cycle; the packet also includes districtwide updates to gender-neutral language.</cite>
2.3 Staff training on consistent application Implemented · 2/2 pts
Staff training for consistent discipline application is district-wide and recurring. <cite index="11-6,11-7">The district is working to provide trauma-informed de-escalation training every trimester for 80 or more staff members...administrators would be trained in June and all crisis teams would receive the training in July.</cite> <cite index="13-4">After that, the entire staff of each school will participate in four in-person trainings and three remote sessions to learn more about restorative justice and crisis response and prevention.</cite>
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
Incidents are centrally tracked via ODRs and reported annually/quarterly to the board, with a public dashboard forthcoming. <cite index="96-5,96-6">The Office Discipline Referral (ODR) is used to formalize this process when negative behaviors are persistent or become major issues...The District uses the ODRs to develop supports and interventions for students.</cite>
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm Implemented · 2/2 pts
Restorative circles and conferences are long-standing, formalized district practice. <cite index="17-4,17-9">Proactive Circles, Everyday Restorative Interactions, Restorative Conferences...Restorative Conferences use a structured protocol with the Restorative Questions to address serious problems or a cumulative pattern of less serious incidents.</cite> <cite index="12-4">District 65 has been utilizing restorative practices for several years and is continuing to invest in them as a means to develop more positive approaches to discipline and enhance school climate.</cite>
3.2 Staff training in restorative practices Implemented · 2/2 pts
Staff training in restorative practices is extensive and has a stated 100% participation goal. <cite index="142-6">program aims for 100% staff participation in eleven key restorative practices</cite>, supported by a full-time restorative practices coordinator and annual all-staff trainings.
3.3 Curriculum integrates conflict-resolution skills Implemented · 2/2 pts
Conflict-resolution skills are embedded in the district's SEL curriculum delivered to all students. <cite index="32-4">Provide Social-Emotional Learning curriculum as identified by the district, such as the WHO program, Snowflake, and Steps to Respect</cite>, alongside restorative-questions instruction used across classrooms.
3.4 Peer mediation program Not Implemented · 0/2 pts
No public documentation was found of a K-8 peer mediation/peer jury program within District 65 itself; peer jury programs identified (e.g., "Kit Voice") belong to Evanston Township High School (District 202), not D65.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff Implemented · 2/2 pts
D65 has run mandatory training explicitly addressing racial bias. <cite index="90-3">Deemar's suit also describes a mandatory two-day staff seminar developed by Pacific Educational Group called Beyond Diversity, which uses materials from a training program called Courageous Conversations.</cite> <cite index="82-1">The district recognizes that in order to provide educational opportunities that result in equitable outcomes...it must proactively acknowledge and intentionally address racial and cultural biases.</cite>
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
Discipline data is reviewed annually and disaggregated by race/ethnicity, IEP and income status. <cite index="180-7">The report also found that District 65 disproportionately disciplines students with IEPs, Black students and low-income students — groups that experience 52%, 71% and 73% of suspensions, respectively.</cite>
4.3 Cultural competence checks in hiring Implemented · 2/2 pts
D65 has documented an equity-focused hiring process including trained principals and standardized interview rubrics. <cite index="170-6">We have trained all principals on hiring for equity and the role of bias in the hiring process and have incorporated equity-focused interview questions into our candidate screening process.</cite> <cite index="178-4">was then able to create a standardized screening/interview rubric which included a required equity question.</cite>
4.4 Diverse perspectives & materials in curriculum Implemented · 2/2 pts
D65 revised its K-8 social studies curriculum specifically to incorporate diverse perspectives and anti-bias content. <cite index="78-1">Evanston/Skokie District 65 is transitioning its social science curriculum toward more culturally responsive, diverse and rigorous units of study.</cite>
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds Implemented · 2/2 pts
Curriculum materials are explicitly selected to reflect students' cultural/linguistic backgrounds. <cite index="84-4,84-5">Dual Language instruction intentionally incorporates cultural and linguistic connections into lessons. Teachers use culturally responsive materials, examples, and texts that reflect the Spanish-speaking world and students' lived experiences.</cite>
5.2 Teacher PD on integrating diverse perspectives Implemented · 2/2 pts
PD accompanies each major curriculum shift toward diverse perspectives. <cite index="85-5">Beardsley said teachers will receive professional learning to support its implementation.</cite>
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
D65 partners with community/university organizations for supplemental culturally relevant resources. <cite index="112-1">EvanSTEM is a public-private partnership project housed within District 65 with the goal of creating an Evanston ecosystem of STEM educators, program providers, industry leaders and professionals to increase underrepresented student success.</cite>
5.4 Culturally specific courses/electives In-work · 1/2 pts
The district's Two-Way Immersion program is a culturally/linguistically specific program, but no evidence was found of broader culturally-specific elective course offerings district-wide. <cite index="83-6">The goal of the TWI program is for students to develop strong literacy skills and language proficiency in both English and Spanish, in order for them to become bilingual, biliterate and bicultural.</cite>
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
A standing council meets regularly with district leadership. <cite index="38-3">Members meet monthly with Superintendent Dr. Angel Turner and her team.</cite>
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
D65 maintains multiple formal partnerships with local organizations for student/family support. <cite index="107-2">Community partnerships (Books & Breakfast, Y.O.U.).</cite> <cite index="105-1">Wraparound Evanston has weekly meetings with this family and all the institutions it interacts with for social support, including school social workers, the Moran Center, Impact Behavioral Health, Evanston Animal Shelter and more.</cite>
6.3 Advisory committees with community representation Implemented · 2/2 pts
Multiple standing advisory bodies include broad community representation. <cite index="44-20">The SAP, comprised of a diverse team of D65 staff, parents/caregivers, community members and consulting experts, will review District 65's student assignment system.</cite>
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
The district runs broad outreach campaigns, including multilingual options, to reach all families. <cite index="177-10">Online Survey (available in Spanish)</cite> and <cite index="48-6">holding monthly town halls with students and families.</cite>
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training Implemented · 2/2 pts
Ongoing anti-bias training is written into board policy. <cite index="1-4">The District 65 Board of Education shall: Engage in equity training: by having all board members participate in equity training to build a collective capacity to more effectively educate and better serve a racially and ethnically diverse student population.</cite>
7.2 Workshops on culturally responsive teaching Implemented · 2/2 pts
Workshops specifically targeting culturally responsive teaching have been run district-wide. <cite index="79-2">providing Beyond Diversity Training and SEED (Seeking Educational Equity and Diversity) training will increase "culturally relevant teaching practices throughout the District."</cite>
7.3 Equity topics in staff meetings/PD Implemented · 2/2 pts
Equity topics are built into regular staff meetings at the building level. <cite index="94-6">The memo goes on to say that the goal of the staff meeting is the hope that "racial affinity groups will assist us as we continue to explore how race impacts both our staff and students at Nichols."</cite>
7.4 Participation in equity-focused conferences In-work · 1/2 pts
D65's membership in a national equity-focused network implies conference/convening participation, but no specific recent conference attendance was documented. <cite index="70-5">District 65 is a member in good standing with...the Minority Student Achievement Network (MSAN)...which works to improve student learning and achievement.</cite>
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
D65 collaborates formally with outside mental health professionals/organizations. <cite index="29-6,29-7">Cross said the district will also be participating in a statewide project to address mental health in Illinois schools...a coach will be assigned to the district to help us identify our needs with the TRS (Trauma-Responsive School) assessment.</cite>
8.2 Safe, supportive spaces (mindfulness/sensory) In-work · 1/2 pts
A dedicated sensory/calming space was confirmed at Park School (the district's special-needs school), but no evidence was found that such spaces are standard district-wide. <cite index="161-5,161-6">Park School has a state-of-the-art multi-sensory/motor room. The sensory room called "Katie's Corner" is modeled after the researched-based 'snoezelen' rooms.</cite>
8.3 Trauma-informed staff training Implemented · 2/2 pts
D65 employs dedicated trauma-informed staff and runs mandatory trauma-informed training. <cite index="30-2,30-3">Title: Trauma-Informed Behavior Specialist...Experience and expertise in trauma-informed care and instructional practices.</cite>
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
The district actively partners to expand mental health access for students/families. <cite index="105-8">These partnerships are an example of one of Wraparound's goals – to integrate all the social services available here into a one-stop shop.</cite>
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
A disaggregated, filterable data system is operational/being rolled out. <cite index="55-9">a public interactive data dashboard will go live in March...that will allow board members and residents to filter by school, grade and student groups where at least 10 students are in the subgroup.</cite>
9.2 Regular audits of discipline practices Implemented · 2/2 pts
Discipline practices are reviewed regularly via formal reporting to the board. <cite index="180-3">Assistant Superintendent of Performance Management and Accountability Stacy Beardsley walked through the district's 2025-26 Achievement and Accountability Report, which highlighted several disparities in academic achievements and disciplinary actions.</cite>
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
Data directly informs individualized interventions. <cite index="48-7">Cross also highlighted how the district is using the discipline referral system to create specific intervention plans for students with recurring behavioral issues.</cite>
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
Reports are made public on the district website. <cite index="51-1,51-2">Each year, District 65 publishes a report to share detailed information regarding students' academic performance...these reports will be produced annually alongside Quarterly Progress Reports and the interactive data dashboard.</cite>
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Not Implemented · 0/2 pts
No public documentation was found of a district-wide K-8 student leadership/advisory council specific to District 65 (the identified Youth Advisory Committee is a city-level body tied to Evanston Township High School students).
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
Student survey data directly informs school improvement plans and programming. <cite index="121-3">Data from the...Survey provides our school leaders with valuable insights that are used to develop school improvement plans.</cite>
10.3 Students facilitate restorative processes In-work · 1/2 pts
High-school student leaders facilitate restorative circles with D65 elementary students via a cross-district partnership, but no evidence was found of D65 students themselves routinely facilitating restorative processes. <cite index="195-11,195-12">Currently, the RJC's main goal is to work with Oakton Elementary students. The club is doing circles with Oakton, talking about basic entry level restorative conversations on race and identity.</cite>
10.4 Student-led peer education Not Implemented · 0/2 pts
No public documentation was found of a formal student-led peer education program within District 65.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all In-work · 1/2 pts
The district maintains a large social work/psychology staff, but recently eliminated middle-school counselor positions, raising concerns about universal access. <cite index="32-1,32-2">District 65 currently has 30 school social workers across our 18 sites...District 65 also provides students with two mental health practitioners.</cite> <cite index="35-3,35-4">counselors are the primary mental health providers for general education students at District 65 middle schools...we respond to crises, support students experiencing anxiety, depression, and trauma.</cite>
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
A dedicated, district-wide tutoring program targets struggling students. <cite index="134-3,134-4">About two-thirds of the students in the district receiving tutoring through the Academic Skills Center this year are on pace to hit their expected grade level proficiency...The skills center...provides research-based, high-dose tutoring to students who score below their grade level.</cite>
11.3 Community partnerships expand services Implemented · 2/2 pts
Community partnerships meaningfully expand services available to students. <cite index="106-12,106-13">has provided an after-school program at District 65 schools since the 1990s. In its program, it provides academic assistance, enrichment activities, mentoring, and counseling services.</cite>
11.4 Systems to remove access barriers Implemented · 2/2 pts
The district has dedicated staff and policy-driven systems (translation, interpretation, disability and bilingual advisory councils) to reduce access barriers. <cite index="225-1,225-3">District 65 serves students who speak 80 different languages...District 65 is committed to meeting all requirements for translation and interpretation services in support of Emerging Bilingual students and families, as required by Board Policy and Illinois School Code.</cite>
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
A long-standing standing committee and dedicated executive-level office focus on equity/achievement, closely tied to discipline equity work. <cite index="42-3">For six years, she co-chaired the Advancing Student Academic Achievement Committee, formerly known as the Minority Student Academic Achievement Committee.</cite>
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
Regular surveys and focus groups of students, families and staff are conducted. <cite index="118-9">Overall, 78% of students in grades four to eight responded; 80% of teachers and 25% of parents responded.</cite>
12.3 Benchmarking vs. state/national comparators Implemented · 2/2 pts
The district explicitly benchmarks itself against state averages and participates in a national achievement-gap network. <cite index="120-7">District 65 is below the baseline average for the state (i.e., a score of 50) in three of the five essentials.</cite>
12.4 PD & reflective practice culture Implemented · 2/2 pts
The strategic plan codifies continuous-improvement and reflective PD practice. <cite index="127-6,127-7">Create a manual that manages all processes and procedures that address the district practices for continuous improvement...Ensure that all policies and procedures are managed and updated based on annual data analysis.</cite>
Extra Credit
EC1 Academic Skills Centers: a district-wide, research-based 'high-dose' tutoring model serving nearly 2,000 students in small groups 3-5 times weekly, specifically targeting the racial/socioeconomic achievement gap. Implemented · 2/2 pts
<cite index="135-1">the district launched the Academic Skills Center, a high-dose tutoring program that serves nearly 2,000 students behind in reading or math.</cite>
EC2 Equity-focused hiring rubric: D65 developed a standardized interview rubric with required equity questions and trained all principals on hiring for equity/implicit bias, going beyond typical hiring practices. Implemented · 2/2 pts
<cite index="178-4">was then able to create a standardized screening/interview rubric which included a required equity question.</cite>
EC3 Wraparound Evanston: an integrated 'one-stop shop' partnership model between D65, the City of Evanston, and community agencies (Moran Center, Impact Behavioral Health, etc.) coordinating housing, mental health and social services for high-need families. Implemented · 2/2 pts
<cite index="105-8">These partnerships are an example of one of Wraparound's goals – to integrate all the social services available here into a one-stop shop.</cite>
EC4 CREATE 65 Teacher Residency/Apprenticeship Program: a 'grow-your-own' pipeline (with Northwestern and National Louis University and BloomBoard) paying residents a salary while mentoring them into certified teaching roles, explicitly to diversify the educator workforce. Implemented · 2/2 pts
<cite index="217-1,217-2">Evanston/Skokie School District 65 has formed a teacher...District 65's program Collaborative Residency for Equity and Achievement, or CREATE, includes...a partnership between a school district and university to closely link practice and theory and continuing mentorship.</cite>
EC5 Executive Director of Black Student Success: a dedicated central-office position (since 2018) solely focused on diagnosing and addressing root causes of the Black-white achievement and discipline gap district-wide. Implemented · 2/2 pts
<cite index="244-5">Dr. Goren announced the appointment of Dr. LaTarsha Green to the position of Executive Director of Black Student Success.</cite>
