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DECONCINI MCDONALD YETWIN & LACY, P.C. 2525 EAST BROADWAY BLVD., SUITE 200 TUCSON, AZ 85716-5300 (520) 322-5000 Richard M. Yetwin, Esq. (AZ #03196) Heather K. Gaines, Esq. (AZ #18447) Sesaly O. Stamps, Esq. (AZ #25773) TUCSON UNIFIED SCHOOL DISTRICT LEGAL DEPARTMENT 1010 E. TENTH STREET TUCSON, AZ 85719 (520) 225-6040 Samuel E. Brown, Esq. (AZ # 27474) Attorneys for Defendants UNITED STATES DISTRICT COURT DISTRICT OF ARIZONA ROY and JOSIE FISHER, et al., Plaintiffs, UNITED STATES OF AMERICA, Plaintiff-Intervenor, No. CIV 74-090 TUC DCB

18 vs. 19 20 21 22 23 24 25 1 26 and SIDNEY L. SUTTON, et al., Defendants-Intervenors, ANITA LOHR, et al., Defendants,


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1 2 3 4 UNITED STATES OF AMERICA, 5 Plaintiff-Intervenor, 6 vs. 7 8 9 10 TUCSON UNIFIED SCHOOL DISTRICT NO. ONE et al., Defendants. MARIA MENDOZA, et al., Plaintiffs, No. CIV 74-204 TUC DCB

The Tucson Unified School District (the “District”) by and through counsel
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undersigned, hereby gives notice that it is filing the Report on the Status of Implementation of the PUSP, attached hereto as Exhibit A. This Report is being filed pursuant to this court’s Order dated January 6, 2012. A copy of the Report is being sent via e-mail to the Special Master concurrent with this filing and a hard copy will be hand-delivered to the Special Master by counsel undersigned on January 24, 2012. DATED this 23rd day of January, 2012. DeCONCINI McDONALD YETWIN & LACY, P.C. By: /s/ Heather K. Gaines Richard M. Yetwin Heather K. Gaines Sesaly O. Stamps Counsel for Defendant Tucson Unified School District

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CERTIFICATE OF SERVICE X I hereby certify that on January 23, 2012, I electronically transmitted the attached document to the Clerk’s Office using the CM/ECF System for filing and transmittal of a Notice of Electronic Filing to the following CM/ECF registrants: Rubin Salter, Jr., Esq. 177 N. Church, Ste. 805 Tucson, Arizona 85701 William J. Maledon, Esq. 2929 N. Central Ave. P.O. Box 36379 Phoenix, Arizona 85067-6379 Christopher Awad, Esq. Civil Rights Division U.S. Department of Justice Washington, D.C. 10530 Lois D. Thompson Jennifer L. Roche Proskauer Rose LLP 2049 Century Park East, Suite 3200 Los Angeles, California 90067 Nancy Ramirez MALDEF 634 S. Spring Street, 11th Floor Los Angeles, California 90014 X I hereby certify that on January 23, 2012, I electronically transmitted the attached document to the following, who is not a CM/ECF registrant: Dr. Willis Hawley 2138 Tawes Building University of Maryland College Park, MD 20742



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Pursuant to the Court’s order, the District submits the following report on the status of implementation of the PUSP, with specific reference to each affirmative obligation thereunder. For ease of reference, each affirmative obligation will be numbered and will appear herein in the order it appears in the PUSP. At the end of each section, the District identifies the current status as “Not Implemented” “Initiated” or “Implemented.” Appendix 1 summarizes the current status of all affirmative obligations under the PUSP.

Strategic Student Assignment…………………………………………………… ..........................2 Strategic Recruitment, Retention, and Placement of Staff ..............................................................5 Intentional Equal Access…………………………………………………………........................11 Restorative School Culture and Climate……………………………………………… ................24 Intentional Student Advocacy ........................................................................................................42 Annual Monitoring of Progress and Compliance..……………………………………… ............43

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1. Pilot Student Assignment Plan [pp. 5-7] (Initiated) For the balance of placements (for seats left after students enrolled in their “home” schools) for School Years (SY) 2009-10 and 2010-11, the District initiated a pilot Student Assignment Plan (SAP) in elementary and middle schools. Per the PUSP, the District would analyze the pilot and submit a permanent plan to the Governing Board by October 1, 2011. Though the pilot had not been fully implemented by the end of SY 2010-11 (see section 2 below), most components had been implemented: schools were divided into three zones based on four criteria; schools developed specialized “First Choice” themes to attract non-neighborhood students; the District marketed options to parents and students; and free transportation was provided to students who voluntarily transferred outside of their zone. The District, with input from the PUSP Committee (PUSPC)1, determined that a pilot analysis would be incomplete if based on anything less than full implementation, and that a third year of data (after the plan had been fully implemented) would yield more accurate analyses for use in developing a permanent plan. The third-year data is now available and has been shared with the PUSPC. The District will meet with the PUSPC in the coming weeks to discuss and analyze the results.

2. Marketing and Recruitment [p. 8, VI.] Beginning in August 2009, the District initiated a pilot program of program of marketing of magnet and open enrollment schools, including the availability of transportation for eligible students. Marketing strategies focused special attention on African American and Hispanic students, and included the following:

a. District-wide marketing fairs for parents [p. 8, bullet 1] (Implemented) The District has hosted annually a Festival of Schools and a High School Fair for parents and students to attract and recruit students.
The PUSPC is comprised of Plaintiffs’ representatives, Dr. Len Stevens, Dr. John Pedicone, and other TUSD staff. The PUSP identified three specific areas where the District would work with the committee: (1) the hiring of the Internal Compliance Officer; (2) the selection of an External Compliance Officer; and (3) the analysis of the pilot Student Assignment Plan and development of a permanent Student Assignment Plan.

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b. Mailings to households across geographical zones [p. 8, bullet 2] (Implemented) Mailings include a “Catalogue of Schools” highlighting District options (also distributed at marketing fairs), school brochures, and targeted mailings to attract diverse students to schools. Flyers reflecting the District’s cultural diversity and the diversity of educational options were sent home with each District student advertising the Festival of Schools.

c. Home visits [p.8, bullet 3] (Not Implemented) The District made a conscious decision not to implement this obligation due to the overwhelming numbers of information-seekers that visit the Dep’t for School Community Services (DSCS) each year (over 25,000 phone calls, and approximately 10,000 visits from families interested in information on school options and other information.)

d. Outreach conducted in multiple languages [p.8, ¶2] (Implemented) Outreach has included advertisements on TUSD TV, recruitment at individual sites, and recruitment and contact from the Ethnic Studies Departments2. The implementation of this outreach has been a joint effort between the Meaningful Access Dep’t, Title I Parent Liaisons, Parent Involvement Coordinators, MASD, APASD, and the Family and Community Outreach for Refugees Department.

e. Outside marketing expert [p. 8, ¶4] (Initiated) In SY 2010-11, a Request for Proposal (RFP) was initiated and sent to potential vendors. An expert was selected and data was made available to examine the impact on enrollment from Open Enrollment and Magnet schools. The expert worked on several initiatives and conducted focus groups. We are in the process of reviewing the focus group results.

f. Review and adjustment in SY 2009-10 [p. 8, ¶4] (Not Implemented)

The Ethnic Studies Departments consist of the Mexican American Studies Department (MASD), African American Studies Department (AASD), Native American Studies Department (NASD), and Asian Pacific American Studies Department (APASD)


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As the marketing expert was not hired until SY 2011-12, the District will review and adjust the marketing program in the spring of SY 2011-12. The review and adjustment will be done in consultation with the outside marketing expert, and adjustments will be made for SY 2012-13.

3. Registration and Enrollment Process [p. 8-9, VII.] (Implemented) The District uses rank-ordered priorities to admit students to magnet schools, magnet programs, and through open enrollment. Students not admitted through this process are placed in a waiting pool and considered for acceptance when space becomes available. Beginning in November 2009, the District began accepting applications for open enrollment and magnet school placement. The priority window for applications closed in February 2010. Applications continued to be accepted through the spring, summer and fall for SY 2010-11. The Open Enrollment and Magnet School Lottery is managed by the Office of School Community Services, and was held in late February 2010 as needed for schools in which applications out-numbered seats. Student assignments were made, parents were notified and officially accepted placements, and the process continued throughout the year as applications were received and space was available in our schools. Beginning in October 2010, applications were accepted for placements for SY 2011-12, and the Lottery was held at the end of January 2011. Student placements were made immediately through a lottery process, and continued to be made based on available space and prioritized according to the PUSP.

4. Transportation [p. 9, VIII.] (Implemented) District resident students accepted into magnet schools, and open enrollment students accepted to schools in a different “zone” (A-B-C) from where they resided, were eligible for transportation. The District provided transportation for many of these students.

5. Incentives [pp. 9-10, IX.] (Initiated) Schools were required to develop and implement school choice plans, but were not required to show continuous progress. The District has hired a consultant to develop and implement a budget process that requires schools to justify the receipt of desegregation funds by demonstrating continuous progress with their individual plans. In January 2012, District staff

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members and the consultant conducted training to all District administrators on the new budget manual and budget process for Desegregation/OCR funding.

6. External Recruitment/Retention [pp. 11-12, B(1)]

a. National recruitment campaign [p. 11, B(1)(a-c)] (Implemented) Since SY 2009-10, the national campaign: included recruitment outside of the U.S. Southwest; focused on Historically Black Colleges and Universities (HBCUs) institutions, teacher colleges, and institutions in areas of the country with large African American populations; and focused on all grade levels and subject areas. Specifically, the District’s national recruitment efforts have included virtual recruitment, and postings at the following print and/or online locations:          Teachers of Color (print and web) (web) (web) Want to (web) Career Media Solutions-HBCU (print and web) American Association for Employment in Education Education (web) Craigslist and Regional Advertisement for areas of recruitment trips Targeted college/university career center postings

The District has utilized incentives (identifying critical need areas and hard-to-staff sites, and providing opportunities for stipends in accordance with federal guidelines), and has developed job pools to screen, interview and rank perspective candidates and provide hiring agents with a compiled list of qualified candidates. The District’s recruiter has made several recruitment trips to HBCUs and has conducted outreach (primarily through job fairs) to areas with large African American and/or Hispanic populations in Alabama, Florida, Iowa, Michigan, Minnesota, New Mexico, New York, Tennessee, Louisiana and

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Utah. The national outreach has helped highlight some of the barriers to national recruitment, and some successful strategies employed by other school districts. Examination of these issues should lead to the development of successful strategies:     Candidates are hesitant to leave their home-state, or general region Arizona generally, and TUSD specifically, pays lower teacher salaries than even some of the poorest southern states (which also have lower costs of living) Southern school districts in particular recruit in the West Indies Arizona certification requirements create significant financial obligations to firstyear teachers, especially limited reciprocity (as of SY 2008-09, out-of-state candidates faced obligations ranging from $800 to $4,000 to meet reciprocity requirements)  That Arizona is only one of five states that do not use the Praxis for certification, in addition to NCLB requirements, makes it difficult to actively recruit

In SY 2011-12, Human Resources has been working with the Legal Department to revise board policies to – among other things – better support recruitment/retention goals. The District recruiter is actively developing a diversity plan that focuses on increasing staff diversity. The District recruiter is strategically focusing in-person efforts on the Southwest region, including West Texas, New Mexico, and California, but is also planning efforts the East Coast, Mid-West, and the South.

b. Partnership-building with local companies [p. 11, B(1)(d)] (Initiated) The District has explored the idea of using employee assisted housing and/or downpayment assistance to recruit minority teachers in partnership with the City of Tucson and Old Pueblo Comm. Foundation. Through this initiative the District assisted two teachers in purchasing a home (at least one was a minority). This program did not produce the desired results and the partnership was dissolved. The District has worked Raytheon by providing Raytheon with District recruiting materials to share with family members of prospective engineers. For SY 2011-12, the recruiter is actively engaging organizations such as U of A South, Raytheon, Davis-Monthan AFB, the Urban League, and Pima County One-Stop to network and to develop recruiting strategies. The recruiter

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has also been in contact with the Center for Recruitment and Retention of Mathematics teachers to develop a partnership to place graduating students in critical-needs schools.

c. Partnership-building with Tucson Values Teachers [p. 11, B(1)(e)] (Initiated) Three meetings were held with Executive Director Jacquelyn Jackson when the organization first formed. She has subsequently been invited to join the District’s Recruitment/Retention Advisory Committee, but has not attended any meetings. For SY 2011-12, the District will seek to re-establish this partnership.

d. “Teach for America” as a recruitment strategy [p. 11, B(1)(f)] (Initiated) The District has held a yearly meeting with TFA to explore whether the District can support the number of teachers to create a Tucson Program. The requirement of 30 teachers per year for three years has been the challenge to moving forward with TFA. For SY 2011-12, the recruiter will re-engage TFA to reestablish this partnership.

e. Track students in “Future Educators” program [p. 11, B(1)(g)] (Not Implemented) This program no longer exists.

f. Utilization of the “Education Professions” class [p. 11, B(1)(h)] (Not Implemented) This class no longer exists.

7. Hiring Process [p. 12, B(2)] (Implemented) The District has actively monitored ethnic/racial diversity and the hiring process districtwide, and provided training on the importance of ethnic/racial diversity to all school personnel. School Site Council members and site administrators have received training on the importance of ethnic/racial diversity, the competitive hiring process, and EEOC guidelines. The District, as a matter of course, seeks racial, ethnic, and gender diversity for all of its interview panels. Human Resource staff members, to the extent practicable, form interview committees that include at least one each of the following: union representative; parent; teacher; community member; central administrator; African American; Anglo; Asian;

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Hispanic; Native American; male and female. Additionally, interview panel forms include space to identify the student ethnic/gender breakdown for the relevant job site.

8. Recruitment/Retention Advisory Committee [p. 12, B(3)] (Initiated) An ethnically/racially diverse Advisory Committee chaired by the District recruiter had actively engaged key constituencies in the District’s recruitment and retention plan and worked collaboratively to recruit and retain highly qualified teachers who will live and work in the District. The committee was composed of 15 members representing a wide-spectrum of community members. The committee analyzed: obstacles to recruitment (and potential solutions); priority hiring needs and vacancies; potential incentives; community outreach; the need for adequate marketing and networking; specific state-law obstacles such as the “reduction-in-force” (RIF) process; low-teacher salaries; lack of intercultural understanding; and the effects of state laws on Arizona’s image (i.e. SB 1070, Ethnic Studies law, etc.). The Committee has not met since 2010 but the recruiter has scheduled a meeting with the committee for January 31, 2012 to continue the committee’s effort. The committee reviewed and updated recruitment materials, but had not done so in collaboration with the Internal Compliance Officer (who was not hired until 2011). The current iteration of the committee will collaborate with the ICO, or equivalent position.

9. Focus Groups and Surveys [p. 12, B(4)] (Initiated) In 2008-09, the District organized focus groups to gain varying perspectives on teachers’ needs. These focus groups did not continue to meet beyond SY 2009-10. In SY 2010-11 the District developed and conducted exit surveys for educators who had left the District to identify root causes, perceptions of employment, and job satisfaction. This information will be used to improve employee satisfaction and retention.

10. Goal Setting [pp. 12-13, B(5)] (Not Implemented) The PUSP required the Superintendent, with the advice of the External Compliance Officer (ECO), to set annual or biennial statistical goals for certified staff diversity district-wide as well as for staff categories specifically addressed in the PUSP. An ECO was not selected, and these goals were not set.

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11. School-Level Faculty Diversity [pp. 13-14, B]

a. Track and compare faculty diversity levels [p. 13, B(1)] (Implemented) The District actively tracks and compares faculty diversity levels.

b. Address faculty diversity disparities [p. 13, B(2)] (Not Implemented) Beginning in SY 2011-12, the District’s Stipend Committee has been exploring strategies to entice current teachers to transfer to high-need areas.

c. Ensure diverse candidate pools [p. 13, B(3)] (Initiated) See sections 6 and 8, above.

d. Ensure diverse interview panels [p. 13, B(4)] (Implemented) See section 7, above.

12. New Teacher Support [pp. 14-15, B]

a. New-Teacher induction and mentoring program [p. 14, B(1)] (Implemented) The District implemented this program in 2007, and expanded it to all schools in 2008 including development of a formalized structured program with defined criteria. Beginning in SY 2010-11, the program became mandatory for teachers new to the profession, new to District, or for teachers on Intern Certificates, and lasts for three years. Based on site administrative recommendations, participants in the TUSD

Induction/Mentoring Program may remain in the program for their fourth year. A list of seminars is provided to all site administrators to facilitate recommendations from administration to staff. Program components include: orientation; mentor support; professional development; and evaluation.

b. Training through the Mentor Academy [p. 14, B(2)] (Implemented) The District has identified mentors for new teachers, and has trained these teachers through the Arizona K–12 Center in the UC Santa Cruz New Teacher Center model.

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c. Assignment of new teacher mentors [p.14, B(2)] (Implemented) The District assigns each new teacher with a mentor, who meets with the teacher for approximately two hours per week for the first three years.

13. Continuing Teacher Support [p. 15, 3]

a. Mentor support program for struggling teachers [p. 15, 3(a-b)] (Implemented) Since SY 2009-10, struggling teachers in their 3rd through 5th years of service have been referred to the mentor support program by administrators based on evidence that the teacher requires additional mentor support in order to provide more effective classroom management, lesson planning, or student instruction. Mentors have been assigned so that all eligible teachers referred to the program have received a mentor.

b. Training on effective teaching in diverse settings [p. 15, 3(c)] (Implemented) Since SY 2009-10, the District has provided high-quality in-service training on effective teaching in diverse settings to experienced teachers.

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14. Gifted and Talented Education (GATE) [pp. 16-190]

a. Middle and high school GATE classes [p.17, D(1)] (Initiated) Grades 6-12 course offerings exist but continue to be inconsistent despite that the GATE Coordinator and the Assistant Superintendent who supervises the GATE programs have met with HS/MS leadership teams and principals each year since SY 2008-09. The District is moving towards using a systemic course offering with class codes that takes into account other ‘advanced academic courses’ such as pre-AP and AP. A source for consistent data has been difficult: the GATE department has not been able to consistently track the number of GATE students served who are not in self-contained GATE in grades 6-12 (even though the District has maintained such data prior to SY 2009-10). As result, the GATE department does not have a 6-12 student recruitment and retention strategy to increase enrollment in HS/MS GATE courses. The GATE department is making progress in helping HS/MS teachers obtain their endorsement through supplemental trainings, offered since spring 2009. Additionally, a special Saturday provisional endorsement class was provided to 58 HS/MS teachers (the GATE Coordinator estimates over 100 more will need to be trained to have an impact on increasing HS/MS GATE offerings.

b. K–5 gifted-endorsed teacher initiative [p.17, D(2)(a)] (Implemented) Since SY 2009-10, the GATE Department has maintained a database of District teachers who either have a gifted endorsement or are working to obtain such endorsement. In summer 2009, and again in spring 2010, Human Resources provided the GATE Department with the list of endorsed teachers. That list was then shared with appropriate site administrators for purposes of building class lists and placing students. In SY 201112, the GATE Coordinator is consulting with Central administration on how best to distribute the following documents: “Gifted Endorsed 2-Year Comparison” and “Gifted Endorsement Contact Hours Progress.” Please note that Arizona law allows a teacher to work with gifted students if they are pursuing an endorsement. Thus the “Gifted

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Endorsement Contact Hours Progress” document is very useful for identifying and interviewing candidates for K-5 GATE positions.

c. Recruitment / recommendation of teachers of color [p.17, D(2)(b)] (Initiated) The District has recruited teachers of color with GATE endorsements through numerous publications. The recruiter has not recommended any specific teachers of color with endorsements for hire. The GATE Coordinator has also provided training announcements to Ethnic Studies Departments for dissemination to prospective teachers of color. For example, the Ethnic Studies Departments invited current teachers to the spring 2011 HS/MS Provisional Endorsement Training.

15. GATE Identification [pp. 17-18]

a. Recruitment of underserved students [p.17, D(3)(b)] (Implemented) In SY 2008-09, GATE screenings with the RAVEN were expanded to include all 1st, 5th, and 8th graders. These screenings proved to be costly in terms of time and effort while not identifying large numbers of additional students for testing. Nearly all parents of students who were identified with the screening requested full-testing by returning postcard referrals. The postcard referral process was also being piloted at the same time and as a result, the GATE department did not continue the RAVEN screening in SY 2009-10 but did continue the Postcard referral process.

The District has actively recruited underserved students by: screening all students in kindergarten and grades 1, 5, and 8; and by testing students in grades 2, 3, 4, 6, and 7 upon parent request and by underserved indicators (AIMS, Terra Nova, language acquisition scores, teacher recommendation) through the opt-out process. The GATE Department has worked with schools and departments, such as the Ethnic Studies Departments, in the recruitment of students who have been identified as eligible for GATE services. Their process has been to personally contact parents of students who decline placement and/or do not respond to our mailings. The focus of these personal

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phone calls has been to ensure parents know about the District’s comprehensive K–12 gifted services and to encourage them to enroll their children.

b. Quarterly meetings (GATE / Ethnic Studies) [p.17, D(3)(c)] (Implemented) The GATE Coordinator made attempts to meet in SY 2009-10. Government Program Department meetings have served as a way to communicate GATE efforts with Asian, African, and Native American Studies Departments since 2009-10. MASD began to participate in the Government Program meetings in spring 2011. In addition, the Directors of Mexican, African, and Native American studies are members of the GATE Advisory Committee. The AASD Director, or his representative, has attended most of the 12+ meetings that have been held since February 2010. The MASD Director attended once and NASD has attended a few times.

c. Outreach [p.17, D(3)(d)] (Initiated) Outreach has included the following strategies: 

Direct home contact by GATE teachers during the placement process - as described above, the District has engaged in initiating personal contacts between self-contained sites and families (through the Ethnic Studies Departments). A system of reporting would have to be created and required to measure outreach efforts.

Quarterly parent information meetings - This has yet to occur in a consistent manner. However, Spring Open Houses are consistently held each school year. The Coordinator has held annual meetings in 2008-09 and 2009-10. Meetings in 2010-11 have been site specific (Tully, Doolen, Gale). Some sites have held special events such as White Elementary.

Quarterly parent-student-teacher conferences - This has yet to occur in a consistent manner and typically occurs at parent request and during the official District calendar times each semester. It may not be realistic for teachers to meet with every parent each quarter but should be a goal each semester.

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Quarterly newsletters - This has yet to occur in a consistent manner and depends on site expectations. Itinerant staff members will communicate through newsletters, progress reports and/or projects each quarter. The Coordinator supervises the Itinerant staff. The Coordinator does not supervise the resource/self-contained staff and is therefore not sure how often these teachers communicate with parents. A GATE department newsletter was distributed in the 2008-09 and 2009-10 school years but was not sent in the 2010-11 school year due to numerous challenges and changes taking place. The GATE Coordinator hopes to communicate more consistently in the 2011-12 school year with the help of the Parent Support Group.

Web pages, DVDs, and online videos –the website has been continuously updated as needed and in accordance with software capabilities. Nine video segments were created representing the following self-contained programs: Corbett, Doolen, Hollinger, Lineweaver, Pistor English, Pistor Dual Language, Tully, Vail, and White. DVDs were sent home with GATE offers in SY 2009-10. All segments are available online and promoted in placement literature.

16. GATE Placement [p. 18] (Implemented) This continues to be a topic of frequent discussion amongst staff, leadership, and the GATE Advisory Committee. The GATE Coordinator and the Assistant Superintendent who supervises the GATE program (Dr. Lupita Garcia) have attended national and state conferences to explore new methods and assessments. As with the Naglieri Nonverbal Ability Test pilot conducted in Spring 2009, sufficient budgetary and human resources will have to be allocated for future pilots that may include, for example, an inventory checklist or a creativity screening assessment. The District has continuously explored and considered alternative methods of defining and identifying giftedness, including teacher

recommendations, parent referral, administrator referral and self referral for placement in GATE. In SY 2011-12, new policies were implemented that allowed students to continue to qualify for GATE services without having to retest in the fifth and eighth grade years.

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17. GATE Retention [p. 18, D(5)]

a. Parent/Staff support group [p.18, D(5)(1)] (Implemented) The GATE coordinator has facilitated a GATE parent/staff support group (“GATE Advisory Committee”) that has met regularly since February 2009 to provide feedback about program satisfaction and ideas for improvement. Starting in SY 2011-12, staff members have met and are developing strategies based on parent input from the previous two years.

b. Collaboration with other departments [p.18, D(5)(2)] (Implemented) See section 15(b), above.

c. Professional Development to Leadership Teams [p.18, D(5)(3)] (Implemented) The GATE coordinator has met with Leadership Teams to provide professional training regarding gifted services. Elementary and Middle School Leadership Team Meetings over the last two years have included sufficient time to provide information regarding gifted services. The District is working to improve professional development opportunities with High School Leadership (typically, GATE has had minimal contact through sporadic presentations at High School Leadership Team Meetings). 18. Honors/AP Recruitment and Outreach [p. 19]3

a. Equitable enrollment opportunities [p.19, C(1)(a)] (Implemented) See 37(3), below. The District has taken actions to ensure that all students have equitable opportunities to enroll in Honors/AP courses and for dual enrollment. Counselors have been trained and directed to use the AP Potential Report (based on PSAT scores) to identify underrepresented students who have demonstrated potential for success in Honors/AP classes.

The curriculum department was disbanded for SYs 2009-10 and 2010-11 due to fiscal constraints. For SY 201112, a Deputy Superintendent (Dr. Maria Menconi) was hired to begin the process of writing a cohesive District curriculum. Her office is analogous to the former curriculum department.


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b. Grade review and recruitment meetings [p.19, C(1)(b)] (Initiated) The PUSP components, Action Plan and an historical review of TUSD desegregation and post-unitary status were presented to all school counselors in SY 2009-10. Also, a new electronic pre-registration process was put in place. High school students pre-registered for classes using an intranet-based system where they aligned required coursework with personal interests and aspirations for post-secondary options. Students received intentional, focused guidance (often in classroom or small group settings) from counselors regarding graduation requirements, career pathways and course selection.

Transcripts for all students are reviewed each semester by counselors, with AASD and NASD placing special emphasis on their respective student populations. Students are identified and encouraged to take rigorous coursework based on grades, test scores and personal commitment to do advanced work. These efforts resulted in an increase in the number of minority students enrolled in advanced academic courses. In comparing 200910 and 2010-11 school years, there were 98 fewer African American students enrolled in District high schools, however, there was an increase (11) in the number of African American students enrolled in one or more AP/IB classes. For Hispanic students, the total number enrolled in District high schools increased by 322 (3%) and the number of Hispanic students enrolled in one or more AP/IB classes increased by a total of 222 (21%). During SY 2010-11, the pre-registration process was improved and counselors increased efforts to meet with students prior to course selection. A limited number of parent meetings were held to encourage enrollment. In SY 2011-12, increasing the number of meetings with individual students’ parents is a priority for 2011-2012.

c. Information to parents [p.19, C(1)(c)] (Initiated) On a limited basis, site administrators and middle school teachers have provided parents with information on Honors/AP classes and the importance of early academic success in preparing students for advanced work at the high school level. These meetings have generally been parent-initiated. In SY 2011-12, the District is working to increase parent contacts through campus-initiated and District-initiated meetings.

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d. Recruitment collaboration [p.19, C(1)(d)] (Not Implemented) This has not been implemented; the District did not have a Curriculum Department for two years (see section 18 fn. 3, above).

19. Honors/AP Retention [pp. 19-20]

a. Student feedback to school administration [p.19, C(2)(a)] (Not Implemented) In SY 2011-12, the District has been developing a plan to survey students in advanced academic courses. Survey results will be used to launch student/teacher/administrator discussions, and to improve instructional delivery, improve teacher/student interactions, and ultimately to improve academic performance and retention.

b. Interventions for students earning a “B” or lower [p.19, C(2)(b)] (Not Implemented) To date, interventions have been left to the discretion of teachers and site-administrators. Once in the classroom, teachers are expected to contact parents if students are experiencing academic problems. Learning Support Coordinators (LSCs) also assist with the removal of student learning barriers. Additionally, sites offer tutoring for students during conference periods. This intervention time also allows students one-on-one time with AP, Honors or regular education teachers. The District has not implemented, District-wide, a process to engage students based on a “B” or lower.

c. Parent interaction [p.19, C(2)(c)] (Initiated) Mexican American Studies Department MASD is a curriculum-based program, and is not structured to facilitate this obligation.

African American Studies Department Since SY 2009-10, AASD staff members interacted with parents via email, phone calls and conferences. AASD staff members reviewed student data using Mojave to identify potential honors and AP students. AASD participated in the Rincon registration round robin process and walk-through with students advising them on class options. AASD

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staff members have made contact with parents via email, phone calls and conferences to encourage enrollment in AP courses. A pilot program was initiated at Sahuaro to encourage students (at the start of school) to enroll in AP/Honors. In SY 2011-12, AASD staff members contacted parents via email, phone calls and conferences. A presentation included discussing a pilot project to increase African American enrollment in rigorous course offerings. AASD staff members met with the counseling department to discuss ACT Explore/PSAT/SAT as a tool to increase rigorous course offerings.

Asian Pacific American Studies Department Since SY 2009-10, parents of students who were at risk of failing in Honors/AP courses were contacted by APASD staff members. APASD staff members facilitated student/ parent/teacher conferences to suggest interventions to better support the student. Where necessary, APASD staff members made efforts to provide ongoing support to parents of students in advanced academic courses. Students who were experiencing stress from home and/or from school were referred to counseling support services.

Native American Studies Department Since SY 2009-10, parents of students who were at risk of failing in Honors/AP courses were contacted by NASD staff members every four weeks. NASD staff members facilitated student/parent/teacher conferences to establish interventions that would support the student. NASD staff members assisted parents in setting up access to the TUSDStats Parental Login Page. To support parents, NASD offered transportation to/from school and conducted home visits where needed.

d. Student feedback to Ethnic Studies departments [p.19, C(2)(d)] (Not Implemented) In SY 2011-12, the District has been developing a plan to survey students in advanced academic courses. Survey results will be used to launch student discussions with Ethnic Studies Department staff. Results will be used to improve instructional delivery, improve teacher/student interactions, and to improve academic performance and student retention.

20. Honors/AP Teacher Selection [p.20, C(3)] (Not Implemented)

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21. International Baccalaureate (IB) [pp. 21-22, C]

a. IB recruitment [p. 21, C(1)] (Implemented) The District has recruited students from throughout the District and from other districts to the IB Program with emphasis on African American and Hispanic students. Cholla High School (site of the High School IB Program) has taken the following actions:     “Celebration of 2010 Students” included student reflections of their IB experience IB Information Night, October 12, 2010 IB Showcase, February 15, 2011 Recruitment meeting with pizza for incoming 2011-12 Juniors, February 2011

The District has supplemented Cholla’s site recruitment with the following actions:    Festival of Schools Middle School Recruitment at the U of A Beardown Gym The IB Coordinator has assisted Cholla counselors in registering middle school students for 9th grade classes

b. IB outreach [p. 21, C(2)] (Implemented) To encourage interest in the IB Program, school staff has developed an outreach plan to contact both underserved student groups and their parents, beginning in the elementary and middle schools. The Outreach has included the following actions:  October, 2010 – Sent invitations to 2,300 8th graders at Doolen, Pistor, Roskruge, Hohokam, Maxwell, Mansfield, Safford, Valencia, Wakefield and Miles for the October 12th Information Night at Cholla (and advertised the event on the TUSD website and on Cholla’s marquee).  February, 2011 – Sent out invitations to all 8th graders at Doolen, Pistor, Roskruge, Hohokam, Maxwell, Mansfield, Safford, Valencia, Wakefield and Miles for the Showcase at Cholla (and advertised the event on the TUSD website and on Cholla’s marquee).

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 

May, 2011 – Revamped the information brochure and IB flier which is being printed in May. It will also be translated and printed in Spanish. Articulation between Cholla and Safford Middle School o October 2010 – Cholla and Safford staff met to discuss the articulation between the schools to improve the IB Pipeline and the need for implementing the Middle Years Program (MYP) in grades 9-10 at Cholla. o March, 2011 – Annelies Brabant, former MYP teacher, went to Safford to help the Middle Year’s teachers understand how to develop their MYP curriculum maps. o March, 2011 – Frank Armenta, Frank Moraga, Joyce Meyer, Annelies Brabant and Nour Jandali presented to the Safford staff Cholla’s plans for developing the MYP and IBCC Programs at Cholla. o March, 2011 – Jim Fish, Terry Tenance, Sarah Costello, Frank Armenta, Frank Moraga, Joyce Meyer and Annelies Brabant met to discuss articulation of the District’s IB Pipeline o August, 2010 through May, 2011 – Nour Jandali has been teaching Arabic at Safford and Cholla through the Foreign Language Assistance Program (FLAP) Grant.

c. IB elementary and middle school [p. 21, C(3)] (Implemented) A minimum of one elementary and one middle school will be identified and funded for an IB Primary Years Programme (PYP) and an IB Middle Years Programme (MYP), respectively, for 2010–2011 school year. Robison Elementary School has been identified as an IB PYP is supported by grant funding. Safford K-8 School has been identified as an IB MYP and is supported by grant funding. Both school programs are in their second year of operation in SY 2011-12, considered the “candidacy phase.” Robinson will seek full IB PYP status in March 2012; Safford will seek full MYP status in September 2012.

d. IB support plan [p. 21, C(4)] (Implemented) When student progress reports are issued every four and one-half weeks, school staff members identify IB students who received grades below a B, and communicate with

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parents. The Ethnic Studies Departments assist in this effort by informing parents about their child’s progress, teacher expectations, and additional academic support available to students. The following actions have been taken:   Intervention plan written to include a student/parent/coordinator contract, time schedule for tutoring/tutoring log/home study time log and weekly progress report Staff members have met with Diploma Programme students who had poor grades at the end of the first progress report; the Diploma Programme is in full implementation at Cholla High School for students in grades 10-12.    Solidified the curricular goals of the 9th and 10th grade IB Prep courses to give students intentional access and preparation to the Diploma Programme. Invited African American students through AASD’s Showcase in February. Provided Saturday workshops for the Extended Essay, CAS and other needed coursework in Diploma Programme classes.

22. University High School (UHS) [pp. 22-23, C]

a. UHS teacher recruitment [p. 22, C(1)] (Initiated) UHS has aggressively recruited and sought to hire African American and Hispanic teachers. While UHS is committed to recruiting African American and Hispanic faculty, District hiring policies are restrictive in nature. In SY 2008-09, UHS hired an African American teacher but that teacher was subjected to a reduction-in-force in 2009 due to a lack of seniority. In SY 2010-11, UHS hired an African American College and Career Readiness Coordinator, and a Hispanic Learning Supports Coordinator.

b. UHS student recruitment [p. 22, C(2)] (Implemented) As a result of two successive Interim Principals beginning the academic school year in SY 2009-10, long term planning relating to the PUSP did not occur the first semester. During the 2010 spring semester, the Interim Principal, Elizabeth Moll, sent the Mentor Recruiters to each middle school to meet with 7th grade students to encourage them to apply and test for admission. The Mentor Recruiters contacted the families of all qualified African American and Hispanic students and encouraged them to attend UHS.

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A series of Breakfast Orientations were organized. During the summer of 2010 UHS administration partnered with the Accountability and Research Department to make the application process more streamlined, accessible and transparent. UHS stakeholders met for three days to develop strategies for recruitment and retention of students of color. A Recruitment and Retention subcommittee was established and meets once a month during the school year to monitor progress and support continuous improvement. The District extended the application deadlines and provided more testing opportunities.

In 2010-11 UHS implemented several recruitment strategies. Led by its Learning Supports Coordinator (LSC), UHS initiated three parent Informational Nights at strategic middle schools. The District developed an advertising campaign with KVOA, which aired 17 times in January with the message “You Should Be Here.” To improve communication with the middle schools, UHS hosted an Informational Breakfast for Middle School Counselors and LSCs in spring 2011. Feedback indicated that counselors gained an understanding of the UHS admissions process. The UHS contacted potential African American and Hispanic students and families to invite them for a tour and information session. Having a bilingual coordinator has facilitated this process.

In order to be more strategic in its recruitment UHS has developed a calendar for 201112, which includes school visits, parent information nights, and targeted outreach in partnership with the Ethnic Studies Departments including 8th grade recruitment mailing. In addition, UHS has redesigned its website and, in partnership with AASD, has redesigned its brochure to include more diverse images in order to better target minority students. After student qualification we will offer site tours, Freshman Orientation, and targeted outreach. The events are not new but the timing is earlier in the calendar year in order for students and families to be more knowledgeable about UHS before they make their school placement decision.

c. UHS Retention [pp. 22-23, C(3)] (Implemented) In the summer of 2010, UHS’s Site Council Summer Advisory Committee made recommendations to UHS to address the provisions of this section. Tracy Benson (Pima

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County School Superintendent’s Office) facilitated the UHS Site Council Advisory Committee, which was made up of stakeholders who met for three days to make recommendations for enhancing parent communication. Recommendations were presented to the faculty and adopted by the Site Council on August 17, 2010. Once the recommendations were approved, Site Council established a “Recruitment and Retention Committee” to monitor the implementation of the recommendations. This committee meets on a monthly basis and reports to Site Council and the Parent Association. Additionally, UHS and the Site Council have taken the following actions:   Used existing data (e.g. placement test, COGAT, transcripts) to identify students’ areas of potential strengths and weakness with emphasis on 9th and 10th graders Held grade-level meetings every four weeks to identify struggling students across the curriculum and to develop instructional strategies addressing the identified needs of the students  Designated a point person from the grade-level meetings to contact parents and to monitor students’ progress. Parents were made aware of after school tutoring, writing and math centers and conference periods on Monday and Tuesday for additional support.  Instituted express bus transportation. Extended bus travel resulted in negative impacts on student academic performance. Therefore, student surveys were sent out to determine the length of travel time. Multiple meetings were held with parents and a strategy was established to work with the Transportation Department to minimize travel time for students who were on buses more than 1 hour each way. As a result express transportation was instituted on January 31, 2010.  Created a Learning Supports Coordinator position at UHS to meet with students and parents to communicate and provide academic and social support.

In SY 2010-11, UHS plans to re-establish professional development time to continue with grade level meetings, promote more faculty communication with parents, explore additional strategies to ensure more faculty communication with parents occurs, and continue with express transportation.

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23. Diversity Leadership – Review and Assessment [p.24 B(1)]

a. DSE tracks student experiences; identifies interventions [p.24 B(1)(a-b)] (Initiated) In April 2011, the Accountability and Research (A&R) Department gave the Department of Student Equity (DSE) approval to commence this research. The research project is being conducted in conjunction with the DSE, MASD, and AASD. In SY 2010-11, the departments worked together to identify students to be interviewed. This has not continued in SY 2011-12.

b. DSE assessments of staff intercultural proficiency [p.24, B(1)(c)] (Implemented) In SY 2010-11, surveys were piloted at Safford, Robison, and Ochoa Elementary Schools. In SY 2011-12, DSE has expanded the pool of schools assessed by partnering with AASD to administer surveys at Mansfield MS, Safford K-8 MS, Dodge Magnet MS, and Catalina Magnet HS. DSE will submit a preliminary report on the findings.

c. DSE curriculum and teaching reviews [p.24, B(1)(d)] (Implemented) In SY 2010-11, January 21, 2011, the DSE reviewed UHS and Mission View, Ochoa, and Warren elementary schools. Further reviews continued through the end of SY 2010-11. The DSE, in partnership with MS Leadership, continues to participate in walkthroughs to review teaching methods and curriculum to ensure that principles of equality and equity are being reflected.

24. Diversity Leadership – Implementation [pp. 24-25, B(2)]

a. Academic equity [p.24, B(2)(a)] (Initiated) DSE has collaborated with staff to design, implement, and assess effective methodologies that contribute to greater academic equity. In SY 2010-11, A&R gave DSE approval to commence this project. DSE started this work at Mission View Elementary, Ochoa

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Magnet Elementary, and Warren Elementary. DSE has conducted three rounds of principal interviews, and site observations have commenced. Although this process was initiated, the research was suspended and planned interviews with teachers, students, and parents have not occurred.

b. New-hire orientation on cultural responsiveness/relevance [p.25, B(2)(b)] (Initiated) In 2010 the District in conjunction with the DSE developed a 45-hour Intercultural Proficiency (“Culturally Responsive Pedagogy”) course. The course was offered through the Professional Development Portal in 2010 and in the summer of 2011 but few, if any, enrolled. Because participation was voluntary there was minimal participation. In SY 2010-11, Dr. Maria Menconi (Deputy Superintendent) met with the DSE to review the course, and directed DSE to collaborate with MASD and AASD to redesign the course into three, four-hour blocks that can be offered to all new employees. The course has been developed but has not been offered to new-hires.

c. Leadership Academy (aka “Leading the Learning”) [p.25, B(2)(c)] (Initiated) The “redesign” of the Leadership Academy was not started. At end of SY 2008-09, the Academy was eliminated when the District eliminated the Professional Development Department that had previously operated the Academy. The goal of the Academy was to “grow our own” administrators and principals. While operational, the Academy lasted the entire year, every Wednesday from 4-6pm. Participants discussed public relations, management, etc. all with an eye towards bettering student achievement. Members included District teachers and some people from outside of the district. For every five members there were two administrators who worked closely as mentors. The Academy cost little to nothing to operate, as the mentor administrators volunteered their time, and District members could earn a “salary increment credit” for the hours they attended.

In SY 2010-11, attempts were made to initiate the redesign through Middle School Leadership and to rename the initiative “Leading the Learning” and to refocus it on teaching Restorative Practices. Most elementary, middle, and high school principals have received training in Restorative Practices. In SY 2011-12, Professional Learning

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Communities are being developed for each administrative level. Within those communities, seminars are offered on cultural responsiveness and further training will be given in restorative practices.

d. Cultural responsiveness/relevance [p.25, B(2)(d)] (Implemented) This work has been conducted in two parts. First, starting in SY 2010-11, DSE collaborated with AASD to conduct cultural responsiveness workshops for staff and administration at sites throughout the district including Palo Verde High School, UHS, Santa Rita High School, Sabino High School, Doolen Middle School, and Booth-Fickett K-8. These workshops continue to be offered based upon site requests and central administration’s input. Second, in SY 2010-11, the DSE-designed course was offered for anyone interested in increasing their depth of understanding in the area of cultural responsiveness, or for those who have been deemed in need of this type of continuing education. This course will be assessed for effectiveness and will continue to be offered based on central administration’s input. In SY 2011-12, DSE has continued to partner with AASD to expand this work to include Mansfield MS, Safford K-8 MS, Dodge Magnet MS, and Catalina Magnet HS.

25. Discipline [pp.25-26, C]

a. Review suspension data for root causes of disparities [p.25, C(1)] (Implemented) Starting in SY 2010-11, reviews began at: Catalina, Cholla, Palo Verde, Sahuaro, and Santa Rita High Schools; at Carson and Hohokam Middle Schools; and at Booth-Fickett, Safford, and Townsend K-8s. DSE has conducted quarterly suspensions dialogues with each of the sites listed above. In these dialogues, suspension and abeyance contract data is reviewed, and trends in the data are addressed. DSE has provided three Abeyance contracts colloquiums in order to help administrators and other staff members better understand how to best utilize abeyance contracts. Based on identified negative data trends existing at the end of SY 2010-11, DSE is collaborating with site administration and teachers to design protocols to minimize referrals. Within these protocols restorative practices will be implemented. Additional schools have been identified for SY 2011-12.

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In SY 2011-12, the DSE has continued to monitor and work with the schools identified in SY 2010-11 and has expanded the list of schools being monitored to include: Gridley Middle School, Magee Middle School, and Doolen Middle School.

b. Updates and actions to address disparities [p.25, C(2)] (Implemented) Beginning in SY 2010-11, DSE has worked with the Assistant Superintendents to provide updates on suspension. Based upon requests from Leadership and other department directors, special suspension reports and semester reports have been created. In SY 20112, the DSE continues to offer monthly suspension disparity updates to Leadership, and to present suspension disparity data presentations at the monthly Middle School and High Leadership meetings.

c. Focus on improvement, not punishment [p.26, C(3)] (Implemented) The DSE has continually worked to 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. The DSE has continued to provide seminars on abeyance contracts and restorative practices. In addition, the DSE hosts quarterly data review meetings with sites that have demonstrated a high per capita suspension rate and/or demonstrated ethnically disproportionate suspension rates. During these meetings, the focus of the discussion centers on restorative practices, abeyance contracts, and a shift in pedagogy and curriculum as a method of improving student engagement. During the 2011-12 an added focus within these meetings is a focus on “Maslow’s Hierarchy of Needs” as a means of developing stronger communities of care.

26. Discipline – Goal 1 [p.26, 2] Goal 1 is to change the punitive nature of the District’s discipline policies and practices.


Relationship training [p.26, 2(a)] (Initiated) The design for this course was completed in August of 2010, based on the “Authentic Caring” model, and was offered during the summer of 2011. Based upon central

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administration’s recommendation, this course could be provided throughout the district. The course has been developed but has not been made available b. Student surveys [p.26, 2(b)] (Not Implemented) Students were to be surveyed each semester to gauge student perceptions about teacherstudent interactions. Staff members were to be surveyed to gauge effectiveness of “Capturing Kids Hearts,” which is being implemented at Hohokam, Valencia, Wakefield, and Maxwell Middle Schools. This was not implemented.

c. Minimize referrals and suspensions [p.26, 2(c)] (Implemented) See section 25, above and sections 37(b, f, g and i), below.

d. Address race / racism issues [p.26, 2(d)] (Implemented) Starting in SY 2010-11, DSE and the Ethnic Studies Departments have advocated on behalf of students and parents to ensure that issue are resolved in a restorative and just manner. In SY 2011-12, DSE is creating a reporting matrix to track and baseline the number of incidents throughout the school year.

e. Accountability conference training [p.26, 2(e)] (Not Implemented) Administrators and staff were to be provided training on conducting accountability conferences with misbehaving students. This was not implemented.

f. Anti-Bullying training [p.26, 2(f)] (Initiated) Throughout SY 2010-11, DSE conducted three Anti-Bullying colloquium with K-12 administrators and support staff. In SY 2011-12, DSE will continue for offer its AntiBullying colloquiums. The District’s Guidance and Counseling Department has offered anti-bullying initiatives, including:  In September 2011, the Director for Guidance and Counseling surveyed each site to identify whether they had strategies in place to address bully prevention. This information is being used to identify successful strategies and to develop and strengthen district-wide efforts.

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  

“Kind Busses” program to train bus drivers and monitors on identifying and addressing bullying Facilitating the participation of 43 schools in “Ben’s Bells Kind Kids Program” (affecting 17, 245 students) Beginning in January 2012, 14, 900 District high school students will attend a “Kind Campus.” Ben’s Bells Kind Campus program is currently in place at the University of Arizona.

Facilitating participation from 13 high school students who are members of the Superintendent’s Student Advisory Council to spearhead the Kind Campus program

Facilitating bully-prevention workshops from Dr. Sheri Bauman (U of A Professor and anti-bullying expert), presented to 112 crossing guards and Ethnic Studies Department staff members, and presented to 11 schools,

27. Discipline – Goal 2 [pp. 26-27, 2] Goal 2 is to reduce the disproportionate number of suspensions of African American and Hispanic students.

a. Strategies to address student management [p.27, 2(a)] (Initiated) See section 25, above and sections 37(b, f, g and i), below.

b. Restorative practices training [p.27, 2(b)] (Implemented) See Appendix 2.

c. Additional restorative practices training [p.27, 2(c)] (Implemented) Training was to be provided by approved trainers throughout SY 2011-12; training for all new hires was available in the fall semester as well as capturing the remainder of the teachers that have not received training. MS teachers will begin to receive training during the fall 2011 semester. Approved trainers worked collaboratively with the Department of CIPL to coordinate all training. The District developed a universal LSC data collection/log section in Mojave, and continues to train all certified high school staff and

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administration in Introductions to Restorative Practices and Using Circles Effectively. By December 2011, the District had trained the entire High School LSC Team on Facilitating Formal Restorative Conferences.

d. DSE review of all long-term suspensions [p.27, 2(d)] (Implemented) Since SY 2010-11, all long-term suspensions have been reviewed, and according to Governing Board policy JK-R2, all outcomes have been reported to the Governing Board.

e. Identifying unusual discipline patterns [p.27, 2(e)] (Implemented) DSE began collecting data on unusual patterns in SY 2010-11 at the following schools: Catalina, Cholla, Palo Verde, Sahuaro, and Santa Rita High Schools; and at Booth-Fickett K-8, Carson Middle School, Hohokam Middle School, Safford K-8, and Townsend K-8. DSE has conducted quarterly suspensions dialogues with each of the sites listed above. In these dialogues suspension and abeyance contract data is reviewed, and trends in the data are addressed. DSE has provided three Abeyance contracts colloquiums in order to help administrators and other staff members better understand how to best utilize abeyance contracts. New schools were identified for review in SY 2011-12. See section 25(c), above and sections 37(g and i), below.

28. Discipline – Goal 3 [pp. 27-28, 2] Goal 3 is to reduce in-school suspensions and to change the punitive nature of in-school suspension (ISS) programs. a. ISS restorative practice training and integration [p.28, 2(a)] (Initiated) Schools have trained ISS teachers in restorative-based or similar practices and continue to require them to integrate these practices into ISS programs. This has not been implemented district-wide.

b. ISS placements [p.28, 2(b)] (Not Implemented)

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29. Parental Involvement [pp. 28-29, B]

a. Strengthen and modify existing parent programs [p.28, B(1)] (Implemented) The District has taken steps to maintain, strengthen, and modify existing parent programs to better engage parents, including:     DSE staff members have presented at NASD’s advisory committee meetings, and at community parent meetings Student and family mentors, drop-out prevention specialists, and others engage families through home visits Title I part A, parent workshops Community representative in over 90% of Title I schools

b. Community Outreach Division [p.28, B(2)] (Implemented) This division was formed with the creation of the position of the Assistant Superintendent for Government Programs, Academic and Community Outreach.

c. Community Outreach Committee [pp. 28-29, B(3)] (Not Implemented) The District has supported a committee containing representatives from staff and various communities in developing an outreach program targeted at increasing the involvement of African American and Hispanic parents. AASD and MASD directors met in spring 2011 to begin establishing said committee, but it has not been implemented. Parents serve on each department’s advisory committee to support outreach efforts, and each department actively communicates with parents throughout the school year. Additionally, AASD hosts a district-wide “Parent University” and a “Parent Night” at Santa Rita high school for parents and students, and MASD hosts quarterly parent meetings (“Parent Encuentros”) at various sites. NASD hosts a monthly parent advisory committee.

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30. Student Equity [pp. 29-31]


Equity Plan – Adoption by June 1, 2010 [p.29, C(1)] (Initiated) The Department of Student Equity has developed an Equity Plan, but it has not met with the approval of the Superintendent. The Draft Equity Plan addresses every requirement outlined in the PUSP.

b. Equity Plan – Components [p.29, C(2-6)] (Initiated) The Draft Equity Plan includes every component prescribed under the PUSP:    Focus on promoting gains for all students and increased equity in student performance, using measurable goals and indicators. Addresses grade levels, specified grade levels, schools, or specified schools. Addresses all student performance and student treatment areas identified in the PUSP as well as issues related to English Language Learners, exceptional education placements, and high school graduation rates calculated by cohort survival from grade 9.   Is designed to achieve the progressive closing of gaps, with particular focus on African American and Hispanic students. Sets measurable objectives of student performance for each area addressed, including for outcomes identified with an asterisk (*) in the PUSP, with special emphasis on African American and Hispanic students.   Assigns accountability for attainment of objectives to specific administrators or departments in the district. Reflects the following assumption: students of color possess the same range of intellectual abilities as other students, can be motivated to learn at high levels of achievement, have parents who desire excellent education for their children, rise to the level of expectations, like other students sometimes need special assistance to overcome disadvantaged backgrounds, respond to exposure to their cultures and heritages in the classroom, can learn to adhere to behavior standards that are fair and fairly implemented, and can achieve at substantially higher levels.

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Reflects in its content the aim of the district to: have all students perform at grade level; provide supplementary services to targeted students in grades 4 through 6 who fall seriously behind grade level in basic skills; keep targeted elementary school students receiving supplementary services instructionally integrated with the regular curriculum of the schools to the maximum extent practicable; offer supplementary services to students who fall seriously behind grade level in basic skills and keep services instructionally integrated with the regular curriculum of a school to the maximum extent practicable; monitor and assist students whose academic performance or personal problems place them at risk of failing courses or eventually dropping out of school; intervene as early as practicable in achievement problems; use the expertise of the African American and Mexican American Studies Departments in identifying issues and setting objectives.

c. Equity Plan – Process [p.29, C(7-10)] (Not Implemented)

31. MASD, Limited Expansion [p.31, B] (Initiated) Within budget constraints, the MASD expanded at the middle and high school levels to more adequately meet the needs of the student population. The MASD has not been provided with adequate budget to expand services in elementary schools by developing systems of support to schools directed towards the elimination of disparities for Hispanic students in the following areas: achievement, discipline, exceptional education placement, grade retention, GATE placement and IB enrollment, as the budget permits. 32. MASD – Course Offerings [pp. 31-32, B(1)]4

a. High School [pp. 31-32, B(1)(a)] (Implemented) In the 2009–2010 school year and thereafter, MASD offered the following courses:  11th-grade American history/Chicano perspectives courses at Cholla, Pueblo, Rincon, and Tucson High Schools


Note that effective January 10, 2012, classes were suspended as a result of Supt. of Public Instruction John Huppenthal’s determination that the courses violate A.R.S. section 15-112.

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       

12th-grade American government/social justice education project at Cholla, Rincon, and Tucson High Schools 11th-grade English/Hispanic literature courses at Pueblo and Tucson High Schools 12th-grade English/Hispanic literature course at Tucson High School In the 2010–2011 school year, the following additional elective courses will be offered: 11th-grade English/Hispanic literature at Rincon and Catalina High Schools 11th-grade American history/Chicano perspectives at Catalina High School 12th-grade English/Hispanic literature at Catalina, Pueblo, and Rincon High Schools American government/social justice education project at Pueblo and Catalina High Schools

b. Middle School [p.32, B(1)(b)] (Initiated) In the 2009–2010 school year and thereafter, MASD offered sixth- through eighth-grade courses at Hohokam, Mansfeld, Wakefield, and Pistor Middle Schools. In the 2010–2011 school year, MASD expanded its sixth- through eighth-grade course offerings to Maxwell and Roskruge, but not Valencia Middle Schools.

c. Elementary School [p.32, B(1)(c)] (Not Implemented)

33. MASD – Teacher Continuing Education [p.32, B(2)] (Implemented) MASD collaborated with the University of Arizona’s College of Education in developing and hosting the Institute for Transformative Education for the 2009-2010 and 2010-2011 academic years. For SY 2011-12, the Institute has been cancelled as a result of increased scrutiny on the money spent as well as the increased amount of scrutiny that was placed on the scholars that were brought in to work with District participants.

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34. MASD – Student, Parent, and Community Involvement [p. 32, B(3)]

a. “Parent Encuentros” [p.32, B(3)(a)] (Implemented) MASD began facilitating “Parent Encuentros” at the following schools during the following academic years (either per quarter or per semester):          Davis Bilingual Elementary School (2003-2004) Cholla High Magnet School (2003-2004) Pueblo Magnet High School (2003-2004) Tucson High Magnet School (2003-2004) Rincon High School (2007-2008) Pistor Middle School (2008-2009) Wakefield Middle School (2008-2009) Ochoa Elementary School (2009-2010) In SY 2010-11, at sites that hosted MAS courses, and only for parents of students in those courses.

b. Student surveys [p.32, B(3)(b)] (Implemented) Students enrolled in HS MASD classes completed pre- and post- student surveys as a way to monitor and adjust the efficacy of MASD classes at the following schools during the following years: Cholla (2003-2004); Pueblo (2003-2004); Rincon (2007-2008); and Tucson High (2003-2004). In SY 2010-11, surveys were conducted at the above-named high schools. Based on student responses, adjustments were made to the program.

c. Monitoring student progress [p.32, B(3)(c)] (Implemented) In SY 2010-11, MASD tracked the percentage of low socioeconomic students for the 2007-2010 academic years. Students enrolled in MASD classes at Cholla, Catalina, Pueblo, Rincon and Tucson High Schools were found to have graduation rates that were substantially higher for district-defined “Low Income” and “Very Low Income” students. For these two groups, students taking MASD courses substantially outperformed their non-MASD counterparts:   Low income students: 7.8 percentage point difference (74.9 percent graduation rate, non-MASD; 82.7 percent, MASD) Very low income students: 14.7 percentage point difference (64.3 percent graduation rate , non-MASD; 78.9 percent, MASD)

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There were 3,338 DISTRICT students in the 2010 cohort who did not take an MAS course. If low and very low income students who did not take an MAS course were able to graduate at the same rates as their MAS peers, it would have translated into roughly 104 more students graduating from THE DISTRICT in May 2010.

35. MASD – Equitable Representation of Hispanic Students [pp. 32-33, B(4)]

a. Retention and matriculation [p. 32, B(4)(a)] (Implemented) Since SY 2003-04, MASD staff members have provided student mentoring, student advocacy, and counseling for Hispanic students in conjunction with site

administration/teachers at Cholla, Pueblo, Rincon and Tucson High Schools. This work has focused on student achievement generally, but also specifically on retention and matriculation. MASD staff has continually assessed graduation rates of students enrolled in Mexican American Studies (MAS) courses compared to students not enrolled in MAS courses. During SY 2009-10, Senior students who took MAS courses graduated at a 10.9% higher graduation rate than their Senior peers (“Comparison Group”) who did not take the courses. Also, it is important to note that for the previous 5 academic years, 2005 to 2010, Seniors enrolled in MAS courses graduated on average at a rate of 92.8% compared to the Comparison Group who graduated at an 85.8% rate. In SY 2010-11, MASD in conjunction with A&R, began to disaggregate the graduation rate data by ethnicity to identify the disparities between Hispanic students enrolled in MAS courses and Hispanic students not enrolled in MAS courses. Recognizing the correlations between retention, matriculation, and discipline, MASD collaborated with AASD to provide Professional Development for Rincon High School teachers examining disparities in suspensions/expulsions of African American and Hispanic students compared to White/Anglo students.

b. Advanced Placement [pp. 32-33, B(4)(b)] (Not Implemented) In SY 2009-10, MASD began examining Hispanic student representation in AP courses at Cholla, Pueblo, Rincon and Tucson High schools. DSE has identified trends in Hispanic Student enrollment in AP classes, and has assisted in analyzing the data.

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36. MASD/AASD enrichment resources for students of color [p. 33, B(4)(c)] (Implemented) Starting at the end of SY 2009-10, MASD/AASD began collaborating to develop multicultural curriculum and support for SY 2010-11, including:  Creating a “Staff Development & Multicultural Curriculum Coordinator position.” This Coordinator has: o Partnered with the English Department at Sahuaro High School to develop scope and sequence to address achievement gaps o Worked one-on-one with teachers to implement a multi-culture approach     Collaborating on the 2011 Multicultural Symposium (attended by educators from over 60 different schools) Providing curriculum resources online via the District’s “Curriculum Connect” Developing elementary, middle and high school curriculum units based in cultural, historical and social relevancy that were implemented in District classrooms Providing staff development workshops on embedding an Afro-Centric and multicultural approaches

In SY 2011-12, the departments plan: to develop state-aligned culturally, historically and socially relevant rigorous curriculum units for classroom implementation at elementary, middle and high school levels; to continue to offer the Multicultural Symposium to help teachers develop culturally, historically, and socially relevant curriculum and pedagogical approaches (March 2012); and to continue providing monthly updates and resources online using the DISTRICT’S “Curriculum Connect.” Resource support will support the infusion of culturally relevant and responsive curriculum practices.

37. AASD – Action Plan [p.34, B(1-7)]

a. Direct services [p.34, B(1)] (Implemented) Beginning in SY 2009-10, AASD provided direct academic and associated services to the following sites: Ft. Lowell, Townsend, Brichta, Tully, Pueblo, Cragin, Holladay, BoothFickett, Blenman, Utterback, Mansfeld, Magee Rincon, Sahuaro, Tucson, Palo Verde, and Santa Rita. In SY 2010-11, AASD expanded direct services to include: Pistor,

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Maxwell, Cholla, Safford, Roberts-Naylor, Erickson, Drachman, Wright, Catalina, Cavett, and Doolen. AASD has used the reading program “Achieve 3000” to provide literacy tutoring and support before, during, and after school, and has held several academic empowerment workshops for students. At Sahuaro, AASD worked to increase African American enrollment in AP courses. District-wide, AASD has developed a male leadership academy with an emphasis on empowering 8th grade students. In SY 2011-12, AASD will continue these efforts.

b. Drop-Out, suspension, expulsion interventions [p.34, B(2)] (Implemented) At the same sites listed above in section 37(a), AASD has developed and implemented the following interventions aimed at decreasing drop-out, suspension and expulsions:      One-on-one tutoring/advising, parent meetings, phone calls, home visits, small group sessions, guest speakers Empowerment workshops for high school male and female students at Tucson High Magnet School, Santa Rita, Rincon Achieve 3000 reading program Male leadership academy Collaborations with the DSE, including interventions for individual students

Increased support at the middle school level has had a direct impact as a result of a 30+% reduction in middle school suspensions district-wide. For example, Mansfeld had a 101% suspension rate to African American student enrollment during the 2009-10 school year. In SY 2010-11, suspensions have been reduced greatly at Mansfield and Doolen middle schools. AASD has increased its overall visibility in schools by providing additional staff support/mentor support in additional schools at least one day per week. Male leadership academy participants’ suspensions have dropped when comparing students’ suspensions for the previous year.

c. Parent forums [p.34, B(3)] (Implemented) Starting in SY 2009-10, AASD has disseminated a quarterly parent newsletter mailed home to all students and multiple local businesses and churches, posted on the web, and

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emailed to all District employees. In the summer of 2010, AASD hosted a parent workshop to introduce and train parents on using the Achieve 3000 reading program to help improve their student’s reading.

In SYs 2010-11 and 2011-12, AASD hosted a Parent University with workshops for parents on community-building in partnership with Pima Community College. AASD has partnered with school sites by attending school site events and encouraging parents to attend due to AASD participation and staff have continually supported school sites’ reading and math nights, family nights, etc. In SY 2011-12, AASD is expanding

outreach by encouraging parents to get involved with the School Community Partnership Council (SCPC).

d. Culturally responsive curriculum [p.34, B(4)] (Implemented) See section 36, above. AASD created a Staff Development & Multicultural Curriculum Coordinator position, and began providing support to Cholla in August 2010. Schools receiving direct support through staff development, one-on-one teacher collaboration, and professional development opportunities include: Pistor, Alice Vail, Gridley, Safford, Hohokam, Mansfeld, Booth-Fickett, Doolen, Sahuaro, Santa Rita, Cholla, Tucson, Palo Verde, UHS, Southwest Alternative, and Sabino. AASD has also implemented “Harambee” curriculum at the following elementary sites: Blenman, Cragin, Brichta, Tully, Holladay, Roberts-Naylor, Erickson, Booth-Fickett, Cavett, Hughes. AASD has provided curriculum resources online through the District’s “Curriculum Connect,” and has provided direct staff development and professional development for more than 350 certified teachers, counselors, social workers, and psychologists (minimum 3 hrs) in the area of culturally proficient practices, multiculturalism and understanding. AASD has also hosted professional development directed toward implementing a multicultural approach and Afrocentric perspectives in the curriculum, a Harambee cultural concert and lesson plans for elementary schools, a scope/sequence development to address the achievement gap at Sahuaro, and co-hosted a Multicultural symposium attended by educators representing over 60 schools.

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e. Enhancing access to higher-level courses [p.34, B(4)] (Initiated) Starting in February 2010, AASD began making personal calls and following-up with students eligible for GATE enrollment. AASD partnered with UHS to implement minority student and parent recruitment breakfasts. The Department initiated a pilot program at Sahuaro High School focused on increasing African American student enrollment in Advanced Placement courses, resulting in an additional eight students enrolling in AP. In SY 2010-11, AASD staff members have consistently attended GATE advisory meetings to better understand how to help parents take advantage of GATE opportunities, and understand the GATE identification and placement process. From this information, AASD developed and presented strategies at a high school leadership meeting focused on increasing enrollment in higher-level courses.

f. Assist in reducing disparities in exceptional education [p.34, B(5)] (Implemented) Starting in SY 2009-10, AASD has assisted with efforts to reduce the overrepresentation of African American students in special education classes by:  Providing an AASD behavior specialist who serves as a member of the district behavior intervention team to reduce misplacement of students in exceptional education   In August 2010, AASD hosted a staff development for all psychologists and social workers covering culturally proficient advocacy practices In November 2010, AASD hired an additional behavior specialist to increase support advocacy and reduce misplacement of students in exceptional education. The additional specialist allows AASD to service more sites. These specialists also help sites develop behavior plans to support student needs, with the goal of reducing suspensions for African American students in exceptional education.

g. Monitoring performance and developing student plans [p.34, B(6)] (Initiated) AASD has increased its utilization of the District’s Mojave student tracking system to monitor student progress grades, discipline incidents, attendance, and GPA to identify atrisk students. Although AASD has not developed individual student academic plans, per se, AASD does maintain “hot lists” of 25-30 students at the sites served by AASD. The

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purpose of the lists is to monitor students who have poor attendance, failing grades, or discipline issues. For students on the lists, AASD staff members: implement one-to-one interventions; make parent contacts through phone calls and home visits; facilitate small group sessions to discuss strategies to increase academic outcomes; serve as liaisons between the site and the students’ families; and advocate on behalf of students at disciplinary hearings.

h. Assist with recruitment, hiring, retention [p.34, B(7)] (Implemented) AASD has worked to share employment opportunities with potential candidates in the District and in Tucson community, has assisted individuals with interview preparation, and staff members have served on a human resources recruitment committee to address recruitment and retention of African American employees. Staff members have actively networked with potential candidates from out of state and assist with navigating the application process.

i. Assist in reducing disproportionate disciplinary actions [p.34, B(7)] (Implemented) See section 37(g), above. AASD has increased staffing at the middle school level for increased presence, visibility, and interactions with site administrations. AASD has implemented a leadership academy with bi-weekly meetings, and hired an additional behavior specialist to provide behavior intervention support. Staff continues to provide one-to-one support, small group support, empowerment conferences, and to consistently respond to site requests for assistance regarding discipline. Beginning in SY 2010-11, AASD began to actively monitor district suspensions and individual incidents to identify opportunities for AASD to intervene on behalf of students.

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38. Elementary-Level Advocacy [p.35, A] (Implemented) In SY 2010-11, the following activities occurred:  Each site administrator school administrator and Learning Support Coordinator (LSC) received training in Learning Supports with experts from UCLA on building comprehensive systems of supports within sites which reduce barriers to learning.    Each school administration and LSC received training by UCLA experts on re-engaging disconnected students, which is critical to advocacy. Half time LSCs have been assigned to each of 29 schools to model advocacy practices for teachers and have done this all school year. Six school faculties, along with principals, will be trained in Capturing Kids Hearts, with emphasis on student advocacy, this June. In SY 2011-12, Elementary Leadership has planned the following activities:    Complete the hiring so all schools will have a half time LSC Train the newly hired LSCs, continue the training of the initial LSCs who, along with principals, will train all teachers in advocacy. Develop a foundational “advocacy model” that is standardized across schools. This model may be enhanced by individual sites, but the minimal standard will be set.

39. Secondary-Level Advocacy [p.35, B] (Initiated) In SY 2010-11, the following activities occurred at the middle schools:     Students have been identified Teachers have received parent permission Staff members have worked with students to create strong relationships Staff members have continually checked student grades, absences, discipline, etc.

See section 36, above. The culturally responsive training provided by the AASD and the DSE to teachers and administrators includes a component called “Culturally Proficient Advocacy” in which staff and administrators learn strategies to support the needs of traditionally underserved students.

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40. Internal Compliance Officer (ICO) – Selection [p. 37, A(1)] (Implemented)

First Hiring Process – Spring 2010 (Job No. 09-7137) In January 2010, one month after the District Court adopted the PUSP, the District initiated the first hiring process for the ICO as described in the PUSP. By February, Human Resources had developed the job description and began advertising the position locally and nationally. At the end of the posting period, staff members screened applications for minimum qualifications. In April, staff along with members of the PUSP Committee, including expert witnesses, paper-screened and scored applications. On or about April 29, 2010, qualified candidates were interviewed by a panel of representatives from the District and from the Independent Citizen’s Committee. The candidates were asked a series of questions to determine knowledge of desegregation and the PUSP. Two candidates were recommended for a second interview. In May 2010, an assessment to test candidates’ analytical (statistical) and written skills was provided to two candidates with instructions and sample data for interpretation. The assessment responses raised serious concerns about the capabilities and qualifications of both individuals and neither was selected for the position.

Second Hiring Process – Summer/Fall 2010 In June 2010, the District initiated the process to re-post the position; this time revising the job description and increasing the salary range to attract more qualified applicants. In midJuly, the position was advertised nationally and locally for approximately six weeks. In late September, initial screening of the applications did not produce an adequate pool of qualified applications and the position was reposted. On or about November 1, 2010, phone screenings of applicants were conducted by a three person panel that included one District staff member, one Fisher representative, and one Mendoza representative. The results of the phone screening produced only two candidates eligible for an interview.

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Third Hiring Process – Winter 2011 The position was re-advertised locally and nationally on November 16, 2010 for approximately thirty (30) days. On December 27, 2010, phone screenings of applicants were conducted by a three person panel that included one District staff member, one Fisher representative, and one Mendoza representative and an additional two candidates were recommended for an interview. On January 31, 2011, four applicants were interviewed by an interview panel that consisted of representatives from the Fishers, Mendozas, and the District. The interview process included completion of a writing prompt, a panel interview, and a presentation on Desegregation presented by each applicant. From that process, two candidates advanced to a final interview. Neither candidate advanced past the final interview to be selected.

Selection of Interim ICO – Winter 2011 The District selected Mr. David Cherry to serve as the Interim ICO and he began serving in that capacity on February 15, 2011. Mr. Cherry is the former District Director of Equity Development. As the Director, Mr. Cherry ensured the District was in compliance with local, state, and federal laws prohibiting discrimination, including compliance with court ordered student assignment for desegregation. Mr. Cherry had also served as an Equal Opportunity Specialist for the U.S. Department of Education, Office for Civil Rights, conducting investigations for individual and class complaints and compliance reviews of elementary, secondary and post-secondary recipients of federal funding.

41. ICO – Responsibilities [pp. 37-38] (Initiated) The Interim ICO (and other staff, prior to the hiring of the Interim) fulfilled most of the responsibilities listed in the PUSP, as described below:

a. Compliance assessment [p. 37, A(2) bullet 1] (Initiated) From the adoption of the PUSP in December 2009 to the remand of the case in 2011, the District conducted three separate audits to assess PUSP compliance. Requests for Information related to departmental compliance were sent to various District Departments

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pursuant to the specific provisions of the PUSP in the summer of 2010, the spring of 2011, and again in the summer of 2011. Most departments provided timely responses.

b. Advise Superintendent on results and effectiveness [p. 37, A(2) bullet 2] (Initiated) The results of the three compliance audits were shared with the Superintendent. Periodic meetings were held with the Superintendent to provide updates on the PUSP and the effectiveness of various components and programs. During 2010, in the absence of an ICO, staff fulfilled this role. In 2011, staff and the ICO provided updates on PUSP results and effectiveness to the Superintendent. Much of the ICO’s time was spent on implementing various provisions of the Plan as opposed to monitoring the Plan.

c. Research / advise Superintendent on best practices [p. 37, A(2) bullet 3] (Initiated) District staff, and later the interim ICO, researched and advised the Superintendent on best practices in areas covered by the PUSP.5

d. Annual Report [p. 37, A(2) bullet 4] (Not Implemented) An annual report was not provided in 2010 or in 2011.

e. Data collection, compilation, analysis and reporting [p. 37, A(2) bullet 5] (Initiated) See 2(a) above

In order to move the PUSP forward, in the absence of a permanent ICO, the District initiated a Request for Proposal (RFP 12-11-16) for an Educational Consultant for Implementation of Post Unitary Status Plan. The primary responsibility of the Consultant was to advise the Superintendent. The RFP Notice was mailed on May 4, 2011, with the proposal due date of May 24, 2011. The TUSD Governing Board approved the award of the contract on June 28, 2011. The Purchase Order was issued on July 8, 2011, to Maree Sneed of Hogan Lovells US, LLP. The RFP listed five specific responsibilities:      Work with experts on the Post Unitary Plan (PUP) Committee to review 2-year Pilot Plan for student assignment and develop a permanent plan for student assignment. Develop a process/plan for determining the designation of theme, implementation, and funding of First Choice Schools. Assist in developing a District Plan to produce Post Unitary Status Plan outcomes. Assist with the development and implementation of a plan for training of senior staff, principals, and school staff regarding the Post Unitary Status Plan. Assist in reviewing and making recommendations regarding alignment of the desegregation/OCR budget with the Post Unitary Status Plan.

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f. PUSP web page [p. 38, A(2) bullet 6] (Initiated) The PUSP web page was established in January 2010 by District Webmaster Cathy Thwing, and was maintained by her until the Interim ICO began maintenance in 2011. The website address is:

g. PUSP-related public records requests [p. 38, A(2) bullet 7] (Initiated) All District public records requests must be in writing and submitted to the Public Records office. Prior to hiring the Interim ICO, the Public Records office submitted public records requests related to the PUSP to the Legal Department for processing. There have been very few requests for public records since the PUSP was approved by the Court. In the future, all public records requests will be submitted to the ICO for processing.

h. Annual public hearing [p. 38, A(2) bullet 7] (Not Implemented) The District has not held a public hearing.

i. Independent access [p. 38, A(2) ¶1] (Implemented) The Interim ICO had no difficulties with access and all staff was cooperative.

j. External Compliance Officer (ECO) input [p. 38, A(2) ¶2] (Not Implemented) An ECO was never selected.

k. Use of recognized / consistent methods of analysis [p. 38, A(2) ¶3] (Initiated) The ICO used methods of statistical analysis that are recognized and consistent. Basic analyses primarily consisted of disaggregating data by race and ethnicity to determine whether any disparities existed.

l. Communications with the public [p. 38, A(2) ¶4] (Initiated) This provision was complied with except the Report and annual public hearing which were not accomplished.

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42. External Compliance Officer (ECO) – Selection [pp. 38-39, B(1)] (Initiated) The Request for Proposal for the ECO (No. 11-100-16) established a proposal due date of May 17, 2011, with a pre-proposal conference date of April 28, 2011, located in the District Governing Board Room. After the conference (at which further questions and responses were elicited), the District developed a responsive Addendum dated May 12, 2011 and the proposal due date was changed to May 27, 2011. An interview committee convened on June 17, 2011 to conduct telephone interviews with the five applicants. The committee consisted of Sylvia Campoy and Len Stevens, representing the Mendoza plaintiffs; Gloria Copeland, Lorraine Richardson, and Herman Warrior, representing the Fisher plaintiffs; and David Cherry, representing the District. Leon George, Director of Purchasing, assisted in the process and tabulated the interview scores. The committee determined that the two highestscoring applicants would be interviewed in person in August 2011. On July 19, 2011, the Ninth Circuit Court of Appeals issued its ruling that the District had not achieved unitary status and remanded the case back to the Federal District Court. On August 15, 2011, in light of the ruling and awaiting further direction from the District Court, the District formally cancelled the RFP.

43. ECO – Responsibilities [p. 39, B(2)] (Not Implemented) The PUSP lists five bulleted responsibilities of the ECO. In addition, the PUSP charges the ECO with the duty to “periodically convene” an advisory panel “in order to obtain insights and suggestions relative to district performance on the Post-Unitary Status Plan and monitoring priorities. The panel will be ethically/racially diverse and will include persons with experience in the Fisher/Mendoza school desegregation case, including but not limited to experience serving on the Post-Unitary Status Plan Committee.” As an ECO was never selected, the five bulleted responsibilities were never fulfilled. However, the District did seek “insights and suggestions” relative to performance and monitoring priorities from the PUSP Committee (PUSPC) and from its Educational Consultant. Throughout several meetings in 2011 and into 2012, the District continued to work to gain insight and suggestions from the cumulative years of experience, knowledge, and wisdom of the PUSPC members regarding items such as budget reporting, discipline reporting and data, data collection and analysis of other Green factors, and related issues.

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The initial charge of the PUSPC was to focus solely on the hiring/selection of an ICO/ECO respectively, and to analyze the Student Assignment Plan. In the absence of an ECO, committee members played an integral role in requesting and receiving data, attending meetings, and using known and newly-obtained information to provide valuable insights and suggestions related to performance and monitoring. The District in no way seeks to suggest that the responsibilities of the ECO were somehow fulfilled through a few meetings and discussions on very narrow issues. The District does, however, wish to convey that for one of the six listed responsibilities – gaining insight and suggestions related to performance and monitoring – the PUSPC members made valuable contributions.

44. Annual PUSP report and ECO reports [p.40, A] (Not Implemented)

45. Annual public hearing [p.40, B] (Not Implemented)

46. PUSP web page [p.40, C] (Not Implemented)

47. Governing Board review [p.40, D] (Not Implemented)

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1 2 2a 2b 2c 2d 2e 2f 3 4 5 Pilot Student Assignment Plan Marketing and Recruitment Marketing Fairs [p.8] Mailings to Households [p.8] Home Visits [p.8] Outreach in Multiple Languages [p.8] Guidance from Outside Marketing Expert [p.8] Review / Adjustment of Marketing Plan [p.8] Registration and Enrollment Process Transportation [p.9] Incentives [pp.9-10]





6 6a 6b 6c 6d 6e 6f 7 8 9 10 11 11a 11b 11c 11d 12 12a 12b 12c 13 13a 13b External Recruitment / Retention National Recruitment Campaign [p.11] Build Partnerships with Local Companies [p.11] Partnership -Tucson Values Teachers [p.11] Annually Explore Teach for America [p.11] Future Educators of America Students [p.11] Utilization of Educ. Professions Class [p.12] Hiring Process [p.12] Recruitment/Retention Advisory Cte [p.12] Focus Groups and Surveys [p.12] Goal Setting [p.12] School-Level Faculty Diversity Faculty Diversity [pp.13-14] Address Faculty Disparities [p.14] Diverse Pools of Teachers/Administrators [p.14] Diverse Interview Panels [p.14] New Teacher Support New Teacher Induction/Mentoring Prog. [p.14] Mentor Academy [p.14] Assignment of New Teacher Mentors [p.14] Continuing Teacher Support Mentor Support Program [p.15] Effective Teaching in Diverse Settings [p.15]




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14 14a 14b 14c 15 15a 15b 15c 16 17 17a 17b 17c 18 18a 18b 18c 18d 19 19a 19b 19c 19d 20 21 21a 21b 21c 21d 22 22a 22b 22c Gifted and Talented Education (GATE) Middle and High School GATE Classes [p.17] K-5 Gifted-Endorsed Teacher Initiative [p.17] Recruit /Recommend Teachers of Color [p.17] Identification of GATE Students Recruitment of Underserved Students [p.17] GATE & Ethnic Studies Meetings [p.17] Outreach [p.17] GATE Placement [p.18] GATE Retention Parent/Staff Support Groups [p.18] Collaboration with Other Departments [p.18] Professional Gifted Services Training [p.18] Honors/Advanced Placement (AP) Equitable Enrollment Opportunities [p.19] Grade Review and Recruitment Meetings [p.19] Information to Parents [p.19] Recruitment Collaboration [p.19] Honors/AP Retention Student Feedback to Administration[p.19] Interventions for Students Earning < “B” [p.19] Parent Interaction [p.20] Student Feedback [p.20] Teacher Selection [p.20] International Baccalaureate (IB) Programme Recruitment [p.21] Develop Outreach Plan [p.21] IB Elementary and Middle School [p.21] Support Plan of Academic Interventions [p.21] University High School Teacher Recruitment [p.22] Student Recruitment [p.22] Retention [pp.22-23]




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23 23a 23b 23c 24 24a 24b 24c 24d 25 25a 25b 25c 26 26a 26b 26c 26d 26e 26f 27 27a 27b 27c 27d 27e 28 28a 28b 29 29a 29b 29c 30 30a 30b 30c 31 32 32a 32b 32c 33 34 34a 34b Diversity Leadership Student Experiences; Interventions [p.24] Staff Intercultural Proficiency [p.24] DSE Curriculum and Teaching Review [p.24] Diversity Leadership - Implementation Academic Equity Methodologies [p.24] New Hire Orientation [p.25] Leadership Academy [p.25] Continuing Education for Staff [p.25] Discipline Review Suspension Data [p.25] Updates/Actions to Address Disparities [p.25] Focus on Improvement, Not Punishment [p.26] Discipline – Goal 1 Relationship Training [p.26] Student Surveys [p.26] Minimize Referrals and Suspensions [p.26] Address Race/Racism Issues [p.26] Accountability Conference Training [p.26] Bullying Training [p.26] Discipline – Goal 2 Address Student Management [p.27] Restorative Practices Training [p.27] Additional Restorative Practices Training [p.27] Review of All Long-Term Suspensions [p.27] Identifying Unusual Discipline Patterns [p.27] Discipline – Goal 3 ISS Restorative Practice & Integration [p.28] ISS Placements [p.28] Discipline – Parental Involvement Strengthen/ Modify Parent Programs [p.28] Community Outreach Division [p.28] Community Outreach Committee [pp.28-29] Student Equity Equity Plan – Adoption by June 1, 2010 [p.29] Equity Plan – Components [p.29] Equity Plan – Process [p.29] MASD– Limited Expansion [p.31] MASD - Course Offerings [pp.31-32] High School [pp.31-32] Middle School [p.32] Elementary School [p.32] MASD Teacher Continuing Education [p.32] MASD Student/Parent/Community Involvement [p.32] Quarterly “Parent Encuentros” Events [p.32] Student Course Surveys [p.32]





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34c 35 35a 35b 36 37 37a 37b 37c 37d 37e 37f 37g 37h 37i Monitor Student Progress [p.32] MASD - Equitable Representation [p.32] Retention and matriculation [p.32] Advanced Placement [pp.32-33] MASD/AASD Enrichment Resources [p.33] AASD – Action Plan Direct Services Dropout/Suspension/Expulsion [p.34] Parent Forums [p.34] Culturally Responsive Curriculum [p.34] Access to Higher-Level Courses [p.34] Assist in Reducing Disparities in Ex. Ed. [p.34] Monitoring Performance / Student Plans [p.34] Recruitment, Hiring, Retention [p.34] Reduce Disproportionate Discipline [p.34] X X X X X X X X X X X X X

38 39 Elementary-Level Advocacy [p.35] Secondary-Level Advocacy [p.35]



40 41 41a 41b 41c 41d 41e 41f 41g 41h 41i 41j 41k 41l 42 43 44 45 46 47 Internal Compliance Officer Selection[p.37] ICO – Responsibilities [pp.37-38] Compliance Assessment [p.37] Results/ Effectiveness of Programs [p.37] Research/Advise on Best Practices [p.37] Annual Report [p.37] Data Collection/Analysis/Reporting [p.37] PUSP Web Page [p. 38] PUSP-related Public Records Requests [p. 38] Annual Public Hearing [p. 38] Independent Access [p.38] Input from the ECO [p.38] Methods of Statistical Analysis [p.38] Communications with the Public [p.38] External Compliance Officer Selection [p. 38] ECO - Responsibilities [p.39] Annual Post Unitary Status Report [p.40] Annual Public Hearing [p.40] Post Unitary Status Plan Web Page [p.40] Governing Board Review [p.40]




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Primary contact? When was it started? Name: Maggie Shafer  February 9, 2011 – September 30, 2011 – Introduction to Restorative Practices Training for Certified Staff  May 27, 2011 – September 30, 2011 – Using Circles Effectively Training for Certified Staff    What has been done?     November 2010 – Twelve restorative practices trainers received training from the International Institute for Restorative Practices in Bethlehem, PA. February – June 2011 - LSCs for Elementary Schools began training teachers September 2011 – Elementary and High school trainers were combined in an effort to train all certified teachers K-12 Built Restorative Practice knowledge base and training skills, prepared elementary school LSCs to train their sites in Restorative Practices. Clarified evolving role of LSC, alignment and data collection Develop an understanding of the UCLA Learning Supports Systems among the Elementary School LSC Team Training of elementary school certified and administrative staff has started, approx 786 will have completed training in Introductions to Restorative Practices and 578 will have completed training in Using Circles Effectively by September 30, 2011.

Where was it started?

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Primary contact? When was it started? Name: Jim Fish  October 14-15, 2009 – Restorative Practices Conference (20 participants)  January -February 2011 – IIRP Training for Certified Staff of Middle Schools  February 8, 2011 – Anti-Bullying Training for Certified Staff of Middle Schools  March 18, 2011 – IIRP Training for Transportation Bus Drivers, Bus Monitors, Supervisory and Office Staff (approximately 425 to 450 participants)  April 18-19, 2011 – Restorative Conference for Middle School LSCs (24 participants)  May 4-6, 2011 – IIRP Train the Trainer (17 participants)  August 6, 2011 – IIRP Training for Certified Middle School Staff (40 participants)  August 6, 2011 – IIRP Training for Transportation Bus Drivers, Bus Monitors, Supervisory and Office Staff (approximately 425 to 450 participants)       January 11-April 28, 2010 – Restorative Practices team met to plan and develop training program in TUSD Bus Drivers and Bus Monitors write fewer bus misconduct reports because they can better handle student incidents and work through them. Built Restorative Practice knowledge base and training skills, prepared middle and K-8 school LSCs to train their sites in Restorative Practices. Clarified evolving role of LSC, alignment and data collection Develop an understanding of the UCLA Learning Supports Systems among the K-8 and Middle School LSC Team During the 2010-11 SY approximately 8309 student contacts were made by K-8 and middle school LSCs o 2839 Restorative actions were used by K-8 and middle school LSC to solve behavioral issues and conflict in the school. o 700 contacts were of academic support, recruitment and retention. o 479 contacts were connecting students with needed resources.

Where was it started? What has been done?

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Primary contact? When was it started? Name: Edith Macklin / Clarice Clash / Richard Gastellum  March 22, 2010 – IIRP Training for Certified Staff Members of High Schools.  October 25-27, 2010- Nine out of eleven high schools Learning Support Coordinators (LSC) completed the two day Restorative Practices training.  November/December 2010-Eight of eleven high schools LSC continued training at International Institute for Restorative Practices (IIRP) headquarters and became certified IIRP trainers.  November 2010 – Ten out of eleven high schools LSC received UCLA Learning Supports training.  December 2010- High School LSC Team met to align the high school LSC role to the PUSP. Meeting facilitated by Dr. Edith Macklin, Ms. Holly Colona and Mr. Richard Gastellum.  January 19, 2011 – Principals, Assistant Principals and Learning Support Coordinators provided training Learning support systems by UCLA Professors, Dr. Howard Adelman and Linda Taylor.  February 2011- Ten of eleven high schools LSC received TUSD Anti-bullying professional development.  February 14, 2011- High School LSC Team met to discuss the LSC evolving role at high school. Meeting facilitated by Dr. Edith Macklin, Ms. Holly Colona and Mr. Richard Gastellum.  March 2011- The remaining high school LSC completed the two day Restorative Practices trainings hosted by TUSD certified IIRP trainers.  March 2011- Four out of eleven high school LSC completed the two day Facilitating Formal Restorative Practices Conference training at IIRP headquarters.  March-June 30, 2011- High School LSC Team started to train their certified staff and administrators in Introductions to Restorative Practices and Using Circles Effectively at various high school sites.  March 25, 2011- High school LSC Team met to discuss the LSC evolving role at high school, alignment with PUSP, support and the continued training needed. Meeting facilitated by lead high school LSC- Ms. Jessica Harris.  April 7, 2011 - High School LSC Team met to create training schedule to be offered to all high school certified staff in Summer 2011. Meeting facilitated by Mrs. Jessica Harris.  April 14, 2011- High School LSC Team met to discuss the LSC alignment issues and data collecting. Meeting facilitated by Mrs. Jessica Harris, and partial attendance by Mr. Richard Gastellum.  May 2011- Two additional high school LSC completed the three day Restorative Practices training at IIRP headquarters to become certified IIRP trainers (now ten out of eleven have this certification).  May 2011- three out of eleven high school LSC continued training at IIRP headquarters and became certified Facilitating Formal Restorative Practices Conference IIRP trainers.

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Where was it started?  High school Leadership funded and ensured training opportunities to the team of high schools. Catalina – Rex Scott & Mary Morse; Cholla – Frank Armenta & Dinora Conwill; Howenstine – Maritza Nunez; Mary Meredith – Terri Polan; Palo Verde – Janna Acevedo & Matthew Williard; Project MORE – Charlotte Patterson & Cindy Amundson; Pueblo – Carlos Armendariz, Frank Rosthenhausler & Sahmie Wytewa; Rincon – Abel Ramirez & Steven Morrow; Sabino – Valerie Payne; Sahuaro – Sam Giangardella & Jessica Harris; Santa Rita – Chris Bonn & Zulema Suarez; Tucson – Abel Morado; Dean Packard & Andres Burrola; University – Elizabeth Moll & Maria Carmen Hernandez. LSC from each high school site participated in Restorative Patrice training at a minimum level of taking the two main courses. Ten out of eleven traveled to IIRP headquarters and have become certified IIRP trainers. The first faculty Restorative Practices trainings conducted by high school LSC took place at Tucson High School and Sahuaro High School in March and April of 2011. Trainings occurred at various high school sites in May and June. Built Restorative Practice knowledge base and training skills, prepared high school LSCs to train their sites in Restorative Practices. Clarified evolving role of LSC, alignment and data collection Develop an understanding of the UCLA Learning Supports Systems among the High School LSC Team Training of high school certified and administrative staff has started, approx 425 will have completed training in Introductions to Restorative Practices and 400 will have completed training in Using Circles Effectively by June 30, 2011. During the 2010-11 SY approximately 5200 student contacts were made by high school LSCs o 2900 Restorative actions were used by high school LSC to solve behavioral issues and conflict in the school. o 2000 contacts were of academic support, recruitment and retention. o 265 contacts were connecting students with needed resources.

What has been done?    