From the Tucson School District:
II. Discipline
A. Purpose
TUSD will administer discipline in a fair and equitable manner, striving for no ethnic/racial
disparities.
B. Background
TUSD recognizes that there are ethnic/racial disparities in student discipline actions (see
Appendix E.1 and E.2 for suspension data).
C. Action Plan
Beginning in 2009–10, with annual review for continued improvement:
1. As appropriate, the Department of Student Equity will interact with each school to
review suspension data (in-school and out-of-school). School data that show disparities
in suspension/expulsion rates will be examined in detail for root causes. Special
attention will be dedicated to data regarding African American and Hispanic students.
2. The assistant superintendent and director, or both, will receive monthly
suspension/expulsion data and will confer with the school about action steps to be taken
to address disparities.
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3.The Equity Team will ensure that disciplinary policies focus on improving students’
future behavior, rather than inflicting punishment, and that they represent a commitment
to social justice for all students.
Goal 1
To change the punitive nature of TUSD discipline policies and practices.
1. Background
Students who are suspended lose learning time. The goal is to shift from a culture of punishment
to one of discipline that focuses on teaching students how to behave responsibly when
confronted with conflicts and to learn appropriate problem-solving strategies that will help them
become responsible and caring adults.
2. Action Plan
Beginning in 2009–10, with annual review for continued improvement:
a. Teachers, administrators and staff will be trained in establishing meaningful and
authentic relationships with students.
b. Students will be surveyed each semester to gauge student perceptions about teacherstudent
interactions. Staff will be surveyed to gauge effectiveness of “Capturing Kids
Hearts,” which is being implemented at Hohokam, Valencia, Wakefield, and Maxwell
Middle Schools.
c. The DSE will work in partnership with administrators and teachers to design,
implement, and evaluate protocols that minimize referrals and suspensions, especially
those of African American and Hispanic students.
d. The DSE will work with schools to ensure that alleged race and racism issues are
resolved through a constructive and justice-based orientation.
e. Administrators and staff will be provided training on conducting accountability
conferences with misbehaving students.
f. The DSE will provide professional development support and training to schools
regarding bullying, so that school personnel are able to identify and minimize bullying
among students.
3. Expected Outcome
*A decrease in student discipline referrals in school year 2009–2010 and thereafter, especially
with regard to African American and Hispanic students.
Goal 2
The district will reduce the disproportionate number of suspensions of African American and
Hispanic students.
1. Background
Factors that contribute to reducing students’ suspensions include positive adult relationships with
students, restorative practices, student-centered learning environments, and school-community
networks that support student and family.
2. Action Plan
Beginning in 2009–10 with annual review for continued improvement:
a. Sites with racially/ethnically disproportionate or excessive student disciplinary
events will have as part of their comprehensive school improvement plan (or plan
to develop a First Choice school) strategies to address student management. Sites
will be directed to use restorative practices or a comparable model.
b. Training in restorative practices will be provided to school administrators
beginning in the second semester of 2008–2009 and continuing through the first
semester of 2009–2010 and with annual review for continued improvement.
c. DSE will offer professional development training to school staff on restorative
practices in the 2009–2010 school year and thereafter.
d. All long-term suspensions will be reviewed by the Director of Student Equity.
d. TUSD will use data reports to identify schools with unusual patterns or rates of
discipline, in order to determine the causes of these patterns and take immediate
action in collaboration with the school to correct them.
3. Expected Outcomes
• *Decline in out-of-school suspensions, both short-term and long-term, beginning in the
2009–2010 school year and thereafter especially with regard to African American and
Hispanic students.
• *Reduction in the number of students suspended more than once.
• *Increase in the number of students referred to Alternative to Suspension Programs.
Goal 3
To reduce in-school suspensions and to change the punitive nature of in-house suspension
programs.
1. Background
In-house suspension programs for too long have been places where students were sent to be
ostracized in a sterile environment. There has been little or no emphasis on character building
and restorative practices that teach students about using appropriate behavioral strategies. The
goal of the in-house suspension program should be to reintegrate students into the general
learning environment as soon as possible.