Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff In-work · 1/2 pts
GUSD's Instructional Services DEI document states it <cite index="17-8">Collaborated with Human Resources Department to build an annual, implicit bias staff training to increase capacity for staff to become aware of DEI and consequences of actions</cite>, and separately <cite index="17-1">Provide access to all staff to participate in DEI training, including common language, opportunity for individuals to tell their stories</cite>. This shows an active annual program, but it is unclear from public sources whether it is mandatory for every employee category district-wide.
1.2 Mentorship programs for culturally diverse staff Not Implemented · 0/2 pts
GUSD has a general Teacher Induction/mentoring program for new teachers <cite index="102-3,102-4">a two-year, individualized, job-embedded program that begins in the teacher's first year of teaching...offered free of charge</cite>, but no public documentation describes a mentorship program specifically targeting culturally/racially diverse staff.
1.3 Culturally relevant PD resources in staff learning In-work · 1/2 pts
The district states <cite index="6-7,6-8">The GUSD Board of Education has established a priority to foster a positive culture of learning by providing culturally relevant curriculum that emphasizes inclusion. Each month, curriculum experts from the GUSD Teaching and Learning department curate resources and lessons to support teachers with cultural recognitions and celebrations</cite>, but this is curated content rather than a documented formal PD course.
1.4 Regular feedback/measurement on training effectiveness In-work · 1/2 pts
The DEI plan tracks "Rosters & Course Completion" for DEI training and a 2022 Equity Audit collected staff survey data where <cite index="216-3">respondents 'agreed' or 'strongly agreed' that the survey allowed them to express their needs and that the results of this audit would help further DEI at GUSD</cite>, showing some feedback loop but not a documented recurring effectiveness-measurement process.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
District publishes a formal Board Policy 5144 on discipline and a comprehensive Parent/Guardian & Student Handbook translated into multiple languages, providing clear, district-wide behavioral expectations.
2.2 Regular policy reviews/updates Implemented · 2/2 pts
The district shows an active, ongoing policy review cycle: <cite index="120-6,120-7">The District has and will continue to review any and all policies and procedures...Policy updates in the space have included the adoption of Board Policy 4119/24/4219.24/4319.24...which was in the process of receiving another update</cite>, and separately <cite index="125-1">the Glendale Unified School District (GUSD) board of education has launched its new ethics policy after extensive review...culminating in the passage of the policy on Oct. 14</cite>.
2.3 Staff training on consistent application In-work · 1/2 pts
The district trains staff in classroom management/communication as part of restorative practices, and <cite index="53-2">The district PBIS Leadership Team provides interactive professional development, coaching, support, and guidance to school sites</cite>, but no explicit evidence ties this specifically to consistent code-of-conduct application training district-wide.
2.4 Centralized documentation of incidents/outcomes In-work · 1/2 pts
California requires districts to submit discipline data via CALPADS, and CDE's <cite index="94-2">DataQuest...contains a wide variety of information including school performance indicators, student and staff demographics, expulsion, suspension, and truancy information</cite> for GUSD, indicating a centralized (state-mandated) documentation system, though no district-specific internal incident-tracking policy was found publicly.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm Implemented · 2/2 pts
GUSD explicitly documents restorative circles and conferences district-wide: <cite index="50-1">Using regular classroom circles to work together with students...Using small group circles, fairness committees and peer juries when disciplinary issues happen to talk with students involved about the causes of the issues and identify positive solutions to repair the harm done to the community</cite>.
3.2 Staff training in restorative practices Implemented · 2/2 pts
The district reports <cite index="50-1">Training teachers and staff in classroom management to increase effective communication and work with students to reflect on how their actions impact others</cite>, and a dedicated <cite index="53-2">PBIS Leadership Team provides interactive professional development, coaching, support, and guidance to school sites</cite> across the district.
3.3 Curriculum integrates conflict-resolution skills In-work · 1/2 pts
Classroom circles are used to <cite index="50-1">work together with students to set academic goals, explore the curriculum, and develop core values for the classroom community</cite>, suggesting conflict-resolution skill-building, but no evidence of formal integration into the academic curriculum across subjects.
3.4 Peer mediation program Implemented · 2/2 pts
Peer mediation is documented in wellness centers across levels: <cite index="49-1">All GUSD high, middle and some elementary schools house wellness centers where students receive individual counseling services, attend support groups and lunchtime presentations, make friends, take part in peer mediation or stress management activities</cite>, plus peer juries described in the Restorative Practices page.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff In-work · 1/2 pts
The district reports it <cite index="17-8">Collaborated with Human Resources Department to build an annual, implicit bias staff training to increase capacity for staff to become aware of DEI and consequences of actions</cite>, but mandatory, district-wide application to all staff categories is not confirmed.
4.2 Processes to review discipline data for disparities In-work · 1/2 pts
GUSD <cite index="17-3">Completed Equity Audit and began implementing recommendations with staff, Social Justice & Equity Task Force, and community input</cite> in 2021-22, but this audit was staff-survey based rather than a recurring discipline-data disparity review process.
4.3 Cultural competence checks in hiring Not Implemented · 0/2 pts
District job postings state it is <cite index="204-8">an equal opportunity employer who serves a diverse community</cite> and classified hiring follows a merit-based examination system, but no evidence was found of a specific cultural-competence check built into hiring/interview processes.
4.4 Diverse perspectives & materials in curriculum Implemented · 2/2 pts
The Board has institutionalized this as a priority: <cite index="6-7,6-8">The GUSD Board of Education has established a priority to foster a positive culture of learning by providing culturally relevant curriculum that emphasizes inclusion. Each month, curriculum experts...curate resources and lessons to support teachers with cultural recognitions and celebrations</cite>.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds Implemented · 2/2 pts
Same evidence as 4.4, reinforced by <cite index="206-4">dual immersion programs in seven languages; Armenian, French, German, Italian, Japanese, Korean, and Spanish</cite>, reflecting the district's diverse student population in curricular offerings.
5.2 Teacher PD on integrating diverse perspectives In-work · 1/2 pts
Curated monthly cultural-recognition resources are provided to teachers, but no dedicated, formal PD course on integrating diverse perspectives into instruction was documented.
5.3 Community collaboration for supplemental resources Not Implemented · 0/2 pts
No public documentation was found of a formal process for community organizations to help develop or supply supplemental curriculum resources.
5.4 Culturally specific courses/electives In-work · 1/2 pts
GUSD offers <cite index="206-4,206-5">dual immersion programs in seven languages...six magnet schools focused on technology, world languages, and visual and performing arts</cite>, but no confirmed stand-alone Ethnic Studies or similarly culturally-specific elective course was found for Glendale USD specifically.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
The district runs multiple recurring engagement structures, including a <cite index="31-1,31-2,31-3">Local Control Accountability Plan (LCAP) Committee...District English Learner Advisory Committee (DELAC)...GUSD Family Academy</cite>.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
Numerous formal partnerships exist, e.g. <cite index="129-8">Mentoring in Middle Schools is a collaboration between the Glendale Unified School District, City of Glendale's Youth & Family Services Section, and Homenetmen Glendale Ararat</cite> and district partnerships with Hazel Health and Tarzana Treatment Centers for student support.
6.3 Advisory committees with community representation Implemented · 2/2 pts
Committees include community/parent representation, e.g. the Library Review Committee where <cite index="159-1,159-2,159-3">Parent/guardian committee members are selected randomly...One volunteer member is randomly selected from each high school cluster area</cite>, alongside DELAC and LCAP committees.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
The district offers <cite index="31-6,31-7">Newcomer Family Chats...effective way to introduce families to the various programs and services available</cite> plus multilingual handbooks (Armenian, Russian, Spanish) and the ParentSquare communication platform.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training In-work · 1/2 pts
Same annual implicit-bias/DEI training evidence as 4.1/1.1 applies; ongoing but not confirmed as mandatory for all staff every year.
7.2 Workshops on culturally responsive teaching In-work · 1/2 pts
Curated culturally-relevant teaching resources exist, but a distinct, recurring "workshop" series on culturally responsive teaching was not documented publicly.
7.3 Equity topics in staff meetings/PD In-work · 1/2 pts
The DEI team <cite index="17-6">Communicates DEI updates at GUSD board meetings</cite>, suggesting some visibility, but evidence of equity being a standing agenda item in routine staff/site meetings district-wide was not found.
7.4 Participation in equity-focused conferences Not Implemented · 0/2 pts
No public documentation was found of staff participation in external equity-focused conferences.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
The district states <cite index="57-1">GUSD partners with Hazel Health to provide telehealth counseling for students</cite>, and <cite index="57-11,57-12">Secondary students will be connected with a school-based mental health counselor. Elementary students will be referred to community mental health agencies</cite>.
8.2 Safe, supportive spaces (mindfulness/sensory) Implemented · 2/2 pts
Wellness spaces exist district-wide: <cite index="49-1">All GUSD high, middle and some elementary schools house wellness centers where students receive individual counseling services, attend support groups...take part in peer mediation or stress management activities and sometimes do Yoga</cite>, and elementary wellness rooms are being added: <cite index="51-8,51-9">This will be the first wellness room designed specifically for elementary school students in Glendale Unified. The district has previously opened wellness rooms at the high school and middle school levels</cite>.
8.3 Trauma-informed staff training In-work · 1/2 pts
The district maintains SEL and wellness services infrastructure, but no specific public documentation of a formal, district-wide trauma-informed staff training program was found.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
GUSD partners with multiple outside providers, e.g. <cite index="60-6">The 'Future Leaders' program, also through the Tarzana Treatment Centers, will hold 10 group counseling sessions for at-risk students at Crescenta Valley and Hoover high schools</cite>, and the GPD-run <cite index="60-9">'Youth Empowerment Program'...offers six sessions, twice a school year, for at-risk eighth to 12th graders and their parents</cite>.
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
State-mandated reporting provides disaggregated discipline data for GUSD via <cite index="94-2">DataQuest...student and staff demographics, expulsion, suspension, and truancy information</cite>, which the district complies with as evidenced by publicly available disaggregated suspension data by race/ethnicity for GUSD schools.
9.2 Regular audits of discipline practices In-work · 1/2 pts
A district-wide Equity Audit was completed in Feb. 2022 based on staff survey data collected <cite index="197-8">between August 2021 and September 2021</cite>, but this was a one-time DEI/staff-climate audit rather than a recurring discipline-specific practice audit.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
The LCAP process explicitly uses outcome data to set goals: <cite index="33-2,33-3">A description of successes and/or progress based on a review of the California School Dashboard (Dashboard) and local data. Data in the most recent Dashboard (2022) were still hard to compare to pre-pandemic conditions</cite>, informing annual LCAP actions/adjustments.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
The district holds public LCAP adoption processes and reporting, e.g. <cite index="138-5,138-6">At its meeting on Tuesday, June 23, the GUSD Board of Education unanimously approved the district's 2026-27 budget and Local Control and Accountability Plan (LCAP)</cite>, with public presentations on progress toward goals.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
<cite index="157-1,157-2">Each year, Glendale Unified convenes a Student Advisory Council made up of student leaders from each of our five high schools. This group meets monthly to discuss issues and topics important to our student body</cite>.
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
<cite index="156-3">The council serves as a student voice body, providing feedback to district leaders and offering input on programs, policies, and initiatives that impact all GUSD students</cite>, and a Student Board Member sits on the Board of Education.
10.3 Students facilitate restorative processes Implemented · 2/2 pts
Restorative processes include <cite index="50-1">small group circles, fairness committees and peer juries when disciplinary issues happen to talk with students involved about the causes of the issues and identify positive solutions</cite>, indicating student-facilitated components (peer juries).
10.4 Student-led peer education Implemented · 2/2 pts
<cite index="147-1,147-2">Super Tutors is a peer tutoring program at GUSD middle and high schools. Student tutors are trained on effective tutoring practices and assigned a peer to support</cite>, and SAC organizes student voice panels and a middle school leadership conference.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
Comprehensive counseling access is documented across levels via wellness centers, school-based counselors, and the Hazel Health telehealth partnership.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
<cite index="147-8">Tutoring services are provided to students at no cost, and Super Tutors are compensated for their time</cite>, supplemented by MTSS-based Tier 2/3 academic interventions district-wide.
11.3 Community partnerships expand services Implemented · 2/2 pts
Multiple community partnerships expand services, including telehealth counseling, substance-abuse group counseling, and City of Glendale youth programs (see 6.2/8.4 evidence).
11.4 Systems to remove access barriers In-work · 1/2 pts
The district provides translated handbooks and <cite index="17-9">Provides Spanish interpretation at GUSD board meetings</cite>, indicating some barrier-removal efforts, though a comprehensive systemic barrier-removal framework was not documented.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
The district <cite index="17-2">Created GUSD Social Justice & Equity Task Force that includes credentialed, classified, administrative staff, parents, and Board members for the purpose of reviewing district practices to support Diversity, Equity, and Inclusion (DEI)</cite>, functioning as a standing equity-oriented committee (though not discipline-specific).
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
The district states <cite index="113-1,113-3,113-4">GUSD contracts with Panorama Education to conduct the Panorama Student Social Emotional Learning survey...Every two years, Glendale Unified participates in the California Healthy Kids Survey...GUSD regularly conducts culture surveys to gather opinions about safety, academics, and culture</cite> among students, staff, and parents/guardians.
12.3 Benchmarking vs. state/national comparators Implemented · 2/2 pts
GUSD's LCAP process explicitly benchmarks against the state accountability system via the <cite index="33-2">California School Dashboard (Dashboard) and local data</cite>.
12.4 PD & reflective practice culture In-work · 1/2 pts
New teachers engage in a structured reflective cycle: <cite index="102-8">Required components of the Individual Learning Plan inquiry will take new teachers through the Plan-Teach-Reflect-Apply cycle</cite>, but this reflective culture is documented mainly for induction-phase teachers, not confirmed as a district-wide practice for all staff.
Extra Credit
EC1 First school district in the nation to officially commemorate the Armenian Genocide as a paid holiday, reflecting deep, institutionalized recognition of a major community's cultural history. Implemented · 2/2 pts
<cite index="136-8,136-9">Beginning in the 2016–2017 school year, GUSD started officially commemorating the Armenian genocide, having April 24 off as a holiday. They are the first school district in the nation to do so.</cite>
EC2 Extensive Dual Language Immersion program offered in seven languages, going well beyond typical bilingual education offerings. Implemented · 2/2 pts
<cite index="206-4">We proudly offer dual immersion programs in seven languages; Armenian, French, German, Italian, Japanese, Korean, and Spanish.</cite>
EC3 Award-winning 'One Glendale' after-school youth sports partnership with the City of Glendale, recognized by the state school boards association for its equity/community-partnership model. Implemented · 2/2 pts
<cite index="130-4">Golden Bell Award – 2020...CSBA would like to congratulate the Glendale USD for being awarded the 2020 Golden Bell Award in the Community Schools through Partnerships and Collaboration category for its exemplary and innovative program ONE GLENDALE Afterschool Youth Sports Program.</cite>
EC4 Student Board Member role gives a student a formal, recurring voice as a non-voting member of the Board of Education, beyond typical advisory councils. In-work · 1/2 pts
<cite index="158-2,158-3,158-4">Each year, the GUSD Student Advisory Council elects one of its members to serve as the Student Board Member. Student Board Members are non-voting members of the GUSD Board of Education. They serve as a powerful voice for students on the dais at every Board of Education meeting.</cite>
EC5 Community Schools Implementation Plan explicitly designed to strengthen school-community-family connections and build student voice/agency. In-work · 1/2 pts
<cite index="135-1">The purpose of a community school is to strengthen connections between a school and its students, parents/guardians, and community organizations to address students' social-emotional needs and their connectedness to their school community.</cite>
