Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff Implemented · 2/2 pts
District evidence confirms <cite index="47-1">during the 2018-19 school year, Fayette County Public Schools began requiring all employees to complete annual training in cultural competence and racial bias.</cite> This remains a mandatory, district-wide requirement. Source: lex18.com report; fcps.net.
1.2 Mentorship programs for culturally diverse staff Implemented · 2/2 pts
The district's strategic plan commits to <cite index="38-13">supporting a culture of mentorship between and among professionals in the district</cite>, and board reporting shows <cite index="44-5">Grow Your Own components include aspiring-leader cohorts, mentorship programs, university partnerships and student apprenticeships</cite> aimed at diversifying staff. Source: fcps.net strategic plan; citizenportal.ai board summary.
1.3 Culturally relevant PD resources in staff learning Implemented · 2/2 pts
The district offers <cite index="47-2">more than 80 professional learning opportunities covering topics including Cultural Competence and Racial Bias, Implicit Bias for Law Enforcement, Culturally Responsive Teaching and Learning</cite>, and its official PL plan embeds <cite index="172-1,172-2">Culturally Responsive Teaching for Multilingual Learners: Tools for Equity among district-directed professional learning</cite>. Source: fcps.net PL Plan PDF; lex18.com.
1.4 Regular feedback/measurement on training effectiveness In-work · 1/2 pts
The strategic plan calls for the district to <cite index="38-12">survey new employees about the hiring and onboarding process</cite> and track training participation, but there is no clear public evidence of a formal effectiveness-measurement process specifically for cultural competency/equity training outcomes. Source: fcps.net.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
The district publishes <cite index="2-3,2-5">a comprehensive guide to district policies regarding student behavior...These guidelines align with legal and policy requirements, spell out our high expectations for student conduct, explain the procedures staff members follow in addressing issues, and outline consequences for misconduct</cite>, available in multiple languages to every student. Source: fcps.net/families/annual-notifications.
2.2 Regular policy reviews/updates Implemented · 2/2 pts
The Code of Conduct <cite index="2-2">is reviewed and updated annually with input from students, families, teachers, and administrators, and then adopted by the Fayette County Board of Education</cite>. Source: fcps.net/families/annual-notifications.
2.3 Staff training on consistent application Implemented · 2/2 pts
District data show large-scale staff training on discipline practices: <cite index="177-8">during this school year alone, there have been a total of 4,453 participants in professional learning around understanding best discipline practices in schools</cite>. Source: lex18.com.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
The district uses a nationally-recognized "risk ratio" measure to track and document disciplinary outcomes by subgroup, and has launched <cite index="144-1">a new public transparency dashboard that centralizes district data — enrollment, attendance, testing, teacher trends...and financials</cite>, alongside internal behavior/incident data systems referenced in board CDIP reports. Source: citizenportal.ai; lex18.com.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm Implemented · 2/2 pts
FCPS operates a formal restorative practices program: <cite index="10-1,10-2,10-3">Restorative practice works to encourage positive relationships, to repair relationships when they have been harmed, and to build a school community based on cooperation, trust, and respect...It's about teaching expectations and pro-social behaviors through restorative communications, problem solving, making agreements, and resolving conflicts with students</cite>, including formal restorative conferences for re-entry and repairing harm. Source: fcps.net.
3.2 Staff training in restorative practices Implemented · 2/2 pts
The district has a designated safe schools specialist for restorative practices and training participation has grown substantially: <cite index="47-3">in 2019-20, opportunities were added for training in restorative practice and implicit bias and the number of participants reached 2,168</cite>. Source: fcps.net; lex18.com.
3.3 Curriculum integrates conflict-resolution skills In-work · 1/2 pts
The restorative practices framework used by staff includes structured conflict-resolution questions (e.g., <cite index="10-7,10-10">What happened? What were you thinking of at the time?...How did your harm affect others?</cite>), but there is no clear evidence this is integrated into the general academic curriculum district-wide rather than used reactively by staff.
3.4 Peer mediation program In-work · 1/2 pts
A community partner conducts mediation in the district: <cite index="195-8,195-9">ONE Lexington engages in youth mediation through the Fayette County school system in order to resolve conflicts...conducted in connection with the families and school</cite>, and historically FCPS officials said they <cite index="14-6">currently use mediation in several schools</cite>. This appears partner-run rather than a formal district-wide peer mediation program.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff Implemented · 2/2 pts
Confirmed mandatory annual implicit bias/cultural competence training for all employees since 2018-19, expanded via <cite index="47-2">partnering with the Kirwan Institute for the Study of Race and Ethnicity in Ohio</cite>. Source: lex18.com.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
The district's comprehensive district improvement plan process explicitly reviews <cite index="181-2">behavior data (in and out of school suspension by subgroups and grade level)</cite>, and officials state they use a nationally-accepted "risk ratio" measure to assess disproportionality in suspension data. Source: finalsite CDIP report; lex18.com.
4.3 Cultural competence checks in hiring In-work · 1/2 pts
The district states <cite index="189-9">FCPS has a policy of active recruitment of qualified minority teachers and non-certified employees</cite>, but no public evidence shows a formal cultural-competence assessment built into interview/hiring rubrics. Source: fcps.net.
4.4 Diverse perspectives & materials in curriculum Implemented · 2/2 pts
FCPS offers the <cite index="57-7">Carter G. Woodson Academy (grades 6-12) -- rigorous college-prep curriculum for boys through the lens of African-American history and culture</cite>, and <cite index="60-2">Henry Clay is the only one of the Fayette County district's six high schools that's currently offering [AP African American Studies]</cite>. Source: fcps.net; edweek.org.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds Implemented · 2/2 pts
Same evidence as 4.4: Carter G. Woodson Academy and AP African American Studies demonstrate curriculum materials reflecting diverse student backgrounds. Source: fcps.net; edweek.org.
5.2 Teacher PD on integrating diverse perspectives Implemented · 2/2 pts
The PL plan explicitly trains teachers in culturally responsive practice: <cite index="172-2">Knowledge: Teachers and school administrators develop an understanding of culturally responsive teaching. Behavior: Teachers use culturally responsive teaching as a framework</cite>. Source: finalsite PDF via fcps.net.
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
FCPS actively engages community partners for supplemental resources: <cite index="74-4,74-5">We are committed to working with individuals and with companies and organizations of all sizes to provide extra opportunities, resources, and experiences for our school communities</cite>, built on "shared values of equity." Source: fcps.net/community/partnerships-with-fcps.
5.4 Culturally specific courses/electives Implemented · 2/2 pts
Confirmed culturally specific course offerings: the Carter G. Woodson Academy and AP African American Studies at Henry Clay High School. Source: fcps.net; edweek.org.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
<cite index="102-2">The School-Based Decision Making Council (SBDM) model promotes shared leadership among the people working most closely with our students: the school's administrators, teachers, and parents</cite>, and <cite index="110-7">the board generally gathers on the second and fourth Mondays</cite>, both open to the public. Source: fcps.net.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
FCPS maintains numerous community partnerships for family/student support, including mental health providers: <cite index="74-9">FCPS hires outside contractors such as language interpreters, mental health therapists, student teachers needing college credit, and more</cite>, and a dedicated TICC partnership offering <cite index="98-2">school-based services, such as individual therapy on-site for eligible students</cite>. Source: fcps.net; theticcoflexington.com.
6.3 Advisory committees with community representation Implemented · 2/2 pts
The district maintains a standing advisory body: <cite index="157-1,157-2">The Equity Council Committee (ECC) monitors and analyzes equity issues, advises the school board, and advocates for achievement by all students</cite>, with <cite index="157-4">five committee members appointed by the school board and six elected by the seated committee</cite>. Source: fcps.net/equitycouncil.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
FCPS runs Family Resource/Youth Services Centers whose <cite index="83-1">primary purpose...is to remove non-academic barriers to learning</cite>, and the Code of Conduct is <cite index="3-1">available in English and in Spanish & Additional Languages</cite> to ensure all families are informed. Source: fcps.net.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training Implemented · 2/2 pts
Confirmed mandatory annual anti-bias/equity training for all employees, with an expanding menu of over 80 offerings. Source: lex18.com.
7.2 Workshops on culturally responsive teaching Implemented · 2/2 pts
Dedicated PL modules on culturally responsive teaching, such as the <cite index="172-3,172-4">Culturally Responsive Teaching for Multilingual Learners</cite> guiding principles, are built into the district's official professional learning plan. Source: fcps.net.
7.3 Equity topics in staff meetings/PD Implemented · 2/2 pts
Equity/culturally responsive teaching is listed as a core priority embedded in district-directed professional learning technology and hubs (PLC Professional Learning Hub, Navigator). Source: fcps.net PL Plan PDF.
7.4 Participation in equity-focused conferences In-work · 1/2 pts
FCPS partners with the <cite index="46-2,46-3">University of Kentucky College of Education's Center for Next Generation Leadership...a FCPS 'Grow Your Own' initiative</cite> and with the Kirwan Institute for racial equity training, but there's no clear evidence of staff attending external national equity conferences as a routine, district-wide practice.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
Student Support Services <cite index="86-1,86-2">oversee...mental health support services...We also work with various community agencies to help maximize our services for students and their families</cite>, and the district contracts with outside mental health therapists. Source: fcps.net.
8.2 Safe, supportive spaces (mindfulness/sensory) Not Implemented · 0/2 pts
No public FCPS-specific documentation was found describing district-wide mindfulness rooms, sensory spaces, or similar calming spaces as an established practice.
8.3 Trauma-informed staff training Implemented · 2/2 pts
Per state mandate and district plan, <cite index="93-6,93-7">since 2016, Fayette County Public Schools has focused on building capacity among staff, students and families as a trauma-informed school community. Activities have included partnering with our university partner, UKY Center for Trauma & Children, to develop training modules, increasing training of specialists in trauma-informed interventions...and establishing on-boarding of new hires</cite>. Source: portal.ksba.org.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
Multiple formal partnerships expand mental health services, including TICC's on-site counseling at multiple FCPS schools, the countywide <cite index="81-1">Fayette Youth Behavioral Health Alliance...committed to strengthening the mental and behavioral well-being of young people ages 10-19 in Fayette County</cite>, and a new grant funding <cite index="79-4">a new middle school program focused on student health and wellness</cite> at FCPS. Source: theticcoflexington.com; fayettefactor.org; businesswire.com.
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
The district's data system disaggregates discipline data: <cite index="181-2">behavior data (in and out of school suspension by subgroups and grade level)...from the 2022-2023 school year</cite> is reviewed as part of the comprehensive district improvement process. Source: finalsite PDF via fcps.net.
9.2 Regular audits of discipline practices Implemented · 2/2 pts
The district conducts a formal annual review process using suspension/behavior data by subgroup as part of its Comprehensive District Improvement Plan, and uses a risk-ratio methodology specifically to assess disproportionality. Source: finalsite PDF; lex18.com.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
<cite index="181-3">By sharing this data, the committee</cite> uses MAP assessment, behavior, and attendance data to drive planning decisions as part of the district's continuous improvement process. Source: finalsite PDF via fcps.net.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
FCPS launched a public-facing data dashboard: <cite index="144-1">a new public transparency dashboard on Feb. 24, presenting district-wide data including enrollment and attendance trends, KSA testing results, teacher demographics, a salary estimator and a financial...dashboard</cite>, with further expansion via a corrective-action transparency dashboard in 2025. Source: citizenportal.ai.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
The district runs an active <cite index="66-2">2024-25 Superintendent's Student Advisory Council...focus on teambuilding, key characteristics of a leader, and the importance of implementing student voice in decision making</cite>, with representatives from each high school. Source: fcps.net.
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
<cite index="66-4,66-5">Superintendent Demetrus Liggins encourages the high schoolers to share ideas to help shape the future of Fayette County Public Schools. This council is specifically exploring the district's newly redesigned Portrait of a Graduate</cite>, showing student feedback directly informing district initiatives. Source: fcps.net.
10.3 Students facilitate restorative processes Not Implemented · 0/2 pts
No public documentation was found showing FCPS students formally facilitating restorative circles or conferences themselves; restorative processes appear staff-led.
10.4 Student-led peer education In-work · 1/2 pts
Evidence of student-led initiatives exists, such as the <cite index="65-6">student-led Sustainability Advisory Council</cite> presenting to the community, but this is topic-specific (sustainability) rather than a broader peer-education program on discipline/behavior topics.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
<cite index="94-10,94-11">Our district mental health specialists provide a comprehensive program of direct services for all students. Services include counseling of children; talks with teachers, family members, and other key adults</cite>, confirming district-wide access. Source: fcps.net.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
Targeted academic support includes district-run programs such as <cite index="134-11">tutoring for those who need additional support in any of their core classes</cite> for migrant students, plus community tutoring partnerships for general students. Source: fcps.net; wkyt.com.
11.3 Community partnerships expand services Implemented · 2/2 pts
Confirmed partnerships expanding services, including on-site clinical partners at multiple FCPS schools and the countywide youth behavioral health alliance. Source: theticcoflexington.com; fayettefactor.org.
11.4 Systems to remove access barriers Implemented · 2/2 pts
FRYSC centers exist specifically <cite index="83-1,83-2">to remove non-academic barriers to learning. By addressing these barriers, the centers aim to enhance a student's ability to succeed academically</cite>, supplemented by migrant and multilingual support liaisons. Source: fcps.net.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
The district has an established standing committee, the Equity Council Committee, that <cite index="157-2">monitors and analyzes equity issues, advises the school board, and advocates for achievement by all students</cite>. Source: fcps.net/equitycouncil.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
FCPS conducts regular family and climate surveys: <cite index="120-2">to ensure that Fayette County Public Schools is a welcoming place where all students can thrive, we periodically seek feedback about the experiences our children and families have had</cite>, and reports <cite index="121-4,121-5">students complete a survey to help measure school climate and culture. 86.9% of our schools had an increase in this area</cite>. Source: fcps.net.
12.3 Benchmarking vs. state/national comparators Implemented · 2/2 pts
District results are benchmarked against the state via Kentucky's accountability dashboard: <cite index="138-3,138-5">newly released state accountability data showed students outperforming state averages...Residents can review school and district accountability results through the Kentucky School Report Card Dashboard</cite>. Source: lex18.com.
12.4 PD & reflective practice culture Implemented · 2/2 pts
The PL plan builds in a reflective, self-assessment-driven continuous improvement cycle: <cite index="172-1">Schools who self-assess below developing and sustaining will receive responsive</cite> professional learning support. Source: fcps.net PL Plan PDF.
Extra Credit
EC1 Dual-structured Equity Council Committee combining board-appointed and committee-elected community members to formally advise the school board on equity matters district-wide. Implemented · 2/2 pts
Goes beyond a typical advisory group by blending appointed and elected community representation, with its own bylaws and an equity statement/compact with district leadership: <cite index="157-4">Five committee members are appointed by the school board and six are elected by the seated committee</cite>.
EC2 'Grow Your Own'/TeachLEX multi-pronged educator pipeline specifically designed to diversify the teaching workforce from within the student and community population. Implemented · 2/2 pts
An innovative, multi-year strategic initiative: <cite index="44-4,44-5,44-6">a multi-pronged initiative that aims to recruit and train teachers, paraprofessionals and administrators from inside the district and the community. Grow Your Own components include aspiring-leader cohorts, mentorship programs, university partnerships and student apprenticeships... 80% of teachers who were mentored through the New Teacher Induction Plan (NTIP) remained at the same school</cite>.
EC3 Carter G. Woodson Academy - a districtwide magnet program for boys of color built entirely around an African-American history and culture lens, paired with a pilot AP African American Studies course. Implemented · 2/2 pts
A distinctive culturally-specific academic program: <cite index="57-7">Carter G. Woodson Academy (grades 6-12) -- rigorous college-prep curriculum for boys through the lens of African-American history and culture</cite>, combined with the district piloting AP African American Studies at Henry Clay High School.
EC4 Public-facing Community Transparency & Accountability Dashboard consolidating enrollment, testing, teacher demographics, salary, and budget data for community oversight. Implemented · 2/2 pts
An unusually robust public transparency tool: <cite index="144-1">a new public transparency dashboard...presenting district-wide data including enrollment and attendance trends, KSA testing results, teacher demographics, a salary estimator and a financial...dashboard</cite>, later expanded with a corrective action plan tracker.
EC5 Next Generation Executive Urban Leadership Academy, a partnership with the University of Kentucky to build a diverse pipeline of school/district leaders. In-work · 1/2 pts
<cite index="46-3">The Next Generation Executive Urban Leadership Academy is a FCPS 'Grow Your Own' initiative, with nearly 20 employees selected by the district to expand their skills and opportunities during the pilot year</cite>, some pursuing superintendent certification — an innovative leadership-diversity pipeline, though scale/mandate beyond pilot cohort is unconfirmed.
