Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff Implemented · 2/2 pts
Multiple news reports confirm IPS requires this training district-wide: <cite index="162-10">The district also has mandated racial equity training for all staff.</cite> The district's (former) Office of Racial Equity also ran recurring 'Groundwater Approach' trainings facilitated by the Racial Equity Institute.
1.2 Mentorship programs for culturally diverse staff In-work · 1/2 pts
IPS pairs new educators of color with assigned mentors through its teacher pipeline: <cite index="72-6">The inaugural cohort of the IndyTeach Apprenticeship Program is underway with seven teacher apprentices (all of whom identify as people of color) placed at four IPS elementary schools working full-time alongside their assigned Mentors and gradually taking over teaching responsibilities.</cite> This is a recruitment-pipeline mentorship rather than a universal mentorship program for all existing diverse staff, so it is rated as in-work.
1.3 Culturally relevant PD resources in staff learning Implemented · 2/2 pts
The district has run recurring, structured equity PD: <cite index="75-10">The racial equity office held annual racial equity summits and staff training sessions — including a two-day intensive equity school workshop led by the Racial Equity Institute, according to presentations given to the school board.</cite>
1.4 Regular feedback/measurement on training effectiveness Not Implemented · 0/2 pts
No public documentation was found describing a formal system for measuring the effectiveness of IPS's equity/cultural-competency trainings (e.g., pre/post assessments or outcome tracking).
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
IPS maintains a uniform, district-wide code: <cite index="2-1">All Indianapolis Public Schools follow the same Student Code of Conduct.</cite> <cite index="1-5,1-6">The student Code of Conduct sets the standards for student and adult behavior. It outlines rights, responsibilities and consequences for inappropriate behavior.</cite>
2.2 Regular policy reviews/updates Implemented · 2/2 pts
<cite index="9-4">The board goes through a review of the code of conduct and recommends changes every year.</cite> Recent revisions added language on sexting, vaping and bullying.
2.3 Staff training on consistent application In-work · 1/2 pts
Training on consistent enforcement is documented for at least one policy area: <cite index="3-5">School staff will receive training on the equitable enforcement of the dress code, ensuring consistency and respect for student diversity.</cite> No evidence was found of comparable mandatory training on consistent application of the full code of conduct across all infraction types.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
IPS incident data is centrally compiled and publicly reportable: <cite index="38-9">This database contains the most recent school year's ratios — total incidents of out-of-school suspension per 100 students — for students in special education and for students in general education.</cite> This reflects a state-mandated, district-maintained incident reporting system.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm Implemented · 2/2 pts
<cite index="10-5,10-6">Restorative practices uses restorative justice principles to create alternative dispute resolutions as well as foster empathy, accountability and restoration of fairness to victims and community in IPS. Educators and school children are being trained to use these skills to work with other students and families to resolve conflicts and restore justice.</cite> The board also passed a formal resolution endorsing restorative justice over traditional discipline.
3.2 Staff training in restorative practices In-work · 1/2 pts
Training exists but was not yet universal as of 2024: <cite index="12-9">In March, the equity committee proposed a more comprehensive restorative justice policy that would require training for all staff members.</cite> This indicates restorative-practice training was being expanded but was not yet confirmed as mandatory district-wide.
3.3 Curriculum integrates conflict-resolution skills In-work · 1/2 pts
<cite index="142-11">The school received support from the Peace Learning Center, funded through a grant, to provide mediation training for students and staff.</cite> This conflict-resolution training is documented at specific schools via grant-funded partnerships rather than as a universal curricular requirement.
3.4 Peer mediation program In-work · 1/2 pts
<cite index="139-2,139-4">Harshman Middle School's peer mediation program with Peace Learning Center trains students to help resolve conflicts...part of a decade-old peer mediation program at H.L. Harshman Middle School.</cite> Similar programs exist at other individual schools (e.g., Arlington), but there is no evidence this is implemented in every IPS school.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff Implemented · 2/2 pts
<cite index="31-1">Researchers studying the IPS police force found ambiguity and, in some cases, shortcomings, in police roles, protocols, and training in racial equity and fighting implicit bias.</cite> Combined with the district's mandated racial-equity training for all staff <cite index="162-10">The district also has mandated racial equity training for all staff.</cite>, this indicates implicit-bias content is part of required district training, though implementation quality has been questioned.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
<cite index="74-7">Racial equity was also a component of the district's 2025 Strategic Plan, which sought to lower suspension rates for Black students with disabilities and eliminate the gap in test scores between Black and Hispanic students in IPS and those students across the state.</cite> This reflects a formal process of reviewing discipline data for disparities and setting targets.
4.3 Cultural competence checks in hiring In-work · 1/2 pts
<cite index="158-3">According to its policy, the district aims to increase the diversity of job applicants through partnerships and programs and to boost retention by ensuring staff feel supported and included.</cite> No specific evidence was found of a formal 'cultural competence check' built into interview rubrics, so this is rated in-work.
4.4 Diverse perspectives & materials in curriculum In-work · 1/2 pts
<cite index="90-2,90-3">The Dual Language educational model is built on three pillars: bilingualism and biliteracy, grade-level academic achievement, and cross-cultural competency. This program supports linguistic and cultural diversity by creating multilingual and multicultural spaces for students to learn.</cite> This is evidence for specific programs/schools rather than a confirmed district-wide curriculum audit for diverse materials.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds In-work · 1/2 pts
Same evidence as 4.4: <cite index="90-3">This program supports linguistic and cultural diversity by creating multilingual and multicultural spaces for students to learn.</cite> No district-wide curriculum audit for cultural representation was found.
5.2 Teacher PD on integrating diverse perspectives In-work · 1/2 pts
Equity-focused PD exists <cite index="75-10">The racial equity office held annual racial equity summits and staff training sessions — including a two-day intensive equity school workshop led by the Racial Equity Institute</cite>, but no documentation confirms specific curriculum-integration training content/application is mandatory for all teachers.
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
IPS partners with community and university organizations for culturally relevant resources: <cite index="91-2">The museum is operated by the Indianapolis Public School (IPS) system and features exhibitions on local, state, national, and international African American history.</cite> Additionally, <cite index="109-4,109-5">IU Indianapolis and Indianapolis Public Schools have a longstanding partnership to work together on key issues impacting K-12 education...62.7% of IPS schools have a relationship with IU Indianapolis.</cite>
5.4 Culturally specific courses/electives In-work · 1/2 pts
IPS previously offered an ethnic-studies elective under state mandate, but <cite index="131-1,131-2">Indiana will no longer require high schools to offer an ethnic studies course...Since 2018 every Indiana high school was mandated to offer a semester-long ethnic elective studies course.</cite> Dual Language and other culturally-focused programming continue, but a confirmed, currently-active culturally specific elective course was not found.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
<cite index="59-3">The IPS administration and Board of School Commissioners will host a series of Community Conversations to engage families, staff, and community members in open dialogue about their thoughts, hopes and ideas for the future of the district.</cite>
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
<cite index="104-3,104-4">Their five-days-a-week program incorporates literacy instruction...It also provides mental health resources — partnering with social work interns from local universities...and makes referrals to other community providers for more extensive support for families who need it.</cite> <cite index="51-5">The district also uses grant funding to place specialists in schools from Centerstone, a community mental health system.</cite>
6.3 Advisory committees with community representation Implemented · 2/2 pts
<cite index="20-1">Indianapolis Public Schools will launch an advisory committee tasked with recommending culturally responsive and equitable policies to the school board.</cite> <cite index="20-7">The Culturally Responsive and Equitable Education Committee approved by the school board Thursday will review district policies and procedures and suggest ways to address inequities that lead to disparate educational outcomes for students, according to the group's charter.</cite>
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
<cite index="160-9">In December, the board passed a language justice policy that seeks to address inequities experienced by students whose first language is not English.</cite> IPS also provides surveys and outreach materials in Spanish.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training Implemented · 2/2 pts
<cite index="162-10">The district also has mandated racial equity training for all staff.</cite> <cite index="73-1">The IPS Racial Equity & Inclusion Summit is back.</cite>
7.2 Workshops on culturally responsive teaching Implemented · 2/2 pts
<cite index="75-10">The racial equity office held annual racial equity summits and staff training sessions — including a two-day intensive equity school workshop led by the Racial Equity Institute, according to presentations given to the school board.</cite>
7.3 Equity topics in staff meetings/PD Implemented · 2/2 pts
<cite index="10-2">Our staff provides training, assistance, monitoring and policy development by working collaboratively with districtwide staff and the community at large.</cite> This, alongside annual summits and board-reported PD, indicates equity content is embedded in ongoing district PD.
7.4 Participation in equity-focused conferences Implemented · 2/2 pts
<cite index="73-1,73-2">The IPS Racial Equity & Inclusion Summit is back. This year's theme, led by keynote speaker Glenn E. Singleton, is: Breaking the Silence: Ushering in Courageous Conversations About Race.</cite> IPS staff have also presented at national forums on diversifying the teacher workforce.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
<cite index="46-13">Like Fishers, this school in Indianapolis Public Schools contracts with a local hospital network.</cite> <cite index="51-5">The district also uses grant funding to place specialists in schools from Centerstone, a community mental health system.</cite>
8.2 Safe, supportive spaces (mindfulness/sensory) In-work · 1/2 pts
<cite index="110-7,110-8">The Intensive Intervention program is designed to provide wraparound support for students with intensive behavioral needs. Programming aims to teach students coping and executive functioning skills, provides access to mental health services, and teaches and reinforces socially acceptable behaviors.</cite> This supports targeted behavioral support, but no specific evidence of designated sensory/mindfulness spaces in all schools was found.
8.3 Trauma-informed staff training Implemented · 2/2 pts
<cite index="51-4">TBRI provides a common language for educators and students to understand their emotional state, said Megan Shipley, the district's school health coordinator.</cite> This reflects adoption of a trauma-informed framework with staff training.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
<cite index="49-4,49-5">IPS says Butler University helped support the creation of the program that's designed to address the social, emotional, behavioral and mental health needs of students. Butler donated $100,000 to fund the project titled 'Rebuilding Stronger: Expanding Comprehensive School Counseling Programming in Indianapolis Public Schools.'</cite>
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
<cite index="38-9">This database contains the most recent school year's ratios — total incidents of out-of-school suspension per 100 students — for students in special education and for students in general education.</cite> IPS reports this disaggregated data to the state and federal CRDC annually.
9.2 Regular audits of discipline practices In-work · 1/2 pts
<cite index="36-8">In 2015, at the request of IPS, the IU Public Policy Institute (PPI) conducted a review of Indianapolis Public Schools Police</cite>, and a follow-up review occurred in 2021 <cite index="35-6">That divergence in perception is among the findings of an independent review of the district's security force by Indiana University's Public Policy Institute.</cite> These are periodic, not clearly 'regular/recurring' audits of discipline practices broadly.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
<cite index="9-3">We've continued to see an overall decrease in the number of out-of-school suspensions being issued by schools, and we believe that's a positive result of our Code of Conduct framework.</cite>
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
<cite index="120-1,120-3">The Indianapolis Public Schools district's annual panorama survey showed an increase in the students, staff and families who are satisfied with the culture within the district. IPS provided results of the panorama survey...during their last school board meeting.</cite>
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Not Implemented · 0/2 pts
No public documentation was found of a formal, district-wide IPS student advisory council or leadership group analogous to state-level student advisory councils.
10.2 Student feedback informs policy/procedures In-work · 1/2 pts
<cite index="121-2">The Panorama Social-Emotional Learning Competencies and Supports + Environment surveys are administered biannually to IPS students in grades 3-12.</cite> While this data collection exists, explicit evidence that student survey results directly change specific policies/procedures was not confirmed.
10.3 Students facilitate restorative processes Implemented · 2/2 pts
<cite index="142-8,142-9">Sometimes, peer mediators such as Kelsey are called to oversee a mediation session with staff present. There are even sessions to resolve conflicts between staff and students.</cite>
10.4 Student-led peer education Implemented · 2/2 pts
<cite index="143-2">Peace Learning Center begins Peers Making Peace and coaching teachers</cite> at Arlington, alongside the long-running Harshman student-mediator program, demonstrate student-led peer education in discipline contexts.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
<cite index="49-4">IPS says Butler University helped support the creation of the program that's designed to address the social, emotional, behavioral and mental health needs of students.</cite> This initiative is described as being expanded across the district.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
<cite index="106-22">This initiative provides small group, online Math and English Language Arts tutoring for all K-12 students currently enrolled in a direct-managed IPS school at zero cost to families.</cite>
11.3 Community partnerships expand services Implemented · 2/2 pts
<cite index="104-4">It also provides mental health resources — partnering with social work interns from local universities...and makes referrals to other community providers for more extensive support for families who need it.</cite> <cite index="51-5">The district also uses grant funding to place specialists in schools from Centerstone, a community mental health system.</cite>
11.4 Systems to remove access barriers Implemented · 2/2 pts
<cite index="106-22">This initiative provides...tutoring for all K-12 students currently enrolled in a direct-managed IPS school at zero cost to families.</cite> <cite index="6-5">The policy states that dress code enforcement should not create disparities or reinforce marginalization of any group, and emphasizes that students should not face unnecessary barriers to classroom attendance due to the code.</cite>
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
<cite index="20-1,20-7">Indianapolis Public Schools will launch an advisory committee tasked with recommending culturally responsive and equitable policies to the school board. The Culturally Responsive and Equitable Education Committee...will review district policies and procedures and suggest ways to address inequities that lead to disparate educational outcomes for students.</cite>
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
<cite index="121-2">The Panorama Social-Emotional Learning Competencies and Supports + Environment surveys are administered biannually to IPS students in grades 3-12.</cite> Staff and family surveys are also conducted and reported to the board <cite index="120-3">IPS provided results of the panorama survey, which focuses on three groups – students in grades 3-12, staff and families – during their last school board meeting.</cite>
12.3 Benchmarking vs. state/national comparators Implemented · 2/2 pts
<cite index="120-7">In grades 3-5, surveyed students answered more positively this year than in previous years, and exceeded the national average in school climate (66 percent), school belonging (66 percent), and teacher-student relationships (77 percent).</cite>
12.4 PD & reflective practice culture Implemented · 2/2 pts
<cite index="75-10">The racial equity office held annual racial equity summits and staff training sessions — including a two-day intensive equity school workshop led by the Racial Equity Institute</cite>, reflecting a sustained culture of reflective professional development, though the office's 2025 restructuring (see extra credit/notes) introduces some uncertainty about continuity.
Extra Credit
EC1 Proving What's Possible / IndyTeach Apprenticeship & Principal Residency: a district-run, no-cost teacher and principal residency pipeline explicitly designed to close the gap between the race/ethnicity of IPS teachers and students, pairing new educators of color with assigned in-building mentors. Implemented · 2/2 pts
<cite index="71-4">IPS reports 26% of the teacher workforce identifies as Black or Latinx, compared to 85% of its students.</cite> The initiative tracks and reports yearly progress on diverse hires and retention gaps.
EC2 Language Justice Policy (adopted Dec. 2023) formally commits the district to addressing structural inequities faced by multilingual families and students. Implemented · 2/2 pts
<cite index="160-9">In December, the board passed a language justice policy that seeks to address inequities experienced by students whose first language is not English.</cite>
EC3 2024 equity-driven dress code overhaul eliminated out-of-school suspension as a consequence for dress code violations and required staff training on equitable enforcement, directly reducing an exclusionary discipline pathway. Implemented · 2/2 pts
<cite index="6-9,6-10">Students will not face out-of-school suspension for dress code violations, the new policy states. The policy states that students should not be removed from class for a dress code violation unless the clothing creates a 'substantial disruption.'</cite>
EC4 Crispus Attucks Museum: a district-operated museum dedicated to African American history, serving as a standing educational and community resource tied to the district's historic desegregation-era high school. Implemented · 2/2 pts
<cite index="91-2">The museum is operated by the Indianapolis Public School (IPS) system and features exhibitions on local, state, national, and international African American history.</cite>
EC5 Explicit, numeric equity targets embedded in district strategic planning (e.g., reducing suspension rates specifically for Black students with disabilities and closing Black-Hispanic test score gaps), going beyond general equity rhetoric into measurable accountability goals. In-work · 1/2 pts
<cite index="74-7">Racial equity was also a component of the district's 2025 Strategic Plan, which sought to lower suspension rates for Black students with disabilities and eliminate the gap in test scores between Black and Hispanic students in IPS and those students across the state.</cite> Rated as in-work because the office overseeing this work was restructured in 2025 amid the national DEI backlash, creating uncertainty about continued implementation.
