::::::::
Judge David Bury, U.S. District Court, State of Arizona just approved their Post Unitary Status Plan this past December 2009!
Multiple media outlets should be investigating WHY the U.N. came out and opposed Tom Horne's pronouncements
against ethnic education. If they do, I think there's a good chance they will discover that the U.N. is well aware
the Cholla Magnet High School in Tucson offers an array of International Baccalaureate Programs. Arizona needs
this but they DON'T need Tom Horne dumbing down the system.
A highly placed journalist, maybe from NPR or The Guardian (UK) should be asking Tom Horne, the
Superintendent of Education for the state of Arizona a few seemingly rhetorical questions:
1. Mr. Horne - I read on CNN that the Raza course has required students read Karl Marx's
"Pedagogy of the Oppressed." I guess you just aren't up to researching the success of a program that you have in
your Arizona schools called the International Baccalaureate Program. One of them operates out of Cholla High. The
IB Program is elite.
2. Some of these IB graduates have careers in International Law. Perhaps you are awe struck.
3. Mr. Horne - is it your intent to obfuscate the fact that Arizona has put out some efforts due to Arizona's being
under court supervision for desegregation problems?
Multiple media outlets should be investigating WHY the U.N. came out and opposed Tom Horne's pronouncements
against ethnic education. If they do, I think there's a good chance they will discover that the U.N. is well aware
the Cholla Magnet High School in Tucson offers an array of International Baccalaureate Programs. Arizona needs
this but they DON'T need Tom Horne dumbing down the system.
4. Where does Judge David Bury of the Arizona District Court stand on your changing the law?
http://www.tusd1.org/contents/distinfo/pup/pup.html
Post-Unitary Status Plan (in PDF)
On Dec. 18, 2009, Judge David Bury has approved the Post Unitary Status Plan as adopted by the Governing
Board on July 30, 2009. The court has acknowledged that the district will operate for the advocacy and equal
advantage of every child. Federal oversight of the operation of the Tucson Unified School District has ended.
Post-Unitary Order, issued Dec. 18, 2009
Last updated: 03/24/2010 18:21:58
Dr. Elizabeth Celania-Fagen, Ed.D. is Superintendent of Tucson Schools. Her Post-Unitary Status Plan As Adopted
by the Governing Board appears on the District's web site, dated July 30, 2009. Looks like Tucson was under
court supervision due to problems with desegregation for about 30 years. Dr. Celania-Fagan states
" The district understands the responsibilities associated
with successfully serving all students without court supervision and, therefore, is committed to
becoming a model 21st Century urban school district that ensures personalized success for each
student and that manifests principles of equal protection and equal opportunity in the delivery of
educational services to its students."
Here are portions I selected from this public school district's website as written by Dr. Celina-Fagin. I consider
these portions to be intrinsically non-negotiable responsibilities. Dr. Celina-Fagin, Tucson's Superintendent has
judiciously taken to heart everything that she has asked of others - herself included. I wish Tom Horne, the
Superintendent of Education for Arizona would take these compliance issues as seriously as Dr. Celina-Fagan is
taking them. However - Dr. Celina-Fagin can't be accused of a lack of forsight when she says:
"The disestablishment of the student equity process shall not be done without 60 days
public notice of the intent of the board to disestablish the strategy and the board's
reasons therefore, and after at least two public hearings on the matter, each attended by a
majority of board members and the superintendent."
" TUSD officials, supported by current research and literature,
believe successful implementation of the following components within a larger plan is critical to
achievement of this goal:
" Strategic Student Assignment
" Strategic Recruitment, Retention, and Placement of Staff
" Intentional Equal Access
" Restorative School Culture and Climate
" Intentional Student Advocacy
" Annual Monitoring of Progress and Compliance
The Tucson Unified District is committed to creating and fostering a systemic educational
environment that values diversity and inherent cultural strengths of the various TUSD
communities.
During the 20092010 school year the Tucson Unified Schools will develop district and site
plans to
" Recruit and retain students
" Recruit and retain quality, diverse staff
Each school's plan should specifically address the academic
needs of African American and Hispanic students who are not performing at grade level and or
meeting the standards as assessed by Terra Nova and AIMS. Each plan should also address the
issue of underrepresentation in Honors, AP, and Gifted programs. Intercultural proficiency as
well as disproportionate suspensions and achievement (if applicable) as addressed in the Post-
Unitary Status Plan must be addressed in an integrated fashion in the plan. All applicable
components of the Post-Unitary Status Plan must be integrated into site plans as well. The
development and implementation will be monitored by the appropriate assistant superintendent.
This process will become part of a site's annual review and will be reflected in personnel
evaluations.
The TUSD Governing Board will receive periodic (no less than annual) updates regarding the
development, implementation, assessment and funding of the district plan, as well as how site
plans are being developed, implemented, and assessed. The superintendent, in collaboration with
assistant superintendents and site leadership, will make recommendations for change to the
Governing Board based on annual assessments of district expectations associated with site plans.
STRATEGIC STUDENT ASSIGNMENT
The proposed Student Assignment Plan will be piloted for the balance of placements for the
20092010 and the 20102011 school years. The pilot plan will apply to the selection and
placement of students through open enrollment and magnet schools in elementary schools and
middle schools.
This two year period will allow the district to gather and analyze the data related to the impact
that the pilot plan has on integration across the district. This analysis will inform the final version
of the plan, hereafter referred to as the Permanent Plan, that will be developed and approved by
the Post-Unitary Status Plan committee. The Permanent Plan will be submitted to the governing
board by October 1, 2011. The Permanent Plan will include high schools based in part on a
comprehensive review of magnet schools and programs to be completed by the district by June
30, 2010.
Purpose
To improve ethnic/racial diversity in the schools of the district
First Choice Schools
In order to encourage movement through the open enrollment policy, the Tucson Unified School
District has embraced the strategy of "First Choice Schools." This approach will require school
communities to transform themselves into well-defined centers of 21st Century learning that will
provide students with the skills necessary to have a competitive edge in a global society. The
underlying premise is simple: a specialized focus is compelling enough to draw a diverse range
of students to attend a school outside their zone of residence, even if this requires travel to a
different, or even distant, neighborhood.
"First Choice" recognizes that there are many ways to teach and there are many ways to learn,
and all of them can ultimately lead to the same excellent outcomes. Since we are working with
living beings in a living system, it is logical to consider the multiple pathways to learning that
only a large system can provide. To be more specific, it is in the best interest of our students, our
families, our staff, and our community to fully explore, propose, and implement a focus of
learning at our schools--to be able to enthusiastically answer the question, "What is it like to
learn here?"
"... may include International Baccalaureate Schools..."
Applications for First Choice schools will be treated in the same fashion as open enrollment
applications.
In order to receive and retain desegregation funds, schools will be required to develop and
implement school choice plans, and to show continuous progress.
Beginning in the 2010-2011 school year, desegregation funds will be distributed to schools based
on individual school progress in the following areas: (1) school to become more
ethnically/racially diverse, (2) school to welcome and retain newly arrived open enrollment
and/or magnet parents and students and (3) school to address these students' needs and to close
achievement, suspension, and graduation gaps.
Monitoring and Reporting
The internal compliance officer shall submit reports to the Governing Board that include data
analysis, summaries and trends, identification of areas of progress and concern, evaluation of
implemented strategies, and recommendations for future efforts. Reports will be by Group and
by school, disaggregated by socioeconomic status, gender, race/ethnicity, English Language
Learner status, and school-level achievement. Analysis of the pilot assignment plan will be
timely so as to assist the Post-Unitary Status Plan Committee in its development of the
Permanent Plan for student assignment. With regard to incentive funds distributed to schools, the
internal compliance officer will analyze the distribution of such funds by school, the basis for the
allocations, and the purposes to which the schools put the funds.
STRATEGIC RECRUITMENT, RETENTION, AND
PLACEMENT OF STAFF
I. Staff Diversity
a. TUSD will conduct a national recruitment campaign K12 to increase the percentage of
highly qualified African American and Hispanic teachers to meet goals as established in
the District's Affirmative Action Plan each February 1 pursuant to the parameters set
under Paragraph 5, utilizing national websites; publications; on-campus interviews; job,
diversity, and education fairs or expos; and relationships with key colleges and
universities nationwide.
b. TUSD will recruit outside of the U.S. Southwest to increase the pool of qualified
African American and Hispanic candidates.
An ethnically/racially diverse Advisory Committee chaired by the district recruiter is actively
engaging the community and key constituencies in TUSD's recruitment and retention plan and
working collaboratively to recruit and retain highly qualified teachers who will live and work in
the district. The committee is currently composed of 15 members representing the community at
large, businesses, colleges and universities, teacher and administrator associations, and a TUSD
administrator who advises and collaborates directly with the recruiter. In collaboration with the
internal compliance officer, this committee will review and update all recruitment and retention
materials annually.
Expected Outcomes
" The ethnic/racial diversity of TUSD's certified staff (see table 1) will increase.
" The number of highly qualified African American and Hispanic teacher hires will
increase.
" TUSD will have new relationships with key colleges and universities outside of Arizona
and will have stronger relationships with in-state colleges and universities.
" TUSD will have an increased teacher recruiting presence on the national level.
" TUSD will have productive partnerships with local companies.
" The community will be engaged in taking responsibility for recruitment/retention
efforts.
Table 1. Student and teacher racial/ethnic breakdown as of September 29, 2008
Monitoring and Reporting
All data related to recruitment, hiring, and retention of certified staff will be reported to the
internal compliance officer, and will show progress toward established goals. Such data will
include information on the diversity of applicant pools and interviewing panels.
School-Level Faculty Diversity Purpose
To act affirmatively to bring about ethnic/racial diversity in the faculties of the schools of the
district.
Action Plan
1. The district will track the faculty ethnic/racial diversity level of the individual schools
in the district and compare each school's faculty ethnic/racial diversity to the diversity of total district faculty at
the level of the school (elementary, middle, high school).
2. Where significant disparities exist, the district will ensure that hiring authorities are
instructed to take immediate corrective measures to effectively address disparities.
3. The district will ensure that recruiting and hiring authorities take appropriate steps to
produce racially/ethnically diverse pools of candidates for teachers and school-based
administrators.
4. The district will ensure that interview panels, where used in the hiring process for
school-based staff, are racially/ethnically diverse.
Expected Outcome
School faculty will reasonably reflect the racial composition of certified staff district-wide.
Monitoring and Reporting
The district will provide the internal compliance officer with data and information relevant to
faculty diversity in the schools of the district. The data will show ethnic/racial diversity by
school annually and longitudinally.
All teacher and administrator recruitment efforts and results, and all information collected
through focus groups, exit surveys, and deliberations of the recruitment/retention advisory
committee, will be reported to the internal compliance officer.
INTENTIONAL EQUAL ACCESS
Intentional equal access encompasses strategies to ensure that every student has equal
opportunities and encouragement to participate in Tucson Unified School District's advanced
and specialized learning programs, including Gifted and Talented Education (GATE),
Honors/AP courses, the International Diploma Baccalaureate Programme, and University High
School.
Gifted and Talented Education (GATE)
Purpose
To increase the number and percentage of students who have historically been statistically
underrepresented who are identified for participation in the GATE Program, with particular
emphasis on African American and Hispanic students.
Background
Arizona law requires that school districts provide gifted and talented education (GATE) to
students who score at or above 97 percent on various tests approved by the State Board of
Education (ARS 15-77915-799.02). As space allows, TUSD exceeds state requirements by
offering GATE services to students who score below this threshold. The GATE Department is
committed to using valid and reliable assessment tools. Under Arizona State Statutes, the GATE
Department informs parents when evaluations for possible gifted services will take place, and
parents may opt out by declining to have their child evaluated. The department is committed to
increasing the number of students who take the requisite tests, in order that all qualified students
have opportunities to participate in the GATE Program.
At present, African American and Hispanic students are statistically underrepresented in GATE
programs. In 200809, the percentage of African American students in GATE was 5%, and the
percentage of Hispanic students was 49%.
Current Services, 2008-2009
Services for identified gifted students are provided in both self-contained and pullout settings.
1. Elementary and middle school self-contained GATE programs
2. Elementary school pullout GATE programs
All elementary schools, except the five listed above, offer pullout services to first- through fifth grade
students for 3090 minutes once per week. Itinerant teachers with a gifted endorsement
provide this instruction.
Action Plan
1. Middle and high school GATE classes
Beginning in the 20092010 school year, core and elective GATE classes will be offered daily
for students in grades 6 through 8 (middle school) and grades 9 through 12 (high school).
Teachers who have a gifted endorsement will teach these courses.
2. K5 gifted-endorsed teacher initiative
a. Beginning in the 20092010 school year, the GATE Department will maintain a
database of TUSD teachers who either have a gifted endorsement or are working to
obtain such endorsement. Site administrators will receive this information to use when
building class lists and placing students.
b. The TUSD recruiter will recruit and recommend for hire African American and
Hispanic teachers with a GATE endorsement. TUSD will encourage continuing
teachers of color to earn GATE teacher endorsements.
3. Identification of Students
a. In spring 2009 1,400 students were tested using the Naglieri Nonverbal Ability Test, in
a pilot program to determine whether this state-approved test of nonverbal reasoning is
more effective than the Raven Progressive Matrices in identifying underserved
populations and English Language Learners.
b. TUSD will actively recruit underserved students by testing all students. The district will
screen all students in kindergarten and grades 1, 5, and 8. Students in grades 2, 3, 4, 6,
and 7 will be tested by parent request and by underserved indicators (AIMS, Terra
Nova, language acquisition scores, teacher recommendation) through the opt-out
process. The GATE Department will collaborate with schools and departments, such as
the Ethnic Studies Department, to inform parents of identified GATE-eligible
students--particularly those in underserved populations--about TUSD's
comprehensive K12 gifted services and encourage them to enroll their children.
c. The GATE coordinator will meet with the ethnic studies directors quarterly to
coordinate recruitment and retention efforts.
d. Outreach will be expanded to include at least the following strategies:
" Direct home contact by GATE teachers during the placement process
" Quarterly parent information meetings
" Quarterly parent-student-teacher conferences
" Quarterly newsletters
" Web pages, DVDs, and online videos available beginning in the 20092010 school
year
4. Placement
TUSD will continuously explore and consider alternative methods of defining and identifying
giftedness, including teacher recommendations, for placement in GATE.
5. Retention
1. The GATE coordinator will facilitate a GATE parent/staff support group that will meet
regularly to provide feedback about program satisfaction and ideas for improvement.
2. The GATE Department is committed to working with other departments, such as Ethnic
Studies, to support at-risk GATE students and underrepresented populations.
3. The GATE coordinator will meet with Leadership Teams to provide professional
training regarding gifted services.
E. Expected Outcomes
" By school year 2013-2014 a gifted-endorsed teacher will be assigned at each grade
level at all elementary schools (more than 300 teachers), in order to increase the length
of instructional time offered to gifted students via pullout services and to provide access
to gifted services in regular classrooms as well.
" *Beginning in 2009-2010, the number of African American and Hispanic teachers
identified to receive training for GATE teacher endorsement will increase.
" *Beginning in 2009-2010, the number of students tested for GATE will more than double
from the 2008-2009 level of 5,000 students.
" *Beginning in 2009-2010, the number of African American, Hispanic, and ELL students
evaluated and identified for gifted services will increase.
" A parent support group that includes African American and Hispanic parents will be
established.
" *Beginning in 2009-2010, the number of African American and Hispanic students
enrolled and retained in the GATE program will increase (see Appendix B for 2008
2009 enrollments).
Monitoring and Reporting
The GATE program will submit the following data reports to the internal compliance officer
disaggregated by race/ethnicity and by school:
" Number of students tested for GATE
" Number of students receiving self-contained GATE programming
" Number of students receiving pullout GATE services
" GATE teacher hires and losses
Grades of GATE students I. Honors/Advanced Placement (AP)
Purpose
To increase the number and percentage of traditionally underserved students identified for the
Honors/Advanced Placement program, with particular emphasis on African American and
Hispanic students.
Background
TUSD provides students the opportunity to take advanced-level coursework through the Honors
and AP programs at no financial cost to students. In comparison with regular courses, Honors
and AP classes are designed to be more rigorous in scope and place more emphasis on critical
and analytical skills, while simultaneously encouraging student creativity and problem solving.
Students who take AP classes and score a 3 or higher on the national AP test may receive college
credit.
Present data indicate that Hispanic students are disproportionately underrepresented in AP
classes. Additionally, in four of the ten high schools, there is clear evidence that African
American students are disproportionately underrepresented in AP classes (see Appendix C).
Action Plan
Recruitment and Outreach
a. Curriculum staff and site personnel will ensure that all students have equitable
opportunities to enroll in Honors/AP courses and for dual enrollment.
b. School administrators and the Counseling Department will review the grades of African
American and Hispanic students each semester. For students whose grades indicate their
ability to do advanced work, appropriate school staff will meet with the students and
their parents to recommend enrollment in Honors/AP classes.
c. Site administrators and teachers in the middle schools will provide 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.
d. Curriculum staff and middle school site personnel will collaborate to recruit students
into high school magnet programs and Honors/AP classes.
Retention
a. Principals will ensure that students in Honors/AP courses will have opportunities toimprove their academic performance.
b. Classroom teachers will provide appropriate intervention and support to students whose
grades fall below a B.
c. Parents will be informed about their child's progress, course expectations, and
opportunities for additional academic support. The Ethnic Studies Department will
assist classroom teachers in this ongoing task.
d. Ethnic Studies staff in collaboration with site staff will meet with students in
Honors/AP classes to discuss their issues, concerns, and successes regarding their
classes and facilitate changes where appropriate.
Teacher Selection
a. Site administrators will observe and monitor teacher instruction and interactions with
students to select those teachers who have the academic capacity and relational skills to
teach Honors and AP classes.
B. The district's recruitment plan will include identification of African American and
Hispanic teachers with experience teaching advanced level classes or potential to teach
such classes.
Expected Outcomes
" *African American and Hispanic teachers will be identified, trained and assigned to
provide Honors/AP instruction, and their quantity will increase.
" *The number of African American and Hispanic students in Honors/AP classes will
increase.
" Academically advanced and high-potential middle school students will be identified and
informed about opportunities to take Honors/AP classes in high school.
" *A greater number of African American and Hispanic students will take the AP exams
and receive scores qualifying them for college credit.
Monitoring and Reporting
The following reports will be submitted to the internal compliance officer disaggregated by
race/ethnicity and by school:
" Number of students enrolled in Honors/AP courses
" Retention rate of students in Honors/AP courses
" Grades and other achievement indicators of Honors/AP students
" Number of students taking AP tests
" Number of students whose scores qualify them for college credit
" Teachers assigned to teach AP/honors classes
International Baccalaureate (IB) Diploma Programme
Purpose
To increase the number and percentage of traditionally underserved students enrolled in the IB
Diploma Programme, with particular emphasis on African American and Hispanic students.
Background
Cholla Magnet High School earned certification to offer the IB Diploma Programme to TUSD
students beginning in the 2008-2009 school year. Other District schools are currently exploring
the primary and middle years IB programs. This program enables participating students to excel
in a globally recognized curriculum with rigorous academic expectations.
Action Plan
Beginning in 2009-2010:
1. TUSD will recruit students from throughout TUSD as well as other districts to the IB
Program with emphasis on African American and Hispanic students.
2. To encourage interest in the IB Program, school staff will develop an outreach plan to
contact both underserved student groups and their parents, beginning in the elementary
and middle schools. School staff and TUSD will provide the personnel for this
elementary and middle school outreach. Emphasis will be placed on Group A schools.
See Student Assignment component of the plan.
3. A minimum of one elementary and one middle school will be identified and funded for
an IB Primary Years Programme and an IB Middle Years Programme, respectively, for
20102011 school year.
4. School staff will implement a support plan of academic interventions to sustain and
increase opportunities for academic achievement among IB students.
" When student progress reports are issued every four and one-half weeks, school
staff will identify IB students who receive grades below a B. They will
communicate with parents about the student's grade status. They will monitor these
students and offer opportunities for students to improve their performance.
" The Ethnic Studies Department will assist classroom teachers in informing parents
about their child's progress, teacher expectations, and additional academic support
available to students.
Expected Outcomes
" *The number of students participating in and completing the IB Programme will
increase, as will the number of students in traditionally underserved groups.
" *The proportion of African American and Hispanic students in the program will
increase.
Monitoring and Reporting
The following reports will be submitted to the internal compliance officer disaggregated by
race/ethnicity and gender:
" Number of students placed in IB courses
" Grades and other achievement indicators of IB students
" Retention rate of students in IB courses
" Middle school outreach efforts (descriptive information by school including indicators
of results)
University High School
Purpose
To increase the number and percentage of traditionally underserved students enrolled at
University High School, with particular emphasis on African American and Hispanic students.
Background
University High School is a magnet high school that serves academically talented, college-bound
students from across the city of Tucson. Students in grades 912 take Honors and Advanced
Placement classes at this locally, state, and nationally recognized school and also participate in
fine arts, sports, and other extracurricular activities and competitions, while being encouraged to
do community service.
African American and Hispanic students are underrepresented in the school, as are African
American and Hispanic teachers. In 200809, the school's enrollment 'as 4% African American
and 21% Hispanic, while the proportion of African American and Hispanic teachers was 5% for
each group.
Action Plan
Beginning in 2009-2010:
1. Teacher Recruitment
University High School will aggressively recruit and seek to hire African American and
Hispanic teachers.
2. Student Recruitment
University High School staff, together with TUSD middle school staff, will identify and
encourage eighth-grade students of color to test and to apply for admission to University
High School, and will communicate with parents of these students early in the process to
encourage students to apply, and to assist in the application and admission process.
Special emphasis will be placed on African American and Hispanic students, and on
schools in Group A. (See Student Assignment component.)
3. Retention
When student progress reports are issued every four and one-half weeks, University High
staff will identify students who receive grades below a B. They will communicate with
those students' parents regarding their child's academic status. They will monitor these
students and develop academic intervention strategies to increase their performance.
Student recruitment and retention will be a major focus of University High School staff.
Each grading period staff will monitor the academic progress of underserved student
groups, meeting with individual students and parents as needed to develop an academic
plan of action. Students who choose to leave University High School prior to graduation
will complete an exit survey. That information will be used to develop strategies that
minimize academic failure leading to early student departures.
Expected Outcomes
Beginning in 2009-2010:
" *More African American and Hispanic middle school students with the potential to enroll
at University High School will be identified and encouraged to apply, and more will be
enrolled. Parents will be included early in the process.
" University High staff will communicate regularly with parents, especially African
American and Hispanic parents, about their child's academic successes and progress.
" *Fewer African American and Hispanic students will exit University High School prior
to graduation.
" Greater numbers of African American and Hispanic students will take AP exams and
receive scores qualifying them for college credit.
Monitoring and Reporting
The following reports will be submitted to the internal compliance officer disaggregated by
race/ethnicity, grade, and elementary school attendance zone of residence (Group A, B, C):
1. Grades and other achievement indicators of University High students
2. Student retention rate
3. The number of students applying to, selected to attend and enrolled at University High
School
RESTORATIVE SCHOOL CULTURE AND CLIMATE
A restorative school culture and climate convey respect, support, and a sense of belonging to all
students, regardless of their ethnically/racially diverse backgrounds. TUSD is committed to
promoting equal access to educational opportunities and to fostering the success of traditionally
underserved student populations, in particular African American and Hispanic students.
Diversity Leadership
Purpose
To create and foster a district-wide environment of respect for cultural and ethnic/racial diversity
as well as the inherent cultural wealth of students and families from all communities and
cultures.
To recognize the growing diversity of cultures among TUSD students and ensure that all aspects
of TUSD policies, regulations, practices, programs, and services value diversity and promote
intercultural understanding.
To ensure that all employees individually, the organizational structure, and the education
provided by TUSD are inclusive and respectful of the diverse populations of the district.
Action Plan
1. Beginning in 200910, with annual review for continued improvement, the Department
of Student Equity (DSE) will conduct:
a. longitudinal studies designed to identify and track the racially/ethnically based
experiences of TUSD students to determine those patterns of success that can be
replicated
b. research to identify the essence, depth, and scope of student educational
experiences based on their race and ethnicity, and to identify interventions that
promote growth and development of all students
c. pre- and post-assessments of the intercultural proficiency of a random sampling of
TUSD staff.
d. random-sample reviews to ensure that curriculum and teaching methods reflect
principles of equality and equity.
2. Beginning in 200910 with annual review for continued improvement the Department
of Student Equity
a. in collaboration with assistant superintendents, site administrators, key site
personnel, and the African American Studies and Mexican American Studies
Departments will design, implement, and assess effective methodologies that
contribute to greater academic equity especially for African American and Hispanic
students.
b. In partnership with its African American Studies and Mexican American Studies
Departments and relevant central office departments, will design, implement, and
evaluate a foundational orientation for all new hires that ensures they are
knowledgeable about cultural responsiveness and cultural relevance.
c. In partnership with the African American Studies and Mexican American Studies
Departments and the assistant superintendents, will redesign the Leadership
Academy to include foundations in cultural responsiveness and restorative
practices.
d. In collaboration with site administrators, teachers, and staff, will design, provide
and evaluate continuing education opportunities in the areas of cultural
responsiveness and cultural relevance for staff who choose, or whose evaluations
demonstrate a need for additional training in these areas.
C. Expected Outcome
As a result of DSE activities, academic equity, especially for African American and Hispanic
students, will be enhanced and TUSD's institutional commitment to student equity issues will be
strengthened.
3. The Equity Team will ensure that disciplinary policies focus on improving students'
future behavior, rather than inflicting punishment, and that they represent a commitment
to social justice for all students.
-The DSE will work with schools to ensure that alleged race and racism issues areresolved through a constructive and justice-based orientation.
-Administrators and staff will be provided training on conducting accountability
conferences with misbehaving students.
-The DSE will provide professional development support and training to schools
regarding bullying, so that school personnel are able to identify and minimize bullying
among students.
Factors that contribute to reducing students' suspensions include positive adult relationships with
students, restorative practices, student-centered learning environments, and school-community
networks that support student and family.
Action Plan
Beginning in 2009-2010 with annual review for continued improvement:
- Sites with racially/ethnically disproportionate or excessive student disciplinary
events will have as part of their comprehensive school improvement plan (or plan
to develop a First Choice school) strategies to address student management.
-TUSD will use data reports to identify schools with unusual patterns or rates of
discipline, in order to determine the causes of these patterns and take immediate
action in collaboration with the school to correct them.
Monitoring and Reporting
Student discipline data, disaggregated by school and by race/ethnicity, on referrals, out-of-school
suspensions, in-school suspensions, abeyance contracts, and expulsions will be provided to the
internal compliance officer each semester, or as necessary.
Parent Involvement
TUSD recognizes that active parent involvement in a student's education is a key factor in
student success. Active, involved parents can encourage their child to stay in school; select
college preparation and other rigorous courses; and obtain assistance and interventions, such as
tutoring, GATE testing, or special education services, as appropria
Purpose
To increase the number of parents who are informed about their child's academic progress and
are actively involved in their child's education, with particular focus on parents in underserved
populations.
Action Plan
1. TUSD will maintain, strengthen, and modify as needed existing parent programs--such
as the District Advisory Council, Family Centers, Wellness Centers, School Community
Partnership Council, and Neighborhood Coordinator/Promotora del Barrio--to engage
parents.
2. TUSD will utilize the newly established Community Outreach Division to develop
programs that promote the involvement of African American and Hispanic parents.
3. TUSD will support a committee containing representatives from staff and various
communities to develop an outreach program targeted at increasing the involvement of
African American and Hispanic parents. Representatives from the African American
and Mexican American Studies Departments will recruit parents and community
members to join this committee.
Expected Outcome
*Beginning in 200910, with annual review for continuous improvement, parent involvement
will increase measurably, including among African American and Hispanic parents.
Monitoring and Reporting
The internal compliance officer will assess the quantity and quality of parent involvement using
measures he/she deems appropriate. TUSD will assist the monitoring effort by collecting and
providing data as requested by the compliance officer.
Student Equity
Purpose
To ensure that schools are welcoming to and inclusive of all students, that all students have fair
access to all services that TUSD offers, educational and otherwise, and that all students are
provided equitable opportunities for academic and social success.
Background
The district recognizes the existence of gaps in student performance that follow lines of
race/ethnicity and income level, and further recognizes that such gaps show disadvantage to lowincome
students in general and to students of color in particular, including African American and
Hispanic students. In the interest of the district as a whole, the district is committed to doing all
that is practicable to closing gaps in achievement, graduation, and preparation for college and
work.
Action Plan
The district will promote equity in student performance as follows:
1. Not later than June 1, 2010, the superintendent will adopt a Student Equity Plan ("the
Equity Plan").
2. The Equity Plan will be focused on promoting gains for all students and increased
equity in student performance, using measurable goals and indicators.
3. The Equity Plan may address all grade levels or specified grade levels, and all schools
or specified schools.
4. The Equity Plan will address all student performance and student treatment areas
identified in the Post-Unitary Status Plan as well as issues related to English Language
Learners, special education placements, and high school graduation rates calculated by
cohort survival from grade 9. The Equity Plan will be designed to achieve the
progressive closing of gaps, with particular focus on African American and Hispanic
students.
5. The Equity Plan will set measurable objectives of student performance for each area
addressed, including for outcomes identified with an asterisk (*) in the Post-Unitary
Status Plan, with special emphasis on African American and Hispanic students.
6. The Equity Plan will assign accountability for attainment of objectives to specific
administrators or departments in the district.
a. The Equity Plan will reflect these assumptions: 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.
b. The Equity Plan will reflect 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.
7. The Equity Plan, to the extent possible, will be funded in the district budget
commensurate with its scope and content, and the allocation of funds will reflect the
expected outcomes of the Post-Unitary Status Plan.
8. The Equity Plan will be disseminated within 30 days of its approval by the
superintendent and also be disseminated to all schools and to key interest groups in the
community.
9. Each June 1 following June 1, 2010, so long as performance gaps that follow racial,
ethnic, or income lines exist, the superintendent will update the Equity Plan by adding a
new year two and adjusting year one as necessary. each updated strategy will be
accompanied by data on the then current status of student equity in the district.
******************************************************************************************
10. The disestablishment of the student equity process shall not be done without 60 days
public notice of the intent of the board to disestablish the strategy and the board's
reasons therefore, and after at least two public hearings on the matter, each attended by a
majority of board members and the superintendent.
******************************************************************************************
Expected Outcome
The district will systematically eliminate or ameliorate racial/ethnic/income gaps in student
achievement and graduation, and as a result, student equity will over time systematically be
enhanced and district credibility with the public will increase.
Monitoring and Reporting
The internal and external compliance officers will monitor the Equity Plan and report on its
scope, content, implementation, funding and effectiveness.
Mexican American Studies Department
Purpose
To position the Mexican American Studies Department as an organizational contributor to
TUSD's commitment to greater academic and social equity for Hispanic students.
Action Plan
1. The Mexican American Studies Department will be expanded at the middle and high
school levels to more adequately meet the needs of the student population, as the budget
permits. Within the Elementary level, the department will expand its services by
developing systems of support to schools towards the elimination of disparities for
Hispanic students in the following areas: achievement, discipline, special education
placement, grade retention, GATE placement and IB enrollment, as the budget permits.
2. The Mexican American Studies course capacity established by 20102011 course
expansions will be maintained and expanded as requested by students each year.
1. Course Offerings
a. High School Level
In the 20092010 school year and thereafter, the department will offer these elective courses:
" 11th-grade American history/Chicano perspectives courses at Cholla, Pueblo, Rincon,
and Tucson High Schools
" 12th-grade American government/social justice education project at Cholla, Rincon,
and Tucson High Schools
" 11th-grade English/Latino literature courses at Pueblo and Tucson High Schools
" 12th-grade English/Latino literature course at Tucson High School
" In the 20102011 school year, the following additional elective courses will be offered:
" 11th-grade English/Latino literature at Rincon and Catalina High Schools
" 11th-grade American history/Chicano perspectives at Catalina High School
" 12th-grade English/Latino literature at Catalina, Pueblo, and Rincon High Schools
American government/social justice education project at Pueblo and Catalina High
Schools
b. Middle School Level
" In the 20092010 school year and thereafter, Mexican American Studies will offer
sixth- through eighth-grade courses at Hohokam, Mansfeld, Wakefield, and Pistor
Middle Schools.
" In the 20102011 school year, Mexican American Studies will expand its sixth- through
eighth-grade course offerings to Maxwell, Roskruge, and Valencia Middle Schools.
c. Elementary School Level
Beginning in 200910 with annual review for continued improvement, the department will
provide elementary direct instruction offerings based on the critically compassionate
intellectualism model as requested by teachers and site administrators.
2. Teacher Continuing Education
Beginning in 200910, with annual review for continued improvement, the department will offer
its Institute for Transformative Education in order to support its existing Mexican American
Studies team, to prepare additional teachers to serve on the Mexican American Studies team, and
to enhance the level of culturally responsive pedagogy (and curriculum) within TUSD.
c. monitoring the percentage of students of low socioeconomic status who engage in and
succeed in Mexican American Studies classes and offerings, to ensure recruitment,
achievement, and retention of disadvantaged students.
4. Equitable Representation of Hispanic Students
a. Beginning in 200910, with annual review for continued improvement, the department
will conduct activities focused on retention and matriculation rates of Mexican
American/ Hispanic students in TUSD.
b. Beginning in 200910, with annual review for continued improvement, the department
will conduct activities focused on more equitable representation of Mexican
American/Hispanic students in Advanced Placement courses.
c. Beginning in 200910, with annual review for continued improvement, the department,
in conjunction with the African American Studies Department, will develop
bibliographies of enrichment resources for the district's multicultural curriculum,
including materials and resources for classroom use as well as information regarding
effective instructional strategies for students of color.
Expected Outcomes
The Mexican American Studies Department will make discernible contributions to TUSD equity
efforts, especially with regard to Hispanic students.
Monitoring and Reporting
Data will be provided to the internal compliance officer each semester documenting the actions
of the Mexican American Studies Department in implementing the above-described Action Plan.
VI. African American Studies Department
A. Goals
a. To assist in the improvement of academic achievement for African American students
K12; as aligned to district goals.
b. To assist TUSD in increasing the number of positive educational experiences for
African American students, such as GATE, AP, honors classes, magnet programs, and
all specialty programs, extracurricular activities, student government, etc.
c. To assist TUSD in eliminating incidences of discrimination in any areas
impacting/affecting African American students, parents, and staff.
- AASD will assist TUSD in expanding its efforts to empower African American parents
and students to demand a rigorous and relevant educational experience.
- To assist TUSD administration in addressing the lack of culturally relevant (African
Americancentered) and applicable curriculum and resources.
-To assist TUSD in addressing and eliminating the underrepresentation of African
American employees in the district, particularly administrators, teachers, counselors,
psychologists, etc.
-The African American Studies Department will have a representative included in the
textbook/curriculum adoption process at all stages of implementation.
Action Plan
Beginning in 2009-2010, and with annual review for continued improvement, the Department of
African American Studies will:
1. Address the achievement gap for African American students by providing direct
academic and associated services to targeted elementary, middle, and high schools.
2. Address the rate of attrition for African American students by collaborating with central
office personnel, assistant superintendents, site administrators, teachers, and staff to
identify African American students at risk of dropping out, being suspended, or being
expelled and providing prevention and intervention services where appropriate.
3. Host parent forums, student empowerment conferences, and community summits to
establish venues that foster authentic participation and input by African American
parents and students into the development of programs and services essential to the
academic, social, and emotional success of African American students in TUSD.
4. Assist curriculum personnel in infusing culturally responsive and relevant African
American perspectives into TUSD's middle school and high school curricula (e.g.,
through African American history and literature courses). Develop bibliographies of
enrichment resources for the district's multicultural curriculum, including materials and
resources for classroom use as well as information regarding effective instructional
strategies for students of color. Assist with efforts to enhance equal access to GATE,
Honors, and Advanced Placement courses for African American students.
-Assist with TUSD's recruitment, hiring, and retention efforts to increase the number of
African American employees in underrepresented areas of the district's workforce.
Assist with efforts to reduce disproportionate disciplinary actions on African American
students.
Expected Outcomes
The African American Studies Department will make discernible contributions to TUSD equity
efforts, especially with regard to African Americans.
Monitoring and Reporting
Data will be provided to the internal compliance officer each semester documenting the actions
of the African American Studies Department in implementing the above-described Action Plan.
Monitoring and Reporting
Within each school's continuous improvement plan or plan to achieve a First Choice
environment, there will be a plan for ensuring that each student has an advocate. Assistant
superintendents will be responsible for monitoring each school's plan development and plan
implementation. Student advocacy will be part of a school's overall annual review and will be
part of individual personnel evaluations as appropriate.
ANNUAL MONITORING OF PROGRESS AND COMPLIANCE
Purpose
To enable district administrators, TUSD Governing Board members, and the public to monitor
the effectiveness of the TUSD Post-Unitary Status Plan.
Action Plan
The individuals with primary responsibility for such monitoring shall be an internal compliance
officer and an external compliance officer.
Internal Compliance Officer
Selection
The internal compliance officer will be a district-level employee, and as such the position will be
advertised with a minimum requirement of a master's degree in education and/or related field
and experience in a desegregation setting. It will be filled through a competitive process under
the supervision of the Human Resources Department. The Post-Unitary Status Plan Committee
will be invited to participate in the screening of candidates. TUSD will provide a fixed budget
and staff for the internal compliance officer commensurate with the reporting and oversight
functions of the position.
Responsibilities
The internal compliance officer is a district-level administrator reporting directly to the
superintendent, whose function is to monitor compliance with the TUSD Post-Unitary Status
Plan (Plan) and, with input from the assistant superintendents, to recommend corrective action in
order to ensure ongoing compliance with the measurable goals of that Plan. This position may be
considered for cabinet level appointment at the discretion of the superintendent.
The internal compliance officer:
" Assesses district compliance with the Plan, including but not limited to district planning
and implementation, the allocation of funds to the plan in the district's budget, and the
allocation of all funds designated for Plan-related programs.
" Advises the superintendent on the results of the Plan and the effectiveness of the various
Plan-related programs.
" Researches and advises the superintendent on best practices in areas covered by the
Plan.
" Prepares and distributes an annual Post-Unitary Status Report (Report).
" Oversees the collection, compilation, analysis, and reporting of data related to the
district's compliance with the Plan, and of its annual Report.
" Is responsible for the creation and maintenance of a public Post-Unitary Status Plan
web page.
" Coordinates all Unitary Status- and Plan-related public records requests.
" Participates in the annual public hearing on the Post-Unitary Status Plan and Report.
The internal compliance officer shall be guaranteed independent access to all staff and schools
for the purpose of collecting information and data related to the Post-Unitary Status Plan, in
order to ensure transparency.
As needed, the internal compliance officer will seek input regarding implementation of the Post-
Unitary Status Plan from the external compliance officer, and will coordinate periodic meetings
with the latter officer to provide data and facilitate meetings with and inquiries to or from TUSD
personnel.
The internal compliance officer will use methods of statistical analysis that are recognized and
consistent.
The internal compliance officer's communications with the public shall be limited to the Report,
the Post-Unitary Status Plan web page, responses to public records requests, and participation in
the annual public hearing, unless additional public activities are requested by the Governing
Board.
Expected Outcomes
Through ongoing monitoring and review of all plans, policies, and programs included in the
TUSD Post-Unitary Status Plan (Plan), the internal compliance officer will help to ensure that
TUSD continues to set measurable outcomes for the Plan, implements the Plan, makes
appropriate changes to the Plan, and achieves the Plan's outcomes.
External Compliance Officer
Selection
The external compliance officer will be hired through the request for proposal (RFP) process and
report findings directly to the Board.
The Post-Unitary Status Plan Committee and district-level personnel will provide the Purchasing
Department with a list of consultants who are to receive notice of the bidding process.
An RFP Evaluation Committee will be established, with representatives from the Post-Unitary
Status Plan Committee and district personnel. The Evaluation Committee will design the hiring
criteria, review bids and vendor presentations, and make a final recommendation to the TUSD
Governing Board.
The district will provide a fixed budget for the external compliance officer and assign support
staff acceptable to the external compliance officer when needed.
The external compliance officer is not a TUSD employee but is compensated under a five-year
contract approved by the TUSD Governing Board subject to the state of Arizona's procurement
rules governing multiyear contracts.
The renewal of the external compliance officer's contract will depend upon his or her
demonstrated success in performing the following responsibilities and adherence to the terms of
his or her contract.
Responsibilities
The external compliance officer is an independent expert with experience in integration of
schools and race-related compliance, and also has broad knowledge of school reform issues. The
external compliance officer has the following responsibilities:
" Independently analyzes all reports of the internal compliance officer and prepares
independent analyses of TUSD data and information relating to compliance with, and
effectiveness of, the Post-Unitary Status Plan and its funding.
" Ensures transparency by producing independent monitoring reports and by facilitating
communications between TUSD and the public related to the TUSD Post-Unitary Status
Plan (see below). The external compliance officer will both solicit input from the public
and make more understandable to the public the current level of district compliance
with the Plan.
" Coordinates all contacts with district personnel through the internal compliance officer.
