Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff Implemented · 2/2 pts
HCS conducted district-funded, mandatory multi-day 'Culturally Responsive Training' for teachers/principals covering implicit bias, equity, and privilege, which the district said was required for compliance with Title VI/VII/Title IX. <cite index="260-11">the diversity training offering was a part of its federally mandated compliance with laws that protect students and employees from discrimination, including Titles VI and VII of the Civil Rights Act of 1964 and Title IX</cite>. An HCS official also said <cite index="284-2">stopping the anti-discrimination training would violate orders from a federal judge stemming from a desegregation case</cite>, indicating it is treated as mandatory district-wide, though political controversy makes current continuation uncertain.
1.2 Mentorship programs for culturally diverse staff In-work · 1/2 pts
HCS provides mentorship generally to new teachers (<cite index="139-10">The district provides new teachers with mentors to provide ongoing support throughout the year</cite>), but no evidence found of a mentorship program specifically targeted at culturally diverse staff.
1.3 Culturally relevant PD resources in staff learning In-work · 1/2 pts
Consent order requires <cite index="48-1">professional development for teachers on such topics as strategies for teaching students from diverse backgrounds, understanding implicit bias and supporting positive student behavior</cite>, and this was delivered as 'Culturally Responsive Training,' but ongoing/current scope is unclear amid political controversy.
1.4 Regular feedback/measurement on training effectiveness Not Implemented · 0/2 pts
No public documentation was found of a formal process for measuring the effectiveness of cultural-competency/equity training in HCS.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
HCS maintains a detailed, mandatory Behavioral Learning Guide (BLG) as the student code of conduct: <cite index="18-4">HCS relies on several programs to implement the Positive School Climate Program, including...the Behavioral Learning Guides (also called the BLG)</cite>, published each year and referenced in the Student-Parent Handbook.
2.2 Regular policy reviews/updates Implemented · 2/2 pts
The BLG is revised annually based on stakeholder input: <cite index="170-3">The district revised its Behavioral Learning Guides for the new school year based on feedback from teachers, students and parents</cite>, with Board-approved updates each year through 2024-2025.
2.3 Staff training on consistent application Implemented · 2/2 pts
Consent order documentation states <cite index="171-5">Our teachers and administrators are trained to consider students' behaviors in light of each student's age, development, and other relevant circumstances when implementing the BLG</cite>, and the district holds annual public/staff overview presentations on the code of conduct via the Behavioral Learning Coordinator.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
HCS mandates centralized incident tracking district-wide: <cite index="205-5">Schools must use HCS' discipline software, BLOOM, to track student behavior data</cite>, used to evaluate PBIS implementation and outcomes.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm Implemented · 2/2 pts
Restorative Practices are a mandatory component of the district's discipline system: <cite index="205-7,205-8">Restorative Practices are a subgroup of practices called Restorative Justice. Restorative Practices repair the harm done to relationships and people when a student misbehaves instead of focusing on blame</cite>, and the district uses Restorative Panel Meetings before expulsions district-wide.
3.2 Staff training in restorative practices Implemented · 2/2 pts
Restorative Practices are formally rolled out with staff briefings: <cite index="137-3">Teresa Dent, Behavioral Learning Coordinator, will present an overview of the 2024-2025 HCS Student Code of Conduct & Matrices, information regarding BLOOM, Restorative Practices, and PBIS</cite>, indicating district-wide staff training on these practices.
3.3 Curriculum integrates conflict-resolution skills In-work · 1/2 pts
PBIS frameworks that include behavior expectation instruction are implemented district-wide (<cite index="132-2">Huntsville City Schools as a district encourages implementation of the PBIS framework to fidelity</cite>), but no specific evidence of a formal conflict-resolution curriculum integrated into classroom instruction was found.
3.4 Peer mediation program In-work · 1/2 pts
Some individual HCS schools (e.g., Discovery Middle School) have historically used an external peer mediation program, but there is no evidence this is a mandatory, district-wide HCS program currently.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff Implemented · 2/2 pts
Implicit bias training was a named module of HCS's mandatory teacher training: <cite index="29-8">Stephens listed the key terms covered during the diversity training module presentation: Allyship, (White) Privilege, Equity, Implicit Bias, Racism, Racially Responsive Pedagogy, and Discrimination</cite>, tied to consent-order-mandated PD.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
HCS has an established process reviewing discipline data by race annually: <cite index="67-9">Gregory pointed to district data that shows Black students get harsher punishments for the same offenses as compared to white students</cite>, monitored via the court-mandated DAC and annual Consent Order Reports.
4.3 Cultural competence checks in hiring Not Implemented · 0/2 pts
No public documentation was found describing specific 'cultural competence checks' in the hiring/interview process beyond general EEO/non-discrimination hiring statements.
4.4 Diverse perspectives & materials in curriculum In-work · 1/2 pts
HCS offers some culturally/linguistically responsive programming such as bilingual ESL instruction (<cite index="157-13,157-14">HCS ESL students are invited to attend a fun and engaging 2-week literacy course...Students will learn new vocabulary and receive instruction in both English and Spanish</cite>) and a Title VI Indian Education Program, but broader integration of diverse perspectives across the general curriculum is not well documented.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds In-work · 1/2 pts
Same evidence as 4.4 — targeted programs exist for specific populations (ESL, Native American students via Title VI), but general curriculum-wide reflection of student backgrounds is not clearly documented.
5.2 Teacher PD on integrating diverse perspectives Implemented · 2/2 pts
The consent order mandates <cite index="48-1">providing professional development for teachers on such topics as strategies for teaching students from diverse backgrounds, understanding implicit bias and supporting positive student behavior</cite>, and this PD was delivered district-wide as documented training sessions.
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
HCS partners with multiple community organizations for supplemental resources, including <cite index="142-1,142-2">CAMP partners with Huntsville City Schools to deliver high-dosage tutoring and academic support to middle school students...CAMP recruits, hires, and deploys in-school tutors</cite> and WellStone mental health services.
5.4 Culturally specific courses/electives Not Implemented · 0/2 pts
No public documentation was found of dedicated culturally-specific courses/electives (e.g., African American Studies) in the HCS course catalog; electives found were general (Spanish, cybersecurity, arts).
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
HCS holds regular public meetings with parents and community leaders: <cite index="254-9,254-10">The DAC relies on community feedback and data. The committee will be holding public forums for each high school feeder pattern from now through April</cite>, plus Title I Zoom parent meetings district-wide.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
HCS maintains multiple formal partnerships supporting students and families, including <cite index="121-9,121-10">WellStone announces the strategic expansion of its School-Based Therapy Program with the placement of a therapist in every Madison County and Huntsville City school</cite>.
6.3 Advisory committees with community representation Implemented · 2/2 pts
The DAC is a formal, court-recognized advisory committee with community representation: <cite index="259-1,259-2">members of the Desegregation Advisory Committee (DAC), are an independent, volunteer group composed of Huntsville City Schools (HCS) students and parents...responsible for monitoring HCS's implementation of the Consent Order</cite>.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
HCS funds <cite index="184-4">Title I funds help support a school-based Parent Involvement Coordinator and Parent and Family Engagement events</cite>, and three HCS schools were recognized nationally: <cite index="188-1">National PTA has recognized the Academy for Science & Foreign Language (ASFL), Highlands Elementary, and Goldsmith-Schiffman Elementary as 2022-2024 Schools of Excellence for their accomplishments in building strong, effective family-school partnerships</cite>.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training In-work · 1/2 pts
Anti-bias/equity PD was delivered as consent-order-mandated training, but ongoing/current status is uncertain given 2021-2022 political controversy and state investigation into the training.
7.2 Workshops on culturally responsive teaching In-work · 1/2 pts
Workshops labeled 'Culturally Responsive Training' were held for HCS teachers and principals (<cite index="283-4">diversity training for teachers and principals held at schools across the city that included a learning unit titled, Culturally Responsive Training</cite>), though current/ongoing frequency is unclear.
7.3 Equity topics in staff meetings/PD In-work · 1/2 pts
Equity-adjacent topics (restorative practices, PBIS, discipline matrices) are covered in district-wide staff briefings, but dedicated 'equity' topics in regular staff meetings are not clearly documented as an ongoing practice.
7.4 Participation in equity-focused conferences Not Implemented · 0/2 pts
No public documentation was found of HCS staff participation in equity-focused external conferences.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
HCS has a formal, district-wide collaboration with mental health professionals: <cite index="121-9,121-10">WellStone announces the strategic expansion of its School-Based Therapy Program with the placement of a therapist in every Madison County and Huntsville City school, beginning with the FY19-20 academic year</cite>.
8.2 Safe, supportive spaces (mindfulness/sensory) Not Implemented · 0/2 pts
No HCS-specific public documentation was found describing dedicated sensory rooms, mindfulness spaces, or similar calming spaces district-wide.
8.3 Trauma-informed staff training Not Implemented · 0/2 pts
No public documentation was found of a formal, district-wide trauma-informed staff training program in HCS specifically (only general references to student behavioral/emotional support via WellStone).
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
HCS has an active, expanding partnership to broaden mental health service access: <cite index="114-9">WellStone announces the strategic expansion of its School-Based Therapy Program with the placement of a therapist in every Madison County and Huntsville City school</cite>.
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
HCS mandates disaggregated data tracking: <cite index="205-5,205-6">Schools must use HCS' discipline software, BLOOM, to track student behavior data. This information should be used to...evaluate the school's implementation of PBIS by checking for reductions in discipline over time</cite>, with race-disaggregated reporting in annual Consent Order Reports.
9.2 Regular audits of discipline practices Implemented · 2/2 pts
HCS files <cite index="47-1">its fourth, annual Consent Order Report with the Court</cite> and the DAC independently audits discipline practices annually as part of court-mandated oversight.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
The BLG has been revised based on data and feedback multiple times, e.g., <cite index="12-4">Disciplinary actions include shorter expulsion lengths and restorative panel meetings with students and their families</cite>, reflecting data-informed policy adjustments.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
HCS publishes detailed annual reports and holds public meetings on discipline outcomes: <cite index="47-1,47-2">Defendant, Huntsville City Board of Education...files this day its fourth, annual Consent Order Report with the Court...to help the Court, and the citizens of Huntsville, better understand the Consent Order Reports</cite>.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups In-work · 1/2 pts
Some HCS schools have student councils (<cite index="243-1">Huntsville High School Student Council, under the leadership of Mrs. Wylie, has officially ratified the Student Government Constitution</cite>), and the DAC includes student members, but there is no confirmed district-wide, standardized student leadership/advisory structure.
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
The Behavioral Learning Guide is explicitly revised using student input: <cite index="170-3">The district revised its Behavioral Learning Guides for the new school year based on feedback from teachers, students and parents</cite>.
10.3 Students facilitate restorative processes Not Implemented · 0/2 pts
No public documentation was found of students facilitating restorative processes themselves (restorative panels appear to be led by staff/administrators).
10.4 Student-led peer education In-work · 1/2 pts
Historical evidence of student-led peer mediation at some HCS schools exists, but current district-wide student-led peer education programs are not clearly documented.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
Counseling access is provided district-wide via <cite index="121-9">WellStone announces the strategic expansion of its School-Based Therapy Program with the placement of a therapist in every Madison County and Huntsville City school</cite>, alongside HCS's own school counselors.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
HCS provides targeted academic support through <cite index="104-1,104-2">providing this extended day tutoring type of experience...the new tutoring program will help bridge the gap in students' education</cite> and the CAMP high-dosage tutoring partnership at several middle schools.
11.3 Community partnerships expand services Implemented · 2/2 pts
Multiple community partnerships expand student/family services district-wide, as documented for mental health (WellStone) and academic tutoring (CAMP).
11.4 Systems to remove access barriers Implemented · 2/2 pts
On-site mental health services explicitly aim to remove barriers: <cite index="114-10,114-11">Far too often, students aren't able to receive the counseling services they need either because they lack transportation to a counselor's office...On-site counselors remove barriers to treatment by providing proximity and easy access to services</cite>; the district's Majority-to-Minority Transfer program also addresses access to programs across schools.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
The court-mandated DAC functions as a standing committee overseeing discipline equity: <cite index="63-1,63-2">members of the Desegregation Advisory Committee (DAC)...are responsible for monitoring HCS's implementation of the Consent Order by reviewing data, making recommendations to the superintendent, and filing reports with the Court</cite>, with the Strategy & Innovation Department overseeing Consent Order implementation.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
HCS/DAC systematically gathers stakeholder feedback: <cite index="251-4,251-6">This meeting was designed to keep the community informed about the implementation of the consent order as well as provide an open forum for the community to provide feedback...The committee wanted feedback on everything from student assignments to faculty to facilities to student discipline</cite>.
12.3 Benchmarking vs. state/national comparators In-work · 1/2 pts
HCS publicizes comparisons to state/national data (e.g., <cite index="233-1">HCS achieved an 88 on the federal report card and an 89 on the state report card</cite>), but this is academic benchmarking rather than a specific discipline-equity benchmarking process.
12.4 PD & reflective practice culture In-work · 1/2 pts
HCS invests substantially in ongoing PD (National Board Certification scholarships, COMP training, etc.), but a distinct 'reflective practice culture' specific to discipline equity is not clearly documented.
Extra Credit
EC1 Federal consent-order-mandated Desegregation Advisory Committee (DAC) — a standing, court-recognized body of HCS students and parents that reviews discipline/equity data, issues public reports, and files findings with the federal court overseeing the district's 60-year-old desegregation case. Implemented · 2/2 pts
<cite index="259-1,259-2">members of the Desegregation Advisory Committee (DAC), are an independent, volunteer group composed of Huntsville City Schools (HCS) students and parents...responsible for monitoring HCS's implementation of the Consent Order by reviewing data, making recommendations to the superintendent, and filing reports with the Court</cite>. This is an unusually robust, legally-embedded equity oversight structure rarely seen in other districts.
EC2 District-wide placement of a licensed mental-health therapist in every single HCS school through the WellStone/Nova Center partnership, going beyond typical counselor staffing. Implemented · 2/2 pts
<cite index="114-7,114-8">WellStone announces the strategic expansion of its School-Based Therapy Program with the placement of a therapist in every Madison County and Huntsville City school, beginning with the FY19-20 academic year</cite>.
EC3 BLOOM — a custom district-built discipline-reporting software specifically designed to let schools track PBIS fidelity, restorative practice use, and behavior trends at the individual student/teacher level. In-work · 1/2 pts
<cite index="205-5,205-6">Schools must use HCS' discipline software, BLOOM, to track student behavior data. This information should be used to: determine whether an Intervention is working for a given student; evaluate the school's implementation of PBIS</cite> — a bespoke data infrastructure investment beyond generic tracking.
EC4 Title VI Indian Education Program providing dedicated cultural enrichment and educational support for Native American students in HCS. In-work · 1/2 pts
<cite index="137-2">The Huntsville City Schools Title VI Indian Education Program is a federal program that provides Native American cultural enrichment and educational support to students who are members, or have parents or grandparents who are members of a state or federally recognized Native American tribe</cite>.
EC5 Majority-to-Minority (M2M) Transfer program allowing students to transfer between schools to promote integration and equitable access, an artifact of the desegregation consent order continuously operated by HCS. In-work · 1/2 pts
<cite index="228-12">Majority to minority transfers increased each year since the district implemented them</cite>, representing a long-standing structural equity mechanism unique to consent-order districts.
