Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff In-work · 1/2 pts
The district's ELO Grant Plan states that all staff will receive professional development in academic, equity, restorative practices, PBIS and trauma-informed support, but this was tied to a specific pandemic-recovery grant rather than a confirmed standing mandatory annual requirement for all staff.
1.2 Mentorship programs for culturally diverse staff Not Implemented · 0/2 pts
General new-teacher mentorship/induction programs exist (Teacher Induction Program, C&I Dept mentorship), but no public documentation specifically targets mentorship for culturally diverse staff.
1.3 Culturally relevant PD resources in staff learning In-work · 1/2 pts
The Curriculum & Instruction Department commits to ongoing PD and mentorship tied to eliminating barriers, and the district-wide Ethnic Studies rollout implies teacher PD, but a dedicated 'culturally relevant PD' resource library is not documented.
1.4 Regular feedback/measurement on training effectiveness Not Implemented · 0/2 pts
No public documentation found describing regular feedback or measurement specifically of cultural-competency training effectiveness.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
FUSD has board-adopted discipline policy (BP 5114.1) and school-level student handbooks/codes of conduct applied district-wide, stating that <cite index="28-1">all students, staff, and parents/guardians have the right to be free from hate crimes, hazing, degrading and inflammatory statements, or any activity which degrades the qualities of an individual</cite>.
2.2 Regular policy reviews/updates In-work · 1/2 pts
The district is <cite index="32-6,32-7">transitioning to a new platform (GAMUT Meetings for Board Agenda and GAMUT Policy Plus - eboardsolutions) for publishing Board meeting agendas and District policies, providing improved accessibility and transparency</cite>, indicating an active policy-management system, though a specific discipline-policy review cycle/schedule is not documented.
2.3 Staff training on consistent application In-work · 1/2 pts
Staff-wide PD covering equity, restorative practices, and PBIS suggests movement toward consistent discipline application, but no explicit training program on 'consistent code-of-conduct application' was found.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
The district produces board-level Student Discipline Reports using CALPADS-based suspension data by subgroup, and publicly reports suspension rates annually via the California School Dashboard, e.g. <cite index="76-1">Suspension Rates received a Green rating, with 2.3% of students suspended at least once</cite>, indicating centralized incident/outcome documentation.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm In-work · 1/2 pts
The SRO Task Force Report notes that School Resource Officers should <cite index="16-1,16-2">prioritize restorative options for minor criminal offenses, where appropriate (i.e. diversion program), and perform duties consistent with procedural justice</cite>, and the district committed to restorative-practices PD, but a formal district-wide restorative-circle discipline program was not confirmed.
3.2 Staff training in restorative practices In-work · 1/2 pts
The plan states <cite index="161-1">All staff will receive professional development in the areas of academic, equity, restorative practices, PBIS and trauma informed support in order to universally support all students as they return back to in person instruction</cite>, but this is tied to a specific grant period rather than a confirmed ongoing mandate.
3.3 Curriculum integrates conflict-resolution skills Implemented · 2/2 pts
The district's MTSS framework confirms <cite index="119-1">Second Step was the curriculum chosen for grades K-8 and Lion's Quest was selected for 9-12</cite> for SEL, which explicitly build relationship and conflict-resolution skills district-wide.
3.4 Peer mediation program In-work · 1/2 pts
At least one elementary school's counseling program explicitly lists <cite index="56-1">peer facilitation and peer mediation</cite> as a service, but no evidence of a formal, district-wide peer mediation program was found.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff In-work · 1/2 pts
Board Policy 0415 states the Board <cite index="170-1">shall prioritize efforts to eradicate systemic discrimination of any kind, including implicit or unintentional biases and prejudices that affect student achievement</cite>, but a specific mandatory implicit-bias staff training program (distinct from SRO/police training) is not documented.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
FUSD conducts a formal Significant Disproportionality/CCEIS review process, and its LCAP explicitly targets efforts to <cite index="78-9">Improve outcomes for unduplicated students by targeting resources to provide research based interventions that address the needs of students and identified areas of disproportionality</cite>, with disaggregated Dashboard data reviewed regularly.
4.3 Cultural competence checks in hiring Not Implemented · 0/2 pts
FUSD is documented as an Equal Opportunity/Affirmative Action employer, but no public evidence shows a specific cultural-competence check built into the hiring/interview process.
4.4 Diverse perspectives & materials in curriculum Implemented · 2/2 pts
The district confirms <cite index="46-1">In accordance with state law, school districts in CA must begin offering an Ethnic Studies course to meet the graduation requirement by the 2025-2026 School year</cite>, and lists the Fair Education Act among curriculum resources, showing diverse perspectives embedded in required curriculum.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds Implemented · 2/2 pts
FUSD has already implemented an Ethnic Studies course ahead of the state deadline; reporting notes <cite index="52-4">many school districts have already adopted and incorporated ethnic studies curriculum into their course catalogs, including Fremont Unified School District (FUSD) in 2024-2025</cite>.
5.2 Teacher PD on integrating diverse perspectives In-work · 1/2 pts
The C&I Department commits to <cite index="97-2">empowering and partnering with educators through ongoing professional development, mentorship, collaboration</cite>, which would cover Ethnic Studies rollout, but a dedicated 'diverse perspectives' PD track is not separately documented.
5.3 Community collaboration for supplemental resources In-work · 1/2 pts
Community members participate on the Curriculum & Instruction Advisory Committee and District Equity Team, which include community representatives, but a specific process for community collaboration on supplemental curriculum resources is not separately documented.
5.4 Culturally specific courses/electives Implemented · 2/2 pts
Beyond the mandatory Ethnic Studies course, FUSD's Federal & State Programs division lists a Native American Studies Program (NASP) and Spanish/Mandarin Dual Immersion Programs, indicating culturally specific course offerings.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
Multiple standing committees meet regularly with parents and community leaders; for example the Superintendent Equity & Belonging Team <cite index="39-9">Meetings will be held quarterly on dates to be announced</cite> and includes community representatives.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
The district partners with the City's Youth & Family Services for <cite index="58-3,58-4,58-5">counseling and consultation services... on campus two to four days at participating K-12 schools... free of charge for students referred by participating FUSD schools' School Counselors</cite>, and with Care Solace for mental-health navigation support.
6.3 Advisory committees with community representation Implemented · 2/2 pts
FUSD maintains multiple advisory committees with community representation, e.g. the District Equity Team, which <cite index="38-4">consists of district staff, community representatives, parents and students</cite>.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
The district's Language and Community Services team <cite index="134-1,134-2">provides multilingual support and engagement to students, parents, and staff... offering translation and interpretation services, organizing outreach programs, and coordinating resources to ensure inclusive educational experiences for all stakeholders</cite>.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training In-work · 1/2 pts
Equity-focused PD for staff has been documented in specific grant-funded plans, but ongoing/annual mandatory anti-bias training beyond that period is not clearly confirmed.
7.2 Workshops on culturally responsive teaching In-work · 1/2 pts
Implementation of the mandatory Ethnic Studies course implies related teacher workshops, but a distinct, named 'culturally responsive teaching' workshop series was not found.
7.3 Equity topics in staff meetings/PD In-work · 1/2 pts
Equity and SEL topics are built into structures like the MTSS SEL liaison quarterly meetings and CCEIS stakeholder processes, but regular inclusion of equity topics in all staff meetings district-wide is not explicitly confirmed.
7.4 Participation in equity-focused conferences Not Implemented · 0/2 pts
No public documentation found indicating FUSD staff participation in equity-focused external conferences.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
FUSD explicitly partnered with mental-health professionals: <cite index="104-1">In an effort to enhance and expand its program of mental health services, the Fremont Unified School District partnered with Care Solace to support its students, families and staff</cite>, alongside on-campus counseling from City Youth & Family Services clinicians.
8.2 Safe, supportive spaces (mindfulness/sensory) Implemented · 2/2 pts
At least one FUSD high school confirms a dedicated wellness space: <cite index="75-9">The Washington Wellness Center is open to students daily before school and during lunch</cite>, indicating safe, supportive spaces exist at school sites.
8.3 Trauma-informed staff training Implemented · 2/2 pts
The district's plan explicitly commits to trauma-informed staff PD (<cite index="161-5">All staff will receive professional development in the areas of academic, equity, restorative practices, PBIS and trauma informed support</cite>), and partner YFS counselors <cite index="58-6">utilize strength-based, trauma-informed, and culturally humble approaches</cite>.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
FUSD has expanded mental-health access through the Care Solace partnership and City of Fremont-provided school-site counseling, both explicitly described as expanding services to students, families and staff.
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
The Dashboard <cite index="78-1">provides both district-wide data as well as results disaggregated by student group</cite>, sourced from CALPADS, supporting a disaggregated discipline data system.
9.2 Regular audits of discipline practices Implemented · 2/2 pts
FUSD conducted a formal Significant Disproportionality review/CCEIS planning process examining discipline-related data, and the state Dashboard is published/reviewed annually, constituting a recurring audit mechanism.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
The LCAP explicitly commits to <cite index="78-9">Improve outcomes for unduplicated students by targeting resources to provide research based interventions that address the needs of students and identified areas of disproportionality</cite>, showing data-informed action planning.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
FUSD publishes its LCAP and Dashboard results publicly each year, with district press releases summarizing outcomes, e.g. the 2025 Dashboard highlights release.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
SURFBoardE is <cite index="85-1">the student advisory group responsible for representing all ~33,000 FUSD students at the district level</cite>, meeting regularly and serving on district committees.
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
SURFBoardE representatives' duties include <cite index="85-5">participating as voting members on various district committees... providing input on policy changes</cite>, directly feeding student voice into district policy.
10.3 Students facilitate restorative processes Not Implemented · 0/2 pts
No public documentation found showing FUSD (Fremont, CA) students formally trained to facilitate restorative circles/processes; district-specific evidence was not located.
10.4 Student-led peer education Implemented · 2/2 pts
Washington High School's Peer Resource program is explicitly student-led: <cite index="60-1,60-2">Peer Resource is a program that helps build community and support on campus. Our team of Peer Advocates are made up of student leaders</cite>.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
FUSD provides counselors, school psychologists, and the Care Solace navigation service district-wide, offering broad access to mental-health support for all students.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
The ELOP plan describes use of diagnostic tools like I-Ready to identify and support struggling students, and the district's After School Program <cite index="159-2">provides structured tutorial and enrichment programs for school-age children</cite>.
11.3 Community partnerships expand services Implemented · 2/2 pts
Multiple community partnerships (Care Solace, City YFS, Family Resource Center) explicitly expand mental-health and family support services available to FUSD students.
11.4 Systems to remove access barriers Implemented · 2/2 pts
Barriers are addressed via translation/interpretation services and Care Solace's no-cost, 24/7 multilingual concierge service that helps with insurance navigation regardless of coverage status.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
FUSD maintains standing equity-focused bodies, including the District Equity Team and Superintendent Equity & Belonging Team, which <cite index="39-15">reviews and discusses data, prioritizes action steps, and advises on the development of the district's equity plan</cite>.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
FUSD administers the CHKS district-wide and publishes reports, and conducted <cite index="158-5">a district-wide parent/staff survey</cite> as part of planning processes, gathering feedback from students, families and staff.
12.3 Benchmarking vs. state/national comparators Implemented · 2/2 pts
The Dashboard explicitly benchmarks FUSD against the state, e.g. noting Chronic Absenteeism <cite index="76-11">decreasing to 9.6%, which is significantly lower than state and county levels</cite>.
12.4 PD & reflective practice culture In-work · 1/2 pts
The Curriculum & Instruction Department's stated mission of ongoing PD and mentorship and the MTSS framework's embedding of SEL discussion into all principal/management meetings suggest a reflective-practice culture, though a distinct formal reflective-practice program is not separately documented.
Extra Credit
EC1 24/7 multilingual Care Solace 'Care Concierge' mental-health navigation service available to students, families and staff regardless of insurance status, at no cost. Implemented · 2/2 pts
Connection professionals are <cite index="104-7">available 24/7 by phone, email, text or video chat in any language</cite>, an unusually accessible and comprehensive family-support model.
EC2 Formal Significant Disproportionality / CCEIS review process with stakeholder subcommittees examining special-education and disciplinary data by race/ethnicity. Implemented · 2/2 pts
The plan describes a structured, multi-meeting stakeholder process where <cite index="179-3,179-4,179-5,179-6">The data relative to our significant disproportionality was reviewed in depth. The team generated a list following a brainstorm of all data that would be needed for our review. Tasks were assigned to subcommittees</cite>, exceeding basic compliance reporting.
EC3 District-wide Multi-Tiered System of Support (MTSS) framework with dedicated SEL curricula (Second Step K-8, Lion's Quest 9-12) and stipended teacher-leader liaisons at every school site. In-work · 1/2 pts
The district created <cite index="119-2,119-3">Secondary Re-Engagement Leads (SRLs) and Elementary Liaisons: Teacher leaders from each site have stipend positions to aid in the implementation of Second Step and Lion's Quest. They have quarterly meetings for 1.5 hours throughout the year to collaborate and expand their own learning</cite>, a structured capacity-building model.
EC4 Ethnic Studies course intentionally co-scheduled with the required Health course in 9th grade to reach all students efficiently ahead of the 2030 state deadline. Implemented · 2/2 pts
The district structured its rollout so that <cite index="51-2">In FUSD, students will take the one semester course paired with Health in 9th grade</cite>, ensuring universal early exposure rather than waiting until the state deadline.
EC5 Describe additional policy… Not rated · 0/2 pts
No rationale recorded.
