Inglewood Unified School District — Policy Analysis 2026
Grand Total
61 / 106
57.5%
Base Score
53 / 96
Extra Credit
8 / 10
Score by Section
| Section | Score | Max | Notes |
|---|---|---|---|
| Culturally Responsive Training | 2 | 8 | Notes |
| Clear & Consistent Policies | 5 | 8 | Notes |
| Restorative Justice Practices | 3 | 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 | 1 | 8 | Notes |
| Mental Health & Trauma-Informed Practices | 4 | 8 | Notes |
| Data Collection & Analysis | 7 | 8 | Notes |
| Student Voice & Leadership | 6 | 8 | Notes |
| Equitable Access to Support Services | 6 | 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 (33)
- 1.2 [Culturally Responsive Training]: Mentorship programs for culturally diverse staff — Currently: Not Implemented (0/2 pts). No public documentation was found of a mentorship program specifically for culturally diverse staff at Inglewood USD.
- 1.4 [Culturally Responsive Training]: Regular feedback/measurement on training effectiveness — Currently: Not Implemented (0/2 pts). No public documentation was found of a feedback or measurement system evaluating training effectiveness.
- 3.2 [Restorative Justice Practices]: Staff training in restorative practices — Currently: Not Implemented (0/2 pts). No public documentation was found of staff training specifically in restorative-practice facilitation at Inglewood USD.
- 4.1 [Bias Awareness & Mitigation]: Implicit bias training for staff — Currently: Not Implemented (0/2 pts). No public documentation was found of implicit-bias training specifically for Inglewood USD staff.
- 5.4 [Culturally Relevant Curriculum]: Culturally specific courses/electives — Currently: Not Implemented (0/2 pts). No public documentation was found confirming Inglewood USD offers ethnic-studies or other culturally-specific elective courses; state law (AB 101) requires an ethnic studies course to be offered statewide by 2025-26, but district-specific implementation was not confirmed in public sources.
- 7.1 [Professional Development on Equity & Inclusion]: Ongoing anti-bias/equity training — Currently: Not Implemented (0/2 pts). No public documentation was found of an ongoing, district-wide anti-bias/equity training series for staff.
- 7.2 [Professional Development on Equity & Inclusion]: Workshops on culturally responsive teaching — Currently: Not Implemented (0/2 pts). No public documentation was found of specific workshops on culturally responsive teaching offered to Inglewood USD staff.
- 7.4 [Professional Development on Equity & Inclusion]: Participation in equity-focused conferences — Currently: Not Implemented (0/2 pts). No public documentation was found of staff participation in equity-focused external conferences.
- 8.2 [Mental Health & Trauma-Informed Practices]: Safe, supportive spaces (mindfulness/sensory) — Currently: Not Implemented (0/2 pts). No public documentation was found of dedicated mindfulness/sensory wellness spaces at Inglewood USD school sites.
- 8.3 [Mental Health & Trauma-Informed Practices]: Trauma-informed staff training — Currently: Not Implemented (0/2 pts). No public documentation was found of trauma-informed care training for Inglewood USD staff.
- 12.1 [Continuous Evaluation & Improvement]: Standing committee/task force for discipline equity — Currently: Not Implemented (0/2 pts). No public documentation was found of a standing committee or task force specifically dedicated to discipline equity; the general District Committees page notes that Inglewood Unified School District regularly seeks to involve our stakeholders through participation in district committees, but none is discipline-equity specific.
- EC5 [Extra Credit]: Describe additional policy… — Currently: Not rated (0/2 pts). No rationale recorded.
- 1.1 [Culturally Responsive Training]: Mandatory cultural competency training for all staff — Currently: In-work (1/2 pts). Inglewood school sites disseminate CDE-mandated bullying-prevention/neurodiversity awareness resources tied to SB 939, and CDE's statewide online bullying training module includes staff training content, but there is no confirmed mandatory district-wide 'cultural competency' training program beyond this compliance-driven bullying training. See https://cityhonors.inglewoodusd.com/apps/n…
- 1.3 [Culturally Responsive Training]: Culturally relevant PD resources in staff learning — Currently: In-work (1/2 pts). The Educational Services Division states its purpose is to <cite index="94-3">empower teachers and leaders in IUSD to relentlessly pursue the development of high impact, innovative practices to ensure that students realize their dreams and contribute to building a global responsible community grounded in equity and social justice</cite>, but no specific culturally-relevant PD curriculum/…
- 2.2 [Clear & Consistent Policies]: Regular policy reviews/updates — Currently: In-work (1/2 pts). The district maintains an online Board Policy manual (GAMUT) that is periodically updated, and state law <cite index="6-2">mandated the development of assessment and improvement plans for the district, with an annual comprehensive review conducted by the Fiscal Crisis and Management Assistance Team (FCMAT)</cite>, though this review is primarily fiscal rather than a dedicated discipline-policy review.
- 2.3 [Clear & Consistent Policies]: Staff training on consistent application — Currently: In-work (1/2 pts). The district reports that <cite index="175-9,175-10,175-11">IUSD has adopted the Positive Behavioral Interventions and Supports (PBIS) system throughout its school sites... to teach and model appropriate behaviors and reinforce constructive expectations through affirmations and rewards... implemented as a method to improve disciplinary outcomes and foster positive school climates</cite>, implying sta…
- 2.4 [Clear & Consistent Policies]: Centralized documentation of incidents/outcomes — Currently: In-work (1/2 pts). The district uses the Aeries student information system and is required to submit discipline data through CALPADS, since <cite index="88-5">Data are not included for districts and independently reporting charter schools (IRCs) that did not certify their California Longitudinal Pupil Achievement Data System (CALPADS) End-of-Year 3 Discipline submission</cite>, indicating a centralized state-lin…
- 3.1 [Restorative Justice Practices]: Restorative circles/conferences to repair harm — Currently: In-work (1/2 pts). The Project Peace Collaborative <cite index="39-3,39-4">unites various community agencies in support of a safe and positive learning environment for students... address[ing] character building and values, conflict resolution, alternatives to violence, anger management... family mediation, student/police dialogues, and student-led problem solving</cite>, which overlaps with restorative aims, b…
- 3.3 [Restorative Justice Practices]: Curriculum integrates conflict-resolution skills — Currently: In-work (1/2 pts). Project Peace programs <cite index="39-4">address character building and values, conflict resolution, alternatives to violence, anger management, substance abuse prevention and intervention, mental health and counseling services, family mediation, student/police dialogues, and student-led problem solving</cite>, suggesting conflict-resolution content is available, though not confirmed as em…
- 3.4 [Restorative Justice Practices]: Peer mediation program — Currently: In-work (1/2 pts). A regional program partners with <cite index="110-2">LA County Dream Resource Centers from 4 school districts (ABC, Hacienda Heights-La Puente, Inglewood, Norwalk-La Mirada)</cite> to train student peer mediators, but this appears to be a limited partnership rather than a confirmed district-wide mandatory peer mediation program.
- 4.2 [Bias Awareness & Mitigation]: Processes to review discipline data for disparities — Currently: In-work (1/2 pts). As a California LEA, Inglewood's discipline data is reported through the <cite index="151-3,151-4,151-5">Suspension Rate Indicator...one of several state indicators that the California Department of Education (CDE) reports on the California School Dashboard...represents the percentage of students who were suspended for a combined total of at least one full day at any time during the school…
- 4.3 [Bias Awareness & Mitigation]: Cultural competence checks in hiring — Currently: In-work (1/2 pts). The HR Division states it is <cite index="66-4">committed to meeting goals through our most valuable resource – our employees</cite> in support of the district's equity mission, but no specific cultural-competence hiring check/rubric was documented.
- 4.4 [Bias Awareness & Mitigation]: Diverse perspectives & materials in curriculum — Currently: In-work (1/2 pts). Textbook adoption involves grade-span committees that formed from each grade span: TK-5, 6-8 and 9-12... attended textbook "toolbox" training... selected at least three state-approved publishers to pilot... voted for the most appropriate state-approved textbook, and the district serves a highly diverse, majority multilingual student body, but no explicit review criterion for diverse representat…
- 5.1 [Culturally Relevant Curriculum]: Curriculum materials reflect student backgrounds — Currently: In-work (1/2 pts). The district operates dual-language programs such as the WM Marineros Dual Language Academy offers a two-way dual language immersion program using a 90/10 model for students in TK through grade eight... approximately one-third of students speak English at home, while about two-thirds speak Spanish, reflecting the linguistic backgrounds of students, though broader curriculum-wide cultural r…
- 5.2 [Culturally Relevant Curriculum]: Teacher PD on integrating diverse perspectives — Currently: In-work (1/2 pts). The Educational Services Division's stated purpose to build a global responsible community grounded in equity and social justice suggests an equity-oriented PD philosophy, but a specific PD program on integrating diverse perspectives was not documented.
- 7.3 [Professional Development on Equity & Inclusion]: Equity topics in staff meetings/PD — Currently: In-work (1/2 pts). The Educational Services Division frames its work around equity and social justice, suggesting equity is a stated value in staff development, but explicit inclusion of equity topics in regular staff meetings/PD agendas was not documented.
- 9.2 [Data Collection & Analysis]: Regular audits of discipline practices — Currently: In-work (1/2 pts). State law requires an annual comprehensive review conducted by the Fiscal Crisis and Management Assistance Team (FCMAT) of district operations, but this oversight is fiscal/operational in nature rather than a dedicated discipline-practices audit.
- 10.3 [Student Voice & Leadership]: Students facilitate restorative processes — Currently: In-work (1/2 pts). Regional peer-mediation training partners with Inglewood's Dream Resource Center from 4 school districts (ABC, Hacienda Heights-La Puente, Inglewood, Norwalk-La Mirada), suggesting some students are trained to facilitate conflict-resolution processes, though not confirmed as a district-wide restorative-process program.
- 10.4 [Student Voice & Leadership]: Student-led peer education — Currently: In-work (1/2 pts). Project Peace programs include student/police dialogues, and student-led problem solving, indicating some student-led peer initiatives exist, though a formal peer-education curriculum was not documented.
- 11.1 [Equitable Access to Support Services]: Counseling & mental-health access for all — Currently: In-work (1/2 pts). The district provides mental-health/counseling resources through Student Support Services and Project Peace, but U.S. News data indicates The student-to-teacher ratio is higher than the state average, at 23:1...the district has 1 full-time counselor on staff (per reporting school), suggesting access may be limited relative to need.
- 11.4 [Equitable Access to Support Services]: Systems to remove access barriers — Currently: In-work (1/2 pts). Community Liaison specialists support families with Accessing and understanding the District Parent Involvement Policy (BP 6020) and district communications are available bilingually, suggesting some systems exist to reduce access barriers, though a comprehensive barrier-removal system was not fully documented.
- 12.3 [Continuous Evaluation & Improvement]: Benchmarking vs. state/national comparators — Currently: In-work (1/2 pts). The state Dashboard provides comparative, color-coded performance levels, based on a combination of current performance level and change over the previous year that allow benchmarking against state performance, though it is a mandated state tool rather than a district-initiated benchmarking practice.
- 12.4 [Continuous Evaluation & Improvement]: PD & reflective practice culture — Currently: In-work (1/2 pts). The district's stated mission to empower teachers and leaders in IUSD to relentlessly pursue the development of high impact, innovative practices reflects a reflective-practice orientation, reinforced by California's state-mandated two-year teacher induction program, though a distinct reflective-practice culture specific to discipline equity was not documented.
Source Documents Used
Show source documents (12)
| Document | Date | Local Copy | Source |
|---|---|---|---|
| California Department of Education - Restorative Practices and School Discipline | 2026 | Open file | https://www.cde.ca.gov/ls/ss/se/restorativepractices.asp |
| Student Conduct Support Plan | 2026-09-30 | Open file | https://parent.inglewoodusd.com/ |
| Senate Bill 419 (Skinner) - Pupil Discipline: Suspensions: Willful Defiance | 2019-07-08 | Open file | https://aedn.assembly.ca.gov/sites/aedn.assembly.ca.gov/files/SB%20419%20(Skinner).pdf |
| Assembly Bill No. 1729 (Ammiano) - Pupil Rights: Suspension or Expulsion: Alternatives | 2012-09-22 | Open file | https://leginfo.ca.gov/pub/11-12/bill/asm/ab_1701-1750/ab_1729_bill_20120921_chaptered.pdf |
| California Department of Education - Behavioral Intervention Strategies and Supports | 2026 | Open file | https://www.cde.ca.gov/ls/ss/se/behaviorialintervention.asp |
| California Department of Education - Culture & Climate (Quality Schooling Framework) | 2026 | Open file | https://www.cde.ca.gov/qs/cc/index.asp |
| California Department of Education - School Discipline Information and Resources | 2026 | Open file | https://www.cde.ca.gov/ls/ss/se/schooldiscipline.asp |
| California Department of Education - State Guidance Letter on New Discipline Laws (EC 48900 et seq.) | 2021-08-19 | Open file | https://www.cde.ca.gov/nr/el/le/yr21ltr0819.asp |
| Family Engagement | 2026 | Open file | https://drive.google.com/file/d/1Do8WG2dfiX6rz2FhZZmMbBMCFLkoCccj/view?usp=drive_link |
| Inglewood USD District Homepage (Student Board Member / Student Voice feature) | 2026-10-07 | Open file | https://www.inglewoodusd.com/ |
| Student Board Member, Patrick Cruse (2026-2027) Patrick Cruse, a senior at City Honors International Preparatory School, serves as the Inglewood Unified School District Student Board Member, representing thousands of students across the District at the Board of Education. As a voice for the next generation, Patrick brings extensive experience in educational leadership and policy, serving as a statewide Director of Educational Policy with the California Association of Student Councils representing 6 million students. Under his leadership, he champions student voice, advances meaningful engagement, and ensures that student perspectives help shape the future of education across IUSD and beyond. | 2026 | Open file | https://parent.inglewoodusd.com/apps/news/article/2168981?categoryId=25347 |
| Inglewood Unified School District Scoring Sheet | 2026 | Open file | file:///C:/_CSSD/CSSDWebsite/cssdisc.org_htdocs/DistrictPolicies/Inglewood_Unified_School_District/2026/Inglewood_Unified_School_District_Scoring_Sheet.xlsx |