How does Tucson Unified implement restorative practices?

• Small impromptu circles or large group circles: a few people meet to briefly address and resolve a problem; facilitated by district staff including teachers, counselors, and/or principals/assistant principals. A larger group can meet in a large circle or a classroom circle to discuss issues, answer questions, solve problems, or offer feedback; facilitated by district staff including, but not limited to: teachers, principals/assistant principals, counselors and/or Restorative and Positive Practice Facilitators (RPPFs).
• Formal restorative conferences: address serious problems of behavior. These conferences may involve students who commit disciplinary infractions, victims, parents/guardians, and principals/assistant principals. Only those trained in formal conferences can facilitate a formal conference.
• De-escalation: students may take a short time (no more than 30 minutes or the remainder of one class period) to de-escalate if they feel angry, overwhelmed, or in need of a time-out. Students will complete a reflection form to help staff de-escalate the situation and assist in helping to restore the student back into the classroom or classroom setting.

How does Tucson Unified implement PBIS?

TUSD strives to create safe, positive environments by: defining and teaching behavioral expectations; monitoring and acknowledging appropriate behavior; providing corrective, appropriate consequences; providing appropriate behavioral supports (including actions like mentoring, social skills groups, and daily monitoring); using a team-based approach; and using referral data for problem solving.

Who is Responsible For Implementing Restorative Practices and PBIS?

Everyone. At every site. Under the direction of the campus principal and/or the Restorative and Positive Practices Facilitator (RPPF), staff members at every site must understand school rules; reinforce appropriate student behavior; and use constructive classroom management, positive behavioral interventions and supports, and/or restorative practices strategies, where appropriate, to promote safe, inclusive, and supportive learning environments for all students.

The teacher may...
send no more than three students out in a period.

The teacher may not...
send students in the first 15 minutes of class or at the end of class.
send students until after they have attempted interventions.
send the same student more than three times before sending them to a principal/assistant principal for review.

The staff will...
document student names and the classes they come from and will review the information regularly to ensure appropriate use of the PIC, monitor disparities, and determine if students need additional interventions.

Based on Arizona Revised Statute 15-841

Arizona Revised Statute 15-841

A teacher may send a disruptive student out of the classroom for 30 minutes or the duration of the period provided such action is consistent with this Student Code and only where one of the following condition exists:

1. The teacher documented that the student has repeatedly interfered with the teacher’s ability to communicate effectively with the other students in the classroom or with the ability of the other students to learn; OR
2. The teacher has determined that the student’s behavior is so unruly, disruptive or abusive that it seriously interferes with the teacher’s ability to communicate effectively with other students in the classroom or with the ability of the other students to learn.

Governing Board Regulation JK-R1

Regulation JK-R1

Principals may immediately remove a student whose presence poses a continuing clear and present danger to persons or property or an ongoing threat of disrupting the academic process.

See the DAEP website to learn more about this program.

• alleged denial of a right available to the student that resulted in an unfair hearing
• new evidence
• allegation of insufficient evidence
• allegation of excessive punishment

The supervisory administrator may affirm the decision or reduce the discipline imposed. The decision of the supervisor, upon review of the decision and the relevant facts available to him or her, is final.

1. The hearing officer imposing the suspension must include in the letter of suspension the name, title, address, and phone number of the Regional Assistant Superintendent or Director of Student Relations to whom an appeal may be directed.
2. The student or parent(s)/guardian(s) may appeal a decision imposing a long-term suspension by filing a written appeal with the Regional Assistant Superintendent or Director of Student Relations within three school days after the date notice of suspension was given, or within a time limit agreed upon by the student or parent(s)/guardian(s) and the Regional Assistant Superintendent or Director of Student Relations.
3. The basis for the appeal shall be specified in the written notice of appeal. The basis of appeal is limited to:
   • alleged denial of a right available to the student that resulted in an unfair hearing at the formal hearing
   • new evidence
   • allegation of insufficient evidence
   • allegation of excessive punishment
4. Note that appeals of recommendations for expulsion are not allowed.
5. If such appeal is filed, it shall be reviewed within five school days from the date the appeal is received by the person assigned to review the appeal.

• JK Student Discipline | Print Version (in PDF)
  Translation: Spanish
  • Student Code of Conduct
    Translations: Arabic | Kirundi | Spanish | Somali | Swahili | Vietnamese
• JK-R1 Student Discipline - Short Term Suspension | Print Version (in PDF)
  Translation: Spanish
• JK-R1-E1 Short-Term Suspension Notice Exhibit (in PDF)
  Translation: Spanish
• JK-R1-E2 Notice of Hearing Date Exhibit (in PDF)
  Translation: Spanish
• JK-R2 Student Discipline - Long-Term Suspension | Print Version (in PDF)
  Translation: Spanish
• JK-R2-E1 Long-Term Hearing Officer Decision/Recommendation Exhibit (in PDF)
  Translation: Spanish
• JK-R2-E2 Expulsion Packet Checklist (in PDF)
• JK-R2-E3 Long-Term Hearing Folder Checklist (in PDF)
• JK-R3 Student Discipline - Expulsion | Print Version (in PDF)
  Translation: Spanish
• JK-R3-E1 Expulsion Recommendation Exhibit (in PDF)
  Translation: Spanish
• JK-R4 Student Discipline - Suspension Abeyance Contract Regulation | Print Version (in PDF)
  Translation: Spanish
• JK-R4-E1 Abeyance Contract for ST Suspension Exhibit (in PDF)
  Translation: Spanish
• JK-R4-E2 Abeyance Contract for LT Suspension Exhibit (in PDF)
  Translation: Spanish
• JK-R4-E3 Suspension Abeyance Optional Conditions Exhibit (in PDF)
  Translation: Spanish
• JK-R4-E4 Suspension Reinstatement Letter Exhibit (in PDF)
  Translation: Spanish
• JKA Behavior Management and Student Discipline | Print Version (in PDF)
• JKA-R Student Discipline (Behavior Management and Discipline of All Students) | Print Version (in PDF)