Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff In-work · 1/2 pts
<cite index="1-1">For the 2025-2026 school year through the 2029-2030 school year, provide annually to certificated employees serving students in grades 7-12 at least one (1) hour of training to support LGBTQ+ cultural competency in accordance with Education Code 218.3</cite> This is mandatory but limited to certificated staff in grades 7-12 on one topic, not comprehensive cultural competency training for all staff.
1.2 Mentorship programs for culturally diverse staff Not Implemented · 0/2 pts
No public documentation was found of a mentorship program specifically for culturally/racially diverse staff; only general new-teacher/administrator induction mentoring was found, which is not diversity-targeted.
1.3 Culturally relevant PD resources in staff learning Implemented · 2/2 pts
<cite index="107-5">This year's PL Summit had the focus and theme of "The Human Side of Teaching in a Changing World: Fostering Belonging and Expanding Access for Diverse Learners."</cite> The district-wide PL Summit is offered to <cite index="107-4">more than 2,200 teachers, staff and administrators</cite> and includes culturally-relevant sessions.
1.4 Regular feedback/measurement on training effectiveness Not Implemented · 0/2 pts
No public documentation was found showing IUSD systematically measures or collects feedback on the effectiveness of its cultural/equity training.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
<cite index="163-4">Each year, we provide students and families with clear expectations and rules, which are detailed in each school's student handbook and the Annual Notification to Parents.</cite> This is a district-wide, mandatory code of conduct.
2.2 Regular policy reviews/updates Implemented · 2/2 pts
The Nondiscrimination/Harassment policy shows scheduled multi-year update cycles tied to state law, e.g. <cite index="1-1">For the 2025-2026 school year through the 2029-2030 school year, provide annually to certificated employees...training</cite>, indicating a regular board policy review/update process.
2.3 Staff training on consistent application Implemented · 2/2 pts
<cite index="165-1">Because unlawful discrimination could occur when disciplining students, including suspension and expulsion, the Superintendent or designee shall ensure that staff enforce discipline rules fairly, consistently, and in a non-discriminatory manner.</cite> This is a district-wide mandate for consistent application.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
<cite index="49-1">the Superintendent or designee shall disaggregate data on suspensions and expulsions by school and by numerically significant student groups, including, but not limited to, ethnic subgroups, socioeconomically disadvantaged students, English learners, students with disabilities, foster youth, and homeless students.</cite> This reflects centralized documentation of discipline incidents/outcomes reported to the Board.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm Implemented · 2/2 pts
<cite index="56-1">The code promotes the use of alternative to suspension disciplinary methods, such as restorative practices, to address and correct misbehavior while keeping students engaged in their education.</cite> Additionally, <cite index="165-2">When a student has been suspended, or other means of correction have been implemented for an incident of racist bullying, harassment, or intimidation, the principal or designee shall attempt to engage both the victim and perpetrator in a restorative justice practice</cite>.
3.2 Staff training in restorative practices In-work · 1/2 pts
Evidence found is a parent-facing restorative practices talk hosted via IUSD PTA; no district documentation confirms mandatory, district-wide staff training in restorative practices was found.
3.3 Curriculum integrates conflict-resolution skills In-work · 1/2 pts
<cite index="79-1">Tier 1: Access to grad level essential social-emotional learning (SEL) standard and agreed upon behavior for all students</cite> SEL/PBIS frameworks touch on conflict-related skills, but no explicit stand-alone conflict-resolution curriculum was confirmed.
3.4 Peer mediation program Not Implemented · 0/2 pts
No public documentation was found of a formal peer mediation program in IUSD.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff In-work · 1/2 pts
<cite index="165-3">The principal or designee shall also explore other educational or training options for the perpetrator to engage in to address cultural sensitivity, racial justice, and equity.</cite> This is discretionary/incident-based rather than proactive, mandatory implicit-bias training for all staff.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
<cite index="49-1,49-2">the Superintendent or designee shall disaggregate data on suspensions and expulsions by school and by numerically significant student groups...Based on the data, the Board will address any identified disparities in the imposition of discipline</cite>.
4.3 Cultural competence checks in hiring Not Implemented · 0/2 pts
No public documentation was found of cultural-competence checks built into IUSD's hiring process.
4.4 Diverse perspectives & materials in curriculum Implemented · 2/2 pts
<cite index="97-2">A focus on [one or more] of the four foundational disciplines: African American/Black, Latino, Native American, and Asian American studies.</cite> The district-wide Ethnic Studies course and Language Development programs reflect diverse perspectives in curriculum.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds Implemented · 2/2 pts
<cite index="2-1">Irvine Unified School District (IUSD) welcomes and values the cultural and linguistic diversity of IUSD students and families.</cite> Combined with the district's Ethnic Studies curriculum, materials reflect student backgrounds.
5.2 Teacher PD on integrating diverse perspectives Implemented · 2/2 pts
<cite index="97-13,97-14">The teacher committee engaged in a three-day curriculum design institute during the summer of 2024 to initiate the development process for an Ethnic Studies course. Participants focused on using the Understanding by Design framework to backward-plan each unit.</cite>
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
<cite index="97-9">The Ethnic Studies course development involved a diverse, multi-stakeholder committee consisting of teachers, site administrators, counselors, students, parents, and district office employees from various departments.</cite>
5.4 Culturally specific courses/electives Implemented · 2/2 pts
<cite index="97-3">Meets the A-G requirement for the State of California.</cite> Ethnic Studies is offered as a dedicated, culturally-specific elective/graduation-track course district-wide, alongside world language electives.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
<cite index="85-11">Stakeholder feedback sessions were conducted with groups such as DELAC, IUCPTA, SPED CAC, and the LGBTQ+ and AA/B Parent/Advisory Group from January to March 2025.</cite>
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
<cite index="77-1">Through a partnership with CHOC, the Tsao Family Foundation and OCDE, we have continued to expand our student wellness offerings with the opening of three new WellSpaces</cite> along with IPSF, Care Solace, and Hazel Health partnerships support students and families.
6.3 Advisory committees with community representation Implemented · 2/2 pts
<cite index="158-1">The Education Advisory Committee (EAC) reviews and discusses critical educational issues and initiatives in the Irvine Unified School District.</cite> Combined with DELAC, SPED CAC, and LGBTQ+/AA/B advisory groups cited in the LCAP, IUSD maintains multiple community-representative advisory committees.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
<cite index="140-5">Use ParentSquare to receive school communications and UserWay to customize accessibility and translation features.</cite> The district also maintains dedicated outreach pages in multiple languages for specific cultural communities.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training In-work · 1/2 pts
A teacher testimonial notes <cite index="103-2">She's thankful to have participated in DEI trainings and have mentors that have affirmed her identity as a Vietnamese American woman.</cite> but this appears tied to a site-level equity team rather than a confirmed mandatory, ongoing district-wide anti-bias program.
7.2 Workshops on culturally responsive teaching Implemented · 2/2 pts
<cite index="107-5">This year's PL Summit had the focus and theme of "The Human Side of Teaching in a Changing World: Fostering Belonging and Expanding Access for Diverse Learners."</cite>
7.3 Equity topics in staff meetings/PD In-work · 1/2 pts
<cite index="108-6">In this hands-on session, participants will dive into data to identify issues of equity and access, collectively discuss implications, and brainstorm next steps to improve educational outcomes for ALL students.</cite> Evidence suggests equity discussions occur in PD sessions and some site-level teams, but not confirmed as a standard element of every staff meeting district-wide.
7.4 Participation in equity-focused conferences In-work · 1/2 pts
Staff reportedly attend external DEI trainings per site testimonials, and IUSD runs its own large internal PL Summit, but no evidence confirms systematic district funding/participation in external equity-focused conferences for all staff.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
<cite index="78-2">IUSD Family Counseling Center Short-term, solution-focused individual and family therapy, resource linkage and referrals, and parent education/support groups to IUSD families K-12.</cite> Combined with CHOC and Hazel Health partnerships, this reflects district-wide collaboration with mental health professionals.
8.2 Safe, supportive spaces (mindfulness/sensory) Implemented · 2/2 pts
<cite index="77-9,77-11">WellSpaces feature biophilic designs...to help students better cope with daily stresses...They offer a space of calm, punctuated by mindfulness activities such as journaling, aromatherapy, crafts and more.</cite>
8.3 Trauma-informed staff training In-work · 1/2 pts
IUSD has a dedicated Mental Health & Wellness department and school-based mental health staff, but no public documentation was found confirming a specific, district-wide trauma-informed staff training requirement.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
<cite index="84-3">Its largest donation to an Orange County nonprofit to date, this gift is very personal to the Tsao Family Foundation.</cite> Combined with the Care Solace and Hazel Health partnerships, IUSD has actively expanded mental health services through external partnerships.
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
<cite index="49-1">the Superintendent or designee shall disaggregate data on suspensions and expulsions by school and by numerically significant student groups, including, but not limited to, ethnic subgroups, socioeconomically disadvantaged students, English learners, students with disabilities, foster youth, and homeless students.</cite>
9.2 Regular audits of discipline practices Implemented · 2/2 pts
<cite index="49-2">Based on the data, the Board will address any identified disparities in the imposition of discipline and determine whether and how the District is meeting its goals for improving school climate as specified in its Local Control and Accountability Plan.</cite> This constitutes a regular (annual) audit-and-review process.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
<cite index="121-13,121-15">MTSS in Irvine Unified School District is a systematic process that helps schools align resources, programs, and supports to meet the needs of all students...Through a systematic process based on assessment and data students are matched to increasingly intensive supports</cite>, showing data-informed interventions.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
<cite index="87-1">Throughout the 10-month LCAP process, IUSD engaged parents, students, teachers, staff and the community to help identify priorities for creating a better learning system</cite>, and results are published publicly as part of Board-approved LCAP documents and survey summaries.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
<cite index="62-1,62-2">The Student Advisory Committee (SAC) was established to advise the staff of the Irvine Unified School District (IUSD) on a variety of topics. The SAC membership consists of three appointees from each high school</cite>, plus a district Student Board Member program.
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
<cite index="59-11,59-12">While the elected Board members hold the authority to vote on matters, student representatives serve in an advisory capacity, actively participating in discussions and providing valuable insights. Their input is appreciated and helps ensure that the student voice remains a key part of the decision-making process.</cite>
10.3 Students facilitate restorative processes Not Implemented · 0/2 pts
No public documentation was found indicating students facilitate restorative justice processes in IUSD.
10.4 Student-led peer education In-work · 1/2 pts
<cite index="64-2">She is actively involved in clubs, Link Crew, and Ambassadors, where she helps support transfer students as they adjust to campus life and feel welcomed</cite> — site-based peer-support programs exist, but no confirmed district-wide, formal student-led peer education program was found.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
<cite index="80-3,80-4">The District provides school-based mental health and wellness services and resources to students and families. These services include short-term individual or group counseling for students at the school site</cite>, available district-wide.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
<cite index="121-1">A variety of intervention programs are available in English Language Arts and Mathematics from kindergarten through grade 12.</cite> Paper Tutoring and Khan Academy are also provided free to students.
11.3 Community partnerships expand services Implemented · 2/2 pts
<cite index="83-3">The IPSF works to ensure that each child in every IUSD school receives high-quality school health services, regardless of their health insurance status or ability to pay, by committing $500,000 each year to health and wellness initiatives.</cite>
11.4 Systems to remove access barriers Implemented · 2/2 pts
<cite index="76-10">With services available in over 19 languages, 90% of students have seen improvement after just six therapy sessions.</cite> Free telehealth, translation services, and Title I engagement reduce access barriers.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity In-work · 1/2 pts
<cite index="158-1">The Education Advisory Committee (EAC) reviews and discusses critical educational issues and initiatives in the Irvine Unified School District.</cite> This is a general standing committee, not one specifically dedicated to discipline equity.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
<cite index="85-2">Annual Survey: District-wide climate survey for students, parents, and staff (January 2025) Student Participation: 24,488 Staff Participation: 2,380</cite>
12.3 Benchmarking vs. state/national comparators In-work · 1/2 pts
<cite index="19-2">It contains a wide variety of information including school performance indicators, student and staff demographics, expulsion, suspension, and truancy information and a variety of test results.</cite> State data tools exist for comparison, but no explicit IUSD practice of benchmarking discipline outcomes against state/national comparators was confirmed.
12.4 PD & reflective practice culture Implemented · 2/2 pts
<cite index="112-3">We evaluate the IUSD Induction program's effects on new teachers' progress towards mastery of the California Standards for the Teaching Profession by focusing on evidence of student learning and development of enduring professional skills.</cite> Combined with the annual PL Summit, this reflects an ongoing reflective PD culture.
Extra Credit
EC1 Large-scale, donor-funded 'WellSpaces' wellness rooms with biophilic design and mindfulness/sensory activities, expanded via a $2 million gift and CHOC/OCDE partnership. Implemented · 2/2 pts
<cite index="77-1,77-7">Through a partnership with CHOC, the Tsao Family Foundation and OCDE, we have continued to expand our student wellness offerings with the opening of three new WellSpaces...made possible by a generous $2 million gift from the Tsao Family Foundation</cite>.
EC2 No-cost, multilingual (19+ languages) telehealth mental health counseling for students via Hazel Health, removing cost/access barriers district-wide. Implemented · 2/2 pts
<cite index="76-7,76-10">IUSD has also partnered with Hazel Health, a telehealth behavioral health company that provides one-on-one counseling from a professional therapist at no cost to IUSD students...With services available in over 19 languages, 90% of students have seen improvement after just six therapy sessions.</cite>
EC3 District-run annual Professional Learning Summit reaching thousands of staff with hundreds of teacher-led sessions, described by the district as unique in scale nationally. Implemented · 2/2 pts
<cite index="105-4">"No other district in the nation does or is able to offer this level of professional learning conference to all of their teaching staff, using their own personnel," said Catherine Holmes, IUSD Executive Director of Education Services.</cite>
EC4 Multi-year, multi-stakeholder (teachers, admins, counselors, students, parents, district staff) process to design a locally-developed Ethnic Studies course meeting state A-G requirements ahead of the AB101 mandate. Implemented · 2/2 pts
<cite index="97-9,97-10">The Ethnic Studies course development involved a diverse, multi-stakeholder committee consisting of teachers, site administrators, counselors, students, parents, and district office employees from various departments. Meetings took place during the 2022-23 and 2023-24 school years...</cite>
EC5 Board policy embeds restorative justice as the preferred incident response for racist bullying/harassment, paired with optional cultural-sensitivity/racial-justice training for the offending student. Implemented · 2/2 pts
<cite index="165-2,165-3">When a student has been suspended, or other means of correction have been implemented for an incident of racist bullying, harassment, or intimidation, the principal or designee shall attempt to engage both the victim and perpetrator in a restorative justice practice...The principal or designee shall also explore other educational or training options for the perpetrator to engage in to address cultural sensitivity, racial justice, and equity.</cite>
