Juneau School District — Policy Analysis 2026
Grand Total
68 / 106
64.2%
Base Score
61 / 96
Extra Credit
7 / 10
Score by Section
| Section | Score | Max | Notes |
|---|---|---|---|
| Culturally Responsive Training | 4 | 8 | Notes |
| Clear & Consistent Policies | 4 | 8 | Notes |
| Restorative Justice Practices | 2 | 8 | Notes |
| Bias Awareness & Mitigation | 4 | 8 | Notes |
| Culturally Relevant Curriculum | 8 | 8 | Notes |
| Community Engagement & Collaboration | 8 | 8 | Notes |
| Professional Development on Equity & Inclusion | 5 | 8 | Notes |
| Mental Health & Trauma-Informed Practices | 6 | 8 | Notes |
| Data Collection & Analysis | 5 | 8 | Notes |
| Student Voice & Leadership | 2 | 8 | Notes |
| Equitable Access to Support Services | 7 | 8 | Notes |
| Continuous Evaluation & Improvement | 6 | 8 | Notes |
| Extra Credit | 7 | 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 (29)
- 1.2 [Culturally Responsive Training]: Mentorship programs for culturally diverse staff — Currently: Not Implemented (0/2 pts). No public documentation was found describing a mentorship program specifically for culturally/racially diverse staff.
- 2.3 [Clear & Consistent Policies]: Staff training on consistent application — Currently: Not Implemented (0/2 pts). No public documentation was found describing staff training specifically on consistent application of the code of conduct.
- 3.3 [Restorative Justice Practices]: Curriculum integrates conflict-resolution skills — Currently: Not Implemented (0/2 pts). No public documentation was found showing conflict-resolution skills are formally integrated into the academic curriculum.
- 3.4 [Restorative Justice Practices]: Peer mediation program — Currently: Not Implemented (0/2 pts). No public documentation of a JSD peer-mediation program was found.
- 4.3 [Bias Awareness & Mitigation]: Cultural competence checks in hiring — Currently: Not Implemented (0/2 pts). No public documentation was found indicating cultural-competence checks are part of the hiring process.
- 8.2 [Mental Health & Trauma-Informed Practices]: Safe, supportive spaces (mindfulness/sensory) — Currently: Not Implemented (0/2 pts). No public documentation was found describing dedicated mindfulness or sensory rooms/spaces in JSD schools.
- 10.3 [Student Voice & Leadership]: Students facilitate restorative processes — Currently: Not Implemented (0/2 pts). No public documentation was found showing students facilitate restorative justice processes in JSD.
- 10.4 [Student Voice & Leadership]: Student-led peer education — Currently: Not Implemented (0/2 pts). No public documentation was found of a student-led peer education program in JSD.
- 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). PD funds are explicitly described as "for all JSD staff" and historically an equity consultant "conduct[ed] staff training on equity factors" district-wide, but there is no clear evidence of an annual mandatory cultural-competency requirement for every employee today. See https://www.juneauschools.org/en-US/teaching-and-learning-support-a44b8d2e/federal-programs-9220776c and https://ju…
- 1.4 [Culturally Responsive Training]: Regular feedback/measurement on training effectiveness — Currently: In-work (1/2 pts). Equity Standards use a measurable four-point scale and the Board directs the Superintendent through 'a regular cycle of review using data to identify and eliminate educational barriers impacting students,' but this is an equity-review mechanism rather than a dedicated training-effectiveness feedback loop (https://www.juneauschools.org/en-US/teaching-and-learning-support-a44b8d2e/equi…
- 2.2 [Clear & Consistent Policies]: Regular policy reviews/updates — Currently: In-work (1/2 pts). The Board maintains a searchable online Policy Manual, and federal program plans (e.g., Title I-A) are "reviewed annually and revised thoroughly on a three-year rotation," but no explicit cyclical review schedule for the full discipline code was found (https://www.juneauschools.org/en-US/board-of-education-ddebe663, https://www.juneauschools.org/en-US/teaching-and-learning-support-a44b8d2e/federal-programs-922…
- 2.4 [Clear & Consistent Policies]: Centralized documentation of incidents/outcomes — Currently: In-work (1/2 pts). State law requires districts to report suspensions/expulsions to Alaska DEED, and Indian Studies Program Cultural Specialists are tasked to "maintain attendance, discipline, and academic progress data" (https://www.juneauschools.org/en-US/teaching-and-learning-support-a44b8d2e/juneau-indian-studies-program-a02068e9), but a single centralized district-wide incident/outcomes database was not con…
- 3.1 [Restorative Justice Practices]: Restorative circles/conferences to repair harm — Currently: In-work (1/2 pts). A restorative practices rollout guide from consultant Kerri Berkowitz is listed as "used by the Juneau School District" (https://aasb.org/school-wide-practices-and-climate/), and Berkowitz's own bio lists having done restorative Circles work in "Juneau School District" (https://livingjusticepress.org/acadp_listings/kerri-berkowitz/); scope/mandatory status district-wide is unconfirmed.
- 3.2 [Restorative Justice Practices]: Staff training in restorative practices — Currently: In-work (1/2 pts). The same restorative-practices rollout guide and consultant relationship indicate staff training occurred, but it is unclear whether this is ongoing/mandatory for all schools (https://aasb.org/school-wide-practices-and-climate/).
- 4.1 [Bias Awareness & Mitigation]: Implicit bias training for staff — Currently: In-work (1/2 pts). Historically, equity consultant Enid Lee "traveled to Juneau to conduct staff training on equity factors and to model school equity audits" (https://juneau.schoolblocks.com/en-US/teaching-and-learning-support-a44b8d2e/equity-11ef6395); no evidence of an ongoing, explicitly labeled 'implicit bias' training requirement was found.
- 4.2 [Bias Awareness & Mitigation]: Processes to review discipline data for disparities — Currently: In-work (1/2 pts). The district's own community-engagement findings flagged "Overrepresentation of Native Alaskan students in special education programs" as a challenge to address, and state/federal CRDC discipline data are collected, but no formal recurring internal disparity-review process was confirmed.
- 7.1 [Professional Development on Equity & Inclusion]: Ongoing anti-bias/equity training — Currently: In-work (1/2 pts). Historical district-wide equity/bias training occurred (Enid Lee consultancy) and ongoing ESEA-funded PD includes equity topics, but a clearly labeled, continuous 'anti-bias' training track was not confirmed (https://juneau.schoolblocks.com/en-US/teaching-and-learning-support-a44b8d2e/equity-11ef6395).
- 7.3 [Professional Development on Equity & Inclusion]: Equity topics in staff meetings/PD — Currently: In-work (1/2 pts). Equity Standards implementation is tied to "targeted professional development, school and district improvement plans, principal observation and feedback, and staff evaluation," suggesting equity is embedded in PD/meeting structures, though frequency/consistency across all staff meetings is not detailed (https://juneau.schoolblocks.com/en-US/teaching-and-learning-support-a44b8d2e/equity-1…
- 7.4 [Professional Development on Equity & Inclusion]: Participation in equity-focused conferences — Currently: In-work (1/2 pts). Title II-A funding supports "rotational attendance at annual conferences" for JSD staff, but these are not confirmed to be specifically equity-focused conferences (https://www.juneauschools.org/en-US/teaching-and-learning-support-a44b8d2e/federal-programs-9220776c).
- 9.1 [Data Collection & Analysis]: Disaggregated discipline data system — Currently: In-work (1/2 pts). Discipline data disaggregated by race/disability is collected via the federal Civil Rights Data Collection and Alaska DEED reporting requirements, but this appears to be a state/federal mandate rather than a JSD-built internal system (https://education.alaska.gov/safeschools/suspexptruancy).
- 9.2 [Data Collection & Analysis]: Regular audits of discipline practices — Currently: In-work (1/2 pts). The district's Equity Committee historically had a consultant "model school equity audits," but no evidence of a currently recurring, formalized discipline-practice audit was found (https://juneau.schoolblocks.com/en-US/teaching-and-learning-support-a44b8d2e/equity-11ef6395).
- 9.3 [Data Collection & Analysis]: Data-informed interventions/adjustments — Currently: In-work (1/2 pts). The Board directs a "regular cycle of review using data to identify and eliminate educational barriers," indicating a data-informed improvement process, though not specific to discipline interventions (https://www.juneauschools.org/en-US/teaching-and-learning-support-a44b8d2e/equity-11ef6395/equity-standards-9786167f).
- 10.1 [Student Voice & Leadership]: Student advisory councils/leadership groups — Currently: In-work (1/2 pts). JDHS has a Site Council that includes student representation among parent/staff/community members, but a distinct district-wide student leadership/advisory council was not confirmed (https://jdhs.juneauschools.org/en-US/parents-c8377583/site-council-page-8dba00b7).
- 10.2 [Student Voice & Leadership]: Student feedback informs policy/procedures — Currently: In-work (1/2 pts). Students were included among the 49 focus-group participants informing the district's strategic planning, and the statewide School Climate and Connectedness Survey collects student perception data used in planning (https://jdhs.juneauschools.org/en-US/activities-athletics-f7c1adb1/shared-files-c2d95b84).
- 11.2 [Equitable Access to Support Services]: Targeted academic support (e.g., tutoring) — Currently: In-work (1/2 pts). Title I-A schoolwide funds may be used for "any child struggling to meet state standards," and the Talent Enrichment program includes 'Responsive Intervention' language for identifying student needs, but a distinct formal tutoring program was not confirmed (https://www.juneauschools.org/en-US/teaching-and-learning-support-a44b8d2e/federal-programs-9220776c/esea-7f7e3a22, https://www.junea…
- 12.1 [Continuous Evaluation & Improvement]: Standing committee/task force for discipline equity — Currently: In-work (1/2 pts). An Equity Committee was formed in 2006 and produced the district's Equity Standards, and the Equity Standards webpage remains active, but current active membership/meeting cadence specific to discipline equity was not confirmed (https://juneau.schoolblocks.com/en-US/teaching-and-learning-support-a44b8d2e/equity-11ef6395).
- 12.3 [Continuous Evaluation & Improvement]: Benchmarking vs. state/national comparators — Currently: In-work (1/2 pts). State and federal data sources (Alaska DEED Report Card, CRDC/ProPublica) allow comparison to state/national data, but no evidence of the district actively conducting its own formal benchmarking exercise was found.
- EC4 [Extra Credit]: Partnership with Sealaska Heritage Institute to embed a School-Based Cultural Specialist position within JSD schools, linking a Native-owned nonprofit directly into daily school operations. — Currently: In-work (1/2 pts). Position duties are 'performed at the Walter Soboleff Building and schools within the Juneau School District,' reflecting a formal tribal-organization partnership (https://www.linkedin.com/jobs/view/shi-school-based-cultural-specialist-at-sealaska-3605612811).
Source Documents Used
Show source documents (18)
| Document | Date | Local Copy | Source |
|---|---|---|---|
| Report from interviews, focus groups, and forums Data Collection Process Qualitative data was gathered from various stakeholders to assess the district's strengths, challenges, and future aspirations. There were individual interviews with 15 key leaders, forty-nine people participated in focus groups across various categories, including students and parents, and thirty-nine people attended community forums, for a total of 103 participants. Summary of Overall Findings Strengths The district showcases numerous strengths that contribute to its educational success and community engagement. - Student-centered focus ensuring a safe and welcoming environment. - Dedicated and loyal staff committed to student success. - Strong community support and partnerships with Tribal programs. - Diverse educational opportunities, including CTE programs and place-based learning. - Fiscal stability following recent school consolidations. Significant Challenges Facing the District The district faces several challenges that need to be addressed to improve educational outcomes and stakeholder trust. - Strained relationships between leadership, staff, and the community. - Low staff morale and feelings of being undervalued. - Recruitment and retention issues, particularly in special education. - Overrepresentation of Native Alaskan students in special education programs. - Declining enrollment and fiscal instability complicating future planning. Future Focus and Aspirational Goals The district aims to enhance its educational environment and address key areas for growth over the next three to five years. - Rebuilding trust among community, staff, and leadership. - Enhancing culturally responsive instruction for Indigenous students. - Prioritizing recruitment and retention of staff, especially in special education. - Streamlining fiscal operations and aligning resources with instructional goals. - Developing a "Portrait of a Graduate" to define student success. Facilities: Strengths, Challenges, and Future Focus The district's facilities are generally well-located and in good condition, but face challenges related to administrative policies and potential consolidations. - Strengths: Geographically well-located schools and good condition of facilities. - Challenges: Administrative policies hindering efficiency and potential trust issues from consolidations. Future focus: Proactive planning for consolidations and ensuring safe learning environments. Financial: Strengths, Challenges, and Future Focus The district enjoys fiscal stability but faces challenges related to funding and declining enrollment. - Strengths: Current fiscal stability and community support. - Challenges: High cost of living affecting staff retention and insufficient special education funding. Future focus: Streamlining fiscal operations and aligning resources with operational needs. Communication: Strengths, Challenges, and Future Focus The district has strong community support but needs to improve trust and communication among stakeholders. - Strengths: Strong community partnerships and a culture of collaboration. - Challenges: Rebuilding trust and addressing low staff morale due to inadequate communication. Future focus: Enhancing communication with Alaska Native families and conducting community engagement initiatives. CLICK THIS BLOCK TO VIEW FULL REPORT | 2026 | Open file | https://drive.google.com/file/d/1qpiJwsgzr9IOIUB5GoVsNnItbcDtKBwm/view?usp=sharing |
| Alaska DEED - Reporting Suspensions and Expulsions | 2026 | Open file | https://education.alaska.gov/safeschools/suspexptruancy |
| JSD Board of Education Page (Strategic Plan, Policy Manual link) | 2026 | Open file | https://www.juneauschools.org/en-US/board-of-education-ddebe663 |
| Alaska DEED Data Center (AS 14.03.078 Annual Report to Legislature) | 2026 | Open file | https://education.alaska.gov/data-center |
| Alaska DEED Safe Schools - Crisis Intervention & Restraint/Seclusion Training Requirements | 2024-06-12 | Open file | https://education.alaska.gov/tls/schoolsafety/restraint.html |
| Alaska Legislature Act Relating to School Disciplinary and Safety Program (AS 14.33.100-.140) | 2026 | Open file | https://www.akleg.gov/basis/Bill/Text/21?Hsid=HB0253E |
| Alaska Legislature Bill on Restraint/Seclusion Incident Reporting Requirements | 2026 | Open file | https://www.akleg.gov/basis/Bill/Text/28?Hsid=HB0210Z |
| General Information for Parents (Equity Within the JSD, Student Nondiscrimination) | 2026 | Open file | https://www.juneauschools.org/en-US/teaching-and-learning-support-a44b8d2e/general-information-for-parents-df1d8ab2 |
| JDHS Counseling Page | 2026 | Open file | https://jdhs.juneauschools.org/en-US/counseling-04cbfe9f |
| JDHS Site Council Page (student/parent/staff/community advisory group) | 2026 | Open file | https://jdhs.juneauschools.org/en-US/parents-c8377583/site-council-page-8dba00b7 |
| JSD Equity Page (Teaching & Learning Support) | 2026 | Open file | https://www.juneauschools.org/en-US/teaching-and-learning-support-a44b8d2e/juneau-indian-studies-program-a02068e9/equity-0616e729 |
| JSD Equity Standards (linked to BP0450) | 2026 | Open file | https://juneau.schoolblocks.com/en-US/teaching-and-learning-support-a44b8d2e/equity-11ef6395 |
| JSD ESEA Federal Programs Page (Title I-A, Title II-A, Title III) | 2026 | Open file | https://www.juneauschools.org/en-US/teaching-and-learning-support-a44b8d2e/federal-programs-9220776c/esea-7f7e3a22 |
| JSD Federal Programs (ESEA Objective 7 - trauma-engaged, culturally responsive, SEL) | 2026 | Open file | https://www.juneauschools.org/en-US/teaching-and-learning-support-a44b8d2e/federal-programs-9220776c |
| JSD Student Services (School Counseling, Special Education Continuum of Services) | 2026 | Open file | https://www.juneauschools.org/en-US/student-services-91013057 |
| Juneau Indian Studies Program | 2026 | Open file | https://www.juneauschools.org/en-US/teaching-and-learning-support-a44b8d2e/juneau-indian-studies-program-a02068e9 |
| School Board Equity Policies (Non-Discrimination, Harassment, Complaints) | 2026 | Open file | https://www.juneauschools.org/en-US/title-ix-a3e3a0c5/school-board-equity-policies-3150fde4 |
| Juneau School District Scoring Sheet | 2026 | Open file | file:///C:/_CSSD/CSSDWebsite/cssdisc.org_htdocs/DistrictPolicies/Juneau_School_District/2026/Juneau_School_District_Scoring_Sheet.xlsx |