Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff Implemented · 2/2 pts
District policy explicitly aligns PD in "equity, sexual harassment, non-discrimination, character education, new employee orientation, and supervisor training" district-wide, and BP 0415 commits to "providing staff with ongoing professional development" on equity. Source: lbschools.net/departments/employee-relations/home; go.boarddocs.com BP 0415.
1.2 Mentorship programs for culturally diverse staff In-work · 1/2 pts
Multiple leadership/teacher pipeline programs exist aimed at diversifying and supporting staff (e.g., Grow Your Own dual-enrollment teaching pathway, CSULB Future Black Educator Pathways), but no single program is explicitly and solely branded as "mentorship for culturally diverse staff" district-wide, so rated partial. Source: lbschools.net/departments/human-resource-services/student-job-opportunities; csulb.edu/college-of-education/lb-leads.
1.3 Culturally relevant PD resources in staff learning In-work · 1/2 pts
State-level CRT professional learning resources exist and LBUSD's Rising Leaders program <cite index="246-5">"focuses on equity, leadership development, and supporting change initiatives for equitable and inclusive learning environments"</cite>, but a dedicated, comprehensive CRT resource library for all staff was not confirmed.
1.4 Regular feedback/measurement on training effectiveness In-work · 1/2 pts
BP 0415 commits to <cite index="191-1,191-7">"conducting program evaluations that focus on equity (to include attendance, discipline, graduation rate)...As a part of these evaluations, LBUSD will conduct focus groups to include students, parents and staff members to gather feedback"</cite>, but this is broader equity-initiative evaluation, not specific measurement of training effectiveness.
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
Board Policy 5131 Conduct is the district's formal student code of conduct outlining discipline including <cite index="39-1">"suspension, expulsion, transfer to alternative programs, referral to a student success team or counseling service, or denial of participation in extracurricular or cocurricular activities"</cite>.
2.2 Regular policy reviews/updates In-work · 1/2 pts
LBUSD maintains an actively updated BoardDocs policy manual (e.g., BP 5131, BP 5137, BP 0415), consistent with standard CA board policy review cycles, but no explicit published review schedule was found.
2.3 Staff training on consistent application Implemented · 2/2 pts
Staff supporting student wellbeing are <cite index="86-5">"trained annually on the following: suicide prevention and assessment, threat assessment, providing students with multi-tiered interventions, bullying prevention, sexual harassment, discipline & other means of correction, transformative social emotional learning"</cite>, indicating structured training toward consistent policy application.
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
LBUSD uses "Synergy, the District's student information system" to track counseling/discipline sessions district-wide, and BP 0415 references <cite index="244-6">"the Uniform Complaint Process which allows for centralized reporting of issues when it is perceived that a policy has not been followed"</cite>.
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm Implemented · 2/2 pts
LBUSD has a dedicated Restorative Justice department and coordinator role; a recent example shows staff <cite index="179-1,179-2">"brought the students, their families, and school staff together for a 'Harm and Conflict Circle.' In that circle, voices were heard, accountability was taken, and healing began"</cite>.
3.2 Staff training in restorative practices Implemented · 2/2 pts
The district states <cite index="183-5,183-6">"Our LBUSD Restorative Justice Team offers a full suite of training opportunities open to all employees and established community partners"</cite> to build capacity for restorative practices.
3.3 Curriculum integrates conflict-resolution skills In-work · 1/2 pts
Vision 2035 states <cite index="189-1">"All educators at LBUSD understand mental health, child development, brain development and trauma-informed practices...They are skilled at de-escalation and using restorative practices to repair harm"</cite>, and BP 5138 encourages conflict-resolution curriculum, but explicit K-12 student curriculum integration district-wide was not confirmed.
3.4 Peer mediation program In-work · 1/2 pts
Board Policy 5138 exists (cross-referenced in BP 5131 Conduct), which <cite index="80-13,80-14">"encourages the development of school-based conflict resolution programs designed to help students learn constructive ways of handling conflict"</cite>, but active site-level peer mediation implementation was not independently confirmed.
Bias Awareness & Mitigation
4.1 Implicit bias training for staff In-work · 1/2 pts
Documented event where <cite index="19-3">"CFJ youth leaders and staff led a powerful bias training for Long Beach Unified School District teachers and administrators"</cite>, but no evidence this is a mandatory, ongoing, district-wide requirement for all staff.
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
BP 0415 commits to <cite index="191-1">"conducting program evaluations that focus on equity (to include attendance, discipline, graduation rate) and address the academic outcomes for students with particular focus on BIPOC and students with disabilities"</cite>, and a 2026 SELPA report confirms the district <cite index="35-2">"is reviewing hotspots of overidentification and elevated suspension rates for Black/African American students while rolling out PBIS and targeted trainings"</cite>.
4.3 Cultural competence checks in hiring In-work · 1/2 pts
BP 0415 commits to <cite index="244-2">"Promoting the recruitment of a diverse staff that reflects the demographics of the community"</cite> and job postings list an Equity Compliance Officer, but a specific structured "cultural competence check" in interviews was not confirmed beyond general diversity-related interview questions noted by candidates.
4.4 Diverse perspectives & materials in curriculum Implemented · 2/2 pts
BP 0415 commits to <cite index="244-1">"Adopting curriculum and instructional materials that are culturally relevant and accurately reflect the diversity among student groups"</cite>, implemented in part through district Ethnic Studies course offerings.
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds Implemented · 2/2 pts
LBUSD offers a primary Ethnic Studies course that is <cite index="227-1">"a survey of four major ethnic groups (Native American, African American, Chicano/Latino American and Asian American)"</cite>, plus a blended 11th-grade Ethnic Studies/US History course, reflecting diverse student backgrounds.
5.2 Teacher PD on integrating diverse perspectives In-work · 1/2 pts
The CSULB/LBUSD partnership's Ed-Equity Fellows program provides <cite index="253-1">"professional learning and coaching in culturally-affirming and racially-responsive educational practices"</cite>, but this appears targeted to specific pilot schools rather than confirmed as district-wide PD for all teachers.
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
Community advisory input directly shaped curriculum: <cite index="157-2">"Sankofa Summer Academy, a program for students grades four and five to engage in culturally relevant instruction, restorative justice practices and mentorship centered around Black joy and excellence"</cite> stemmed from the BSAI Advisory Committee's recommendations.
5.4 Culturally specific courses/electives Implemented · 2/2 pts
LBUSD offers standalone Ethnic Studies elective courses and dual-enrollment options, and is adding ethnic studies as a graduation requirement ahead of the state mandate, per district curriculum pages and news coverage.
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
DCAC holds <cite index="65-4,65-5">"monthly meetings [that] provide opportunities for parents to become involved and informed about the education of their children"</cite>, alongside DELAC and BSAI Advisory Committee meetings with community leaders.
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
LBUSD partners with The Guidance Center, which <cite index="83-3">"created the School Crisis Response Clinician Program, also known as CARE, to support the mental health and safety of students and staff"</cite>, plus Care Solace and Family Resource Centers.
6.3 Advisory committees with community representation Implemented · 2/2 pts
BP 0415 was <cite index="248-3">"developed by the LBUSD Equity Leadership Team (ELT) which is composed of 30 members that include 15 parents, 5 community members"</cite>, demonstrating formal community representation on a standing advisory body.
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
The district states <cite index="131-3,131-4">"The development and implementation of the Community Engagement Framework ensures staff are guided by principles to build trust, practice inclusion, and promote welcoming environments. Translation and interpretation services are embedded into numerous family engagement events"</cite>.
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training In-work · 1/2 pts
BP 0415 commits to "ongoing professional development" on equity and multiple training programs exist (restorative justice, wellness), but a single, mandatory, ongoing anti-bias curriculum for all staff was not confirmed as fully implemented district-wide.
7.2 Workshops on culturally responsive teaching In-work · 1/2 pts
State CRT resources and the CSULB-partnered Ed-Equity Fellows program provide culturally responsive teaching workshops, but evidence is limited to specific programs/pilot schools rather than confirmed universal coverage.
7.3 Equity topics in staff meetings/PD Implemented · 2/2 pts
Board presentations regularly cover equity, including <cite index="188-1">"Equitable Grading in LBUSD"</cite> and "Board Goals and Guardrails," reflecting embedded equity topics in official district PD/communications.
7.4 Participation in equity-focused conferences In-work · 1/2 pts
District leaders have participated in external equity/education conferences and received coaching from the Council of the Great City Schools, but no evidence of a systematic requirement for broad staff participation in equity conferences.
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
Wellness Centers are staffed with <cite index="125-4">"District-employed social workers at all K-8, middle and high schools"</cite> and connect to community mental health partners such as The Guidance Center and Care Solace.
8.2 Safe, supportive spaces (mindfulness/sensory) Implemented · 2/2 pts
Wellness Centers provide <cite index="124-2,124-3">"a relaxing environment where students have access to a variety of tools...aromatherapy diffusers, art utensils, board games, brain puzzles, coloring sheets, mindfulness books, stress balls, word search sheets, zen music"</cite> for self-regulation.
8.3 Trauma-informed staff training Implemented · 2/2 pts
LBUSD partnered on <cite index="55-4,55-5">"a training program on the trauma-informed approach based on ChildTrauma Academy's Neurosequential Model in Education (NME)...brings the trauma-informed approach to educators through formal training at the beginning of the school year"</cite>, and staff are trained annually on related topics.
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
Multiple community partnerships expand mental health access, including Care Solace's 24/7/365 care coordination and the Long Beach Trauma Recovery Center referral resource listed on the district's Mental Health Resources page.
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
State systems provide <cite index="96-2">"Reports and data about student discipline data, including suspension and expulsion counts and rates disaggregated by race/ethnicity, student group, grade span, and academic year"</cite>, and LBUSD's Public Data page links directly to this Dashboard data.
9.2 Regular audits of discipline practices Implemented · 2/2 pts
The district's SELPA director reported <cite index="35-1,35-2">"the district is reviewing hotspots of overidentification and elevated suspension rates for Black/African American students while rolling out PBIS and targeted trainings"</cite>, consistent with BP 0415's equity evaluation commitments.
9.3 Data-informed interventions/adjustments Implemented · 2/2 pts
BSAI <cite index="153-1">"analyzes and uses data to identify areas of need, and set plans and actions to create more support for Black students"</cite>, and SELPA review data has directly informed PBIS rollout and targeted trainings.
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
Discipline/suspension data is publicly reported via the California School Dashboard, and the district publishes Board Goals mid-year data monitoring presentations for stakeholder transparency.
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
LBUSD formally seated a Student Board Member with governance duties: <cite index="217-2,217-3">"the LBUSD student board member is invited to all Board functions and can attend all Board meetings...They receive all open-session materials, can participate in questions and discussions, or cast a 'preferential vote'"</cite>, alongside the Superintendent's Student Advisory Committee.
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
Student feedback formally shapes governance through the Student Board Member's preferential vote on all open-session items, and student input was cited directly in board decisions such as workforce diversification: <cite index="10-6">"Students themselves are asking the district to hire more diverse educators, according to feedback presented to the board"</cite>.
10.3 Students facilitate restorative processes Not Implemented · 0/2 pts
No public documentation was found confirming that LBUSD students themselves facilitate restorative justice circles/processes (facilitation appears to be led by staff, e.g., the Restorative Justice Coordinator).
10.4 Student-led peer education In-work · 1/2 pts
One documented instance shows youth leaders (partner organization Californians for Justice) <cite index="19-1">"trained LBUSD staff participants on the ways implicit biases show up in the classroom"</cite>, but no clear evidence of an ongoing, district-run student-led peer education program for other students.
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
Wellness Centers providing counseling access exist at <cite index="125-4">"all K-8, middle and high schools"</cite> district-wide, staffed by credentialed social workers, counselors, or psychologists.
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
The district issued <cite index="102-2,102-3">"a request for proposals (RFP) to vet tutoring firms...contracting with five that demonstrated they can work with all LBUSD students, including those with disabilities or for whom English is a second language"</cite>, plus free 24/7 online tutoring via Paper.
11.3 Community partnerships expand services Implemented · 2/2 pts
Multiple community partnerships expand student services, including mental health care coordination (Care Solace, Guidance Center) and educational pipeline partnerships with LBCC and CSULB.
11.4 Systems to remove access barriers Implemented · 2/2 pts
LBUSD <cite index="197-2">"will serve free meals to all enrolled students for the full duration of the 2025-2026 school year"</cite>, removing a basic-needs barrier, and embeds translation/interpretation services in family engagement to reduce language access barriers.
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity Implemented · 2/2 pts
The ELT is a formal 30-member standing advisory body (15 parents, 5 community members, staff) that <cite index="248-9">"will modify the document on an annual basis through a report to the Board of Education"</cite>, directly overseeing equity issues including discipline.
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
BP 0415 explicitly commits that <cite index="191-7">"LBUSD will conduct focus groups to include students, parents and staff members to gather feedback across experiences"</cite>, and the district administers annual CORE/Pulse climate surveys to students, parents, and staff.
12.3 Benchmarking vs. state/national comparators Implemented · 2/2 pts
The CA Dashboard reports LBUSD performance relative to state performance levels (e.g., suspension rate color-coded against state benchmarks), and the district has used Panorama's national survey benchmarks to compare life-skills data across schools.
12.4 PD & reflective practice culture Implemented · 2/2 pts
The district maintains an extensive professional-growth pipeline (Exploring Leadership, Rising Leaders, Coaching, Aspiring Principals, Ed.D. partnership) explicitly tied to "reflective practice" and equity-centered leadership development.
Extra Credit
EC1 Formalized Student Board Member with governance voting rights Implemented · 2/2 pts
LBUSD created a codified Student Board Member role with a "preferential vote" on all open-session Board items, an unusually deep form of student governance participation rare among large districts.
EC2 Board Policy 0415 "Excellence and Equity" - a comprehensive, community-co-authored equity policy Implemented · 2/2 pts
Uniquely developed by a 30-member Equity Leadership Team of parents, community members and staff, BP 0415 explicitly names historical/systemic harm to BIPOC and disabled students and mandates annual public accountability reporting to the Board.
EC3 Center of Black Student Excellence / Black Student Achievement Initiative (BSAI) Implemented · 2/2 pts
A dedicated physical center and district initiative, guided by a community Advisory Committee, focused specifically on closing outcome and belonging gaps for Black students through data-driven programming (e.g., Sankofa Summer Academy).
EC4 "Grow Your Own" teacher pipeline diversifying the educator workforce from the student body In-work · 1/2 pts
Partnership with Long Beach City College lets current LBUSD high schoolers earn a conditional teaching contract, directly addressing the gap between a workforce that is "much Whiter than its student body" and long-term staff diversity.
EC5 13 LBUSD schools earned 2026 California PBIS Recognition Implemented · 2/2 pts
State recognition for district-wide Positive Behavioral Interventions and Supports implementation demonstrates measurable, externally validated progress on equitable, non-exclusionary discipline practices.
