Gilbert Public Schools — Policy Analysis 2026
Grand Total
62 / 106
58.5%
Base Score
54 / 96
Extra Credit
8 / 10
Score by Section
| Section | Score | Max | Notes |
|---|---|---|---|
| Culturally Responsive Training | 1 | 8 | Notes |
| Clear & Consistent Policies | 7 | 8 | Notes |
| Restorative Justice Practices | 1 | 8 | Notes |
| Bias Awareness & Mitigation | 3 | 8 | Notes |
| Culturally Relevant Curriculum | 4 | 8 | Notes |
| Community Engagement & Collaboration | 8 | 8 | Notes |
| Professional Development on Equity & Inclusion | 0 | 8 | Notes |
| Mental Health & Trauma-Informed Practices | 6 | 8 | Notes |
| Data Collection & Analysis | 6 | 8 | Notes |
| Student Voice & Leadership | 6 | 8 | Notes |
| Equitable Access to Support Services | 8 | 8 | Notes |
| Continuous Evaluation & Improvement | 4 | 8 | Notes |
| Extra Credit | 8 | 10 | Notes |
Suggestions to Improve the Score
Every item below its maximum, worst gap first, with the reviewer's own notes as the rationale.
Show suggestions (27)
- 1.1 [Culturally Responsive Training]: Mandatory cultural competency training for all staff — Currently: Not Implemented (0/2 pts). No public documentation of a mandatory, district-wide cultural competency training for staff was found. The district's Administrative Services page lists a 'Student Diversity Training' function, but this appears student-focused, not a staff mandate.
- 1.2 [Culturally Responsive Training]: Mentorship programs for culturally diverse staff — Currently: Not Implemented (0/2 pts). No evidence found of a mentorship program specifically targeting culturally diverse staff; GPS has general new-teacher supports (Pathway program) but nothing targeted to diverse staff recruitment/retention.
- 1.4 [Culturally Responsive Training]: Regular feedback/measurement on training effectiveness — Currently: Not Implemented (0/2 pts). No public evidence of systematic feedback/measurement on training effectiveness was found.
- 3.1 [Restorative Justice Practices]: Restorative circles/conferences to repair harm — Currently: Not Implemented (0/2 pts). No public documentation was found of restorative circles/conferences being used in Gilbert Public Schools, AZ (searches returned only unrelated results for a similarly-named school corporation in Connecticut).
- 3.2 [Restorative Justice Practices]: Staff training in restorative practices — Currently: Not Implemented (0/2 pts). No evidence found of staff training in restorative practices for this district.
- 3.4 [Restorative Justice Practices]: Peer mediation program — Currently: Not Implemented (0/2 pts). No evidence of a formal peer mediation program was found for Gilbert Public Schools.
- 4.1 [Bias Awareness & Mitigation]: Implicit bias training for staff — Currently: Not Implemented (0/2 pts). No public documentation of implicit bias training for staff was found.
- 4.3 [Bias Awareness & Mitigation]: Cultural competence checks in hiring — Currently: Not Implemented (0/2 pts). No evidence of cultural-competence screening built into the hiring process was found; job postings reference only standard nondiscrimination notices.
- 5.2 [Culturally Relevant Curriculum]: Teacher PD on integrating diverse perspectives — Currently: Not Implemented (0/2 pts). No specific evidence of PD focused on integrating diverse perspectives into teaching was found beyond general Professional Learning Communities.
- 7.1 [Professional Development on Equity & Inclusion]: Ongoing anti-bias/equity training — Currently: Not Implemented (0/2 pts). No evidence of an ongoing anti-bias/equity training program for staff was found.
- 7.2 [Professional Development on Equity & Inclusion]: Workshops on culturally responsive teaching — Currently: Not Implemented (0/2 pts). No evidence of culturally responsive teaching workshops was found.
- 7.3 [Professional Development on Equity & Inclusion]: Equity topics in staff meetings/PD — Currently: Not Implemented (0/2 pts). No evidence that equity topics are a regular staff meeting/PD agenda item was found.
- 7.4 [Professional Development on Equity & Inclusion]: Participation in equity-focused conferences — Currently: Not Implemented (0/2 pts). No evidence of staff participation in equity-focused conferences was found.
- 10.3 [Student Voice & Leadership]: Students facilitate restorative processes — Currently: Not Implemented (0/2 pts). No evidence found that students facilitate restorative processes in this district.
- 12.1 [Continuous Evaluation & Improvement]: Standing committee/task force for discipline equity — Currently: Not Implemented (0/2 pts). No evidence of a standing committee or task force specifically dedicated to discipline equity was found for Gilbert Public Schools.
- 12.2 [Continuous Evaluation & Improvement]: Surveys/focus groups (students, families, staff) — Currently: Not Implemented (0/2 pts). No confirmed evidence of district-run student/family/staff surveys specifically informing discipline or equity practices was found (a Town of Gilbert teen-violence task force references unspecified 'school survey results,' but this is a municipal, not district, initiative).
- EC5 [Extra Credit]: Describe additional policy… — Currently: Not rated (0/2 pts). No rationale recorded.
- 1.3 [Culturally Responsive Training]: Culturally relevant PD resources in staff learning — Currently: In-work (1/2 pts). GPS's Strategic Operating Plan states a goal to <cite index="92-1">create a nationally-competitive PK-12 academic system that engages and supports diverse learners through scholarship, innovation, and technology</cite>, and the district operates a dedicated Professional Growth & Development department, but no specific culturally-relevant PD curriculum is documented.
- 2.3 [Clear & Consistent Policies]: Staff training on consistent application — Currently: In-work (1/2 pts). A centralized Hearing & Compliance Office administers suspension/expulsion determinations district-wide via a standardized process (<cite index="126-1">The Hearing and Compliance Office's mission is to support a safe learning environment for all students...various interventions are implemented which can include a student being suspended from school</cite>), suggesting consistency, but no explicit sta…
- 3.3 [Restorative Justice Practices]: Curriculum integrates conflict-resolution skills — Currently: In-work (1/2 pts). GPS's prevention programming includes conflict/behavior skill-building: <cite index="112-2,112-3">Elementary and secondary students are offered opportunities to participate in classes and schoolwide activities that focus on tobacco and substance abuse education, bullying prevention, life skills training, and other prevention-related activities</cite>, though not explicitly framed as 'confli…
- 4.2 [Bias Awareness & Mitigation]: Processes to review discipline data for disparities — Currently: In-work (1/2 pts). GPS is subject to Arizona Department of Education discipline data reporting and IDEA significant-disproportionality monitoring requirements (per state guidance documents on file), but no district-specific internal disparity-review process was found publicly.
- 5.3 [Culturally Relevant Curriculum]: Community collaboration for supplemental resources — Currently: In-work (1/2 pts). GPS's Title I program emphasizes <cite index="49-1,49-2">El aporte y la participación de los padres y miembros de la comunidad son un componente importante para ayudar a los estudiantes a alcanzar su máximo potencial</cite> (translated: parent/community input is important), and Parent University <cite index="50-1">partners with community</cite> organizations, though not explicitly tied t…
- 5.4 [Culturally Relevant Curriculum]: Culturally specific courses/electives — Currently: In-work (1/2 pts). GPS offers multiple world language/cultural courses: <cite index="141-9,141-10">At the high school level, we offer Spanish, French, German, American Sign Language and Japanese</cite>, but no dedicated ethnic studies or culturally-specific elective courses were identified.
- 8.2 [Mental Health & Trauma-Informed Practices]: Safe, supportive spaces (mindfulness/sensory) — Currently: In-work (1/2 pts). GPS's ESAP program provides <cite index="195-1">a highly structured, positive, supportive, and therapeutic learning environment that remediates behavioral, social, and academic difficulties</cite>, indicating supportive spaces for some students, though no district-wide sensory/mindfulness room initiative was documented.
- 8.3 [Mental Health & Trauma-Informed Practices]: Trauma-informed staff training — Currently: In-work (1/2 pts). GPS offers evidence-based trauma/crisis-related staff and student training: <cite index="37-7,37-8">Gilbert Public Schools offers depression awareness and suicide prevention training as part of the SOS (Signs of Suicide) Prevention Program. The program has proven to be successful at increasing help-seeking...and is the only school-based suicide prevention program listed by...SAMHSA as an evidence…
- 9.1 [Data Collection & Analysis]: Disaggregated discipline data system — Currently: In-work (1/2 pts). GPS is required to collect and report disaggregated discipline data to the Arizona Department of Education for IDEA compliance (per prior documented ADE guidance), representing state-mandated data collection rather than a demonstrated independent district system.
- 9.2 [Data Collection & Analysis]: Regular audits of discipline practices — Currently: In-work (1/2 pts). GPS uses <cite index="96-13">a plan launched three years ago to unify efforts around student achievement. The Continuous Improvement Plan, or CIP, sets goals in five areas: reading and literacy, math achievement, future-ready graduates, differentiated learning opportunities and culture</cite>, though this is an academic/culture review rather than a dedicated discipline audit.