SPECIAL THANKS TO THE TUSD STUDENTS WHO SUBMITTED ARTWORK FOR THE COVER

Copies of this booklet are available in Spanish on the reverse side of this booklet and can be obtained
online at www.tusd1.org. (follow the link to “Student Rights”). Las copias en Español de este folleto
están disponible al dorso de este folleto y se pueden obtener en línea en www.tusd1.org.
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YOUR SCHOOL IS A SAFETY ZONE
IF YOU SEE IT
Violence – Weapons – Non-Students – Drugs – Fights – Gangs – Assaults – Truancy – Graffiti – Threats

R E P O R T I T!
CONFIDENTIALITY GUARANTEED

TELL A SCHOOL OFFICIAL OR CALL THE

SAFETY MESSAGE LINE 584-7680
- MESSAGES CHECKED HOURLY DURING SCHOOL - MESSAGES CHECKED DAILY ON NON-SCHOOL DAYS -

DISCRIMINATION STATEMENT
Tucson Unified School District does not discriminate on the basis of race, color, religion/religious
beliefs, sex, gender, gender identity, age, national origin, sexual orientation, creed, citizenship
status, marital status, political beliefs/affiliation, disability, home language, or family, social or
cultural background in admission or access to, or treatment or employment in, its educational
programs or activities.
Inquiries concerning Title VI, Title VII, Title IX, Section 504, and Americans with Disabilities Act may be
referred to TUSD’s EEO Compliance Officer, 1010 East Tenth Street, Tucson, Arizona 85719, (520) 225-6444,
or to the Office for Civil Rights, U.S. Department of Education, 1244 Speer Boulevard, Denver, Colorado 80204.
See Board Policies AC “Non-Discrimination,” and ACA “Sexual Harassment” for more information.

TABLE OF CONTENTS:
Superintendent Welcome and Basic Information .......................................................................1-2
Restorative Practices and Positive Behavioral Interventions and Supports (PBIS) ..................3
Exclusionary Consequences.........................................................................................................4
Positive Intervention Centers (PICs); Classroom Disruption; and
Positive Alternatives to Out-Of-School Suspension ....................................................................5
Due Process Guidelines ...............................................................................................................6-7
Action Levels and Guidelines for Applying Consequences ........................................................8-9
Violation Charts
 Aggression ......................................................................................................................10
 Alcohol, Tobacco and Other Drugs Violations................................................................11
 Other Violations of School Policies; Attendance Policy Violations ...............................12
 Dishonesty; Trespassing, Vandalism, or Criminal Damage; Arson ................................13
 Improper Use of Technology; Harassment and Threat, Intimidation ..............................14
 School Threat or Interference; Sexual Offenses ............................................................15
 Theft ................................................................................................................................16
 Weapons and Dangerous Items (Possession Of) ............................................................17
Due Process Regulations and Information on Due Process for ExEd and 504 Students ...........18-19
Student, Parent/Guardian Rights and Responsibilities ...............................................................20
Annual Notifications ..................................................................................................................21
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Welcome to Tucson Unified
There is no goal more important than creating and
maintaining safe, supportive, and nurturing learning
environments for every kid in every school.
The most important factor that deterimines whether or
not we achieve this goal, is you, the student. When
you make a commitment to safety, personal
responsibility, and kindness, you are also making a
commitment to personal excellence.
Please read this document with your parents or guardians. It is important for
you to understand our standards and expectations for behavior at school. By
following the Code of Conduct, you can help our school district become a safer
and more supportive environment for all students and staff.
Amazing schools are places where learning happens, where kids succeed
academically and emotionally, and where learning environments are safe,
supportive, and inclusive of all students. Please do your part to make sure that
every school in our district is an amazing one!
Gabriel Trujillo, Ed.D.
Superintendent
 

TUSD Governing Board:
Michael Hicks, President; Krystal Ann Foster, Clerk; Dr. Mark Stegeman; Adelita Grijalva; Rachael Sedgwick

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Basic Information
What Is The Code?
A guide that outlines the behavior expectations, rights, and responsibilities of students and staff
(previously called the “Guidelines for Student Rights and Responsibilities” or “GSRR”)

What Principles Guide The Administration of Discipline at TUSD?






Partnering with students/parents/guardians to create safe, supportive, and inclusive learning environments.
Striving to keep students in learning environments.
Ensuring that consequences are non-discriminatory, fair, and age-appropriate.
Applying the rules consistently so students receive similar consequences for similar violations.
None of these principles prevent school personnel from protecting campus safety as appropriate.

How Is Discipline Administered For Students With Disabilities?
All district personnel administering discipline must take into account a student’s disability under either
Section 504 or the Individuals with Disabilities Education Act (IDEA) or if the student is suspected of
having – or is being considered for an evaluation for – a disability. TUSD must follow specific
procedures for students considered disabled under federal law, including determining whether
misbehavior is a manifestation of the student’s disability.

When And Where Does The Code Apply?







Regular school hours (including when students are going to and from school, “portal to portal”)
While students are being transported on a school bus or vehicle used for school purposes
At all times and places where a school official or employee has authority over students
School-sponsored / school-related events and activities (including field trips, athletic events)
On- or off-campus actions resulting in a harmful effect on students or the educational process
On TUSD property, at any time (see Policy JICH)

Who Monitors Discipline in TUSD?
TUSD’s Discipline Review Team is made up of the Discipline Director and the Compliance Liaison. The
Team monitors discipline on a bi-weekly, weekly, monthly, and quarterly basis. The Team reviews and
approves requests for elevated consequences, jointly reviews suspensions with administrators, ensures
compliance with the Code and other policy, and monitors for disproportionate discipline by race or ethnicity.

How Can I Get More Information Or Make An Oral or Written Complaint?
Governing Board Policies and Regulations related to discipline are available for review in the principal’s
office at every school and online at www.tusd1.org (follow the link to “Student Rights”). Students or
parents/guardians may make a complaint related to discrimination, harassment, hazing, dating abuse,
bullying, or unfair disciplinary actions with the site principal, assistant principal, the Discipline Review
Team at 225-4316, or online at www.tusd1.org/deseg.

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Restorative Practices
What Are Restorative Practices?
Restorative strategies are practices for resolving problems and building relationships
by addressing the social and emotional issues created by conflict and restoring
students to supportive learning environments after making amends for poor choices.

How Does TUSD Implement Restorative Practices?


Small impromptu circles or large group circles: a few people meet to briefly address and resolve a
problem; facilitated by district staff including teachers, counselors, and/or administrators. A larger
group can meet in a large circle or a classroom circle to discuss issues, answer questions, solve
problems, or offer feedback; facilitated by district staff including, but not limited to: teachers,
administrators, counselors and/or Restorative and Positive Practice Facilitators (RPPFs).



Formal restorative conferences: address serious problems of behavior. These conferences may
involve students who commit disciplinary infractions, victims, parents/guardians, and school
administrators. Only those trained in formal conferences can facilitate a formal conference.



De-escalation: students may take a short time (no more than 30 minutes or the remainder of one
class period) to de-escalate if they feel angry, overwhelmed, or in need of a time-out. Students will
complete a reflection form to help staff de-escalate the situation and assist in helping to restore the
student back into the classroom or classroom setting.

Positive Behavioral Interventions and Supports (PBIS)
What is PBIS?
PBIS is a proactive framework designed to prevent problem behavior while
teaching socially appropriate behaviors. The focus of PBIS at TUSD is creating and sustaining safe and
inclusive environments for all students to support appropriate behavior and redirect disruptive behavior.

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

Who Is Responsible For Implementing Restorative Practices and PBIS?
Everyone. At every site. Under the direction of the campus principal and/or the Restorative and
Positive Practices Facilitator (RPPF), staff members at every site must understand school rules; reinforce
appropriate student behavior; and use constructive classroom management, positive behavioral
interventions and supports, and/or restorative practices strategies, where appropriate, to promote safe,
inclusive, and supportive learning environments for all students.
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Exclusionary Consequences
What Are Exclusionary Consequences?
Disciplinary consequences that remove a
student from classroom instruction for longer
than thirty minutes, or longer than one class
period. These include positive alternatives to
out-of-school suspension (see page 5, below)
settings or programs, in-school suspension,
out-of-school suspensions, and expulsions.

What Is TUSD’s Position On The Use Of Exclusionary Consequences?
TUSD is commited to ensuring that consequences that remove students from the classroom, where learning
happens, are always used as a last resort and are only applied after classroom level interventions have been
attempted and failed or the seriousness of the incident warrants an exclusionary consequence.

When Do Exclusionary Consequences Apply?
If Exclusionary Consequences are imposed,
students will have fair due process that
includes an opportunity to appeal (see
information on due process below, pages 6-7).
For all offenses, disciplinary consequences
must be paired with meaningful instruction
and supportive guidance (e.g. constructive
feedback and re-teaching) so students are
offered an opportunity to learn from their
behavior and, where possible, an opportunity
to continue to participate in the school
community. School Safety personnel will not
participate in discipline decisions occurring
after an incident. This in no way prohibits
School Safety involvement during or
immediately after an incident to protect
campus safety.

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Positive Intervention Centers (PICs); Classroom Disruption
The District designed PICs so that a teacher can provide a student a short time (no more than 30 minutes or no more than the
remainder of one class period) and a positive and supportive environment to de-escalate if they are feeling angry,
overwhelmed or in need of a time-out. The teacher in the PIC will have the student fill out a reflection form to help identify
the root cause of the feelings, de-escalate the situation, and assist in helping to restore the student back into the classroom or
classroom setting. PICs are available at most middle schools, high schools, and large K-8 schools.
Teachers can send students to the PIC as needed through various protocols:
 Teachers may send no more than three students out in a period.
 Teachers may not send students in the first 15 minutes of class or at the end of class.
 Teachers may not send students until after they have attempted interventions.
 Teachers may not send the same student more than three times before sending them to an administrator for review.
 Staff will document each student’s name and where they were sent from, then review this information regularly at to
ensure appropriate use of PIC and to determine if the student needs additional interventions provided.
Arizona Revised Statute 15-841: A teacher may send a disruptive student out of the classroom for 30 minutes or the
duration of the period provided such action is consistent with this Code and only where the following condition exists:
1. The teacher documented that the pupil has repeatedly interfered with the teacher’s ability to communicate effectively with the other
pupils in the classroom or with the ability of the other pupils to learn; OR
2. The teacher has determined that the pupil’s behavior is so unruly, disruptive or abusive that it seriously interferes with the teacher’s
ability to communicate effectively with other pupils in the classroom or with the ability of the other pupils to learn.

Policy Regulation JK-R1: Principals may immediately remove a student whose presence poses a continuing clear and
present danger to persons or property or an ongoing threat of disrupting the academic process.

Positive Alternatives to Out-Of-School Suspension
Principals are encouraged to utilize positive alternatives to suspension wherever practicable.

Abeyance Contracts (Regulation JK-R4)
An Abeyance Contract is a behavior contract that may be offered to a student who is facing a suspension. The Abeyance
will shorten or eliminate the suspension days. The administrator, parent/guardian, and student must agree to and sign the
Abeyance Contract, with the understanding that if the student violates the contract with a suspendable violation, the
remaining suspension days must be served.
ABEYANCE CONTRACTS MUST BE OFFERED BY ADMINISTRATORS WHEN A STUDENT HAS VIOLATED THE
FOLLOWING INFRACTIONS: FIGHTING; POSSESSION OR USE OF DRUGS OR ALCOHOL.

In-School Intervention (ISI)
ISI is an alternative to short-term suspension where
students will continue receiving classroom instruction
from content-certified teachers in a classroom on
campus (ISI is available at all middle schools, all high
schools, and large K-8 schools).

In-School Suspension (ISS)
(Reassignment to a Different Class or Area)
ISS is an alternative to short-term suspension and is only used in
schools that do not have ISI. Students in ISS may be supervised
by a highly qualified teacher or other staff member, and will
continue to receive their core curriculum in a supervised setting.

District Alternative Education Program (DAEP)

DAEP is an alternative to long-term suspension. It is a voluntary program that provides 6th – 12th grade students with the
opportunity to continue their education and reflect on the underlying behaviors and circumstances that led to the
inappropriate behavior. DAEP assists students in learning appropriate behaviors and making better choices so they can be
a successful student when they are restored to their home school.

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Due Process (Suspension or Expulsion)
Any student facing a suspension or expulsion will be provided basic due process as a legal safeguard to protect
the constitutional rights of the student and his or her parents/guardians.

As soon as possible 
following an 
alleged violation, 
initiate basic due 
process

• The principal investigates an allegation, provides notice to 
the student if the allegation is found to be valid, explains the 
evidence and gives the student a chance to present their side
• Principals may immediately remove a student whose 
presence poses a continuing clear and present danger to 
persons or property or an ongoing threat of disrupting
disruption of the academic process

Conclude basic 
due process within 
1‐2 school days

• After reviewing the facts, principals may impose non‐
exclusionary discipline or a short‐term suspension (1‐10 
school days) or, if warranted, may begin the process for a 
long term suspension (11‐180 school days) or expulsion  
• A principal must impose a “short‐term pending long‐term 
suspension” when they begin the process for a long‐term 
suspension or expulsion

Short-Term Suspension Decision and Appeal Process
District policy provides the following protections for students facing a short-term suspension (including a shortterm pending long-term suspension or expulsion).

Notice of 
suspension to 
parent on the 
first day; meet 
with 
parent/guardian
if possible the 
first or second 
day

• The principal calls the parent/guardian, gives the notice of 
suspension to the student, and sends a copy to the parent on 
the 1st day of suspension
• Parents/guardians may meet with the principal within the 1st 
or 2nd day of the suspension.  The principal may offer an 
abeyance contract or parent/guardian may appeal the 
decision to the Assistant Superintendent within 3 school days  
• If appealed, the Assistant Sup't or designee must review the 
decision within 3 school days, affirm or reduce the discipline, 
and notify the parent/guardian/principal as soon as possible 

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Due Process (Long-Term Suspension or Expulsion)
Administrators must impose a “short-term pending long-term suspension” if they are considering long-term
suspension or expulsion, and must first comply with the basic due process described on page 6 (the short-term
pending long-term suspension period will count towards the long-term suspension). Once an administrator
decides to impose a long term suspension or expulsion, the District shall provide more formal due process as a
legal safeguard to protect the constitutional rights of students and parents/guardians.

Student Rights 
including the right 
to representation 
by a 
parent/guardian
and/or legal 
counsel (parents 
can be present at 
all proceedings)

• Reasonable access to nonprivileged evidence and the 
student’s records at least two days prior to the hearing 
• To be free from having to present evidence against themselves
• To present favorable evidence and witnesses; and to question 
adverse evidence and witnesses at the hearing
• To have the testimony presented and saved preserved
• To have an interpreter present, if one is necessary
• To waive any or all rights once they are made known

Long-Term Suspension Decision and Appeal Process
District policy provides protections for students facing a long-term suspension or expulsion. If an administrator
recommends expulsion, the District must follow procedures outlined in Regulation JK-R3.

Notice of 
suspension and 
hearing to 
parent/guardian 
by the third 
school day of the 
short‐term 
suspension

Hearing and 
appeal 
procedures and 
timelines

• At the beginning of the process for a long term suspension, 
the principal must send the notice of suspension and hearing 
to the parent/guardian by the third school day of the short‐
term pending long‐term suspension
• On or before the day the notice is sent, the Principal must 
make a reasonable attempt to communicate verbally to the 
parent/guardian and student about the content of the notice

• Formal Hearing by the 10th school day of the short‐term 
pending long term suspension
• Principal must send the decision within 3 school days
• Parent/guardian may appeal within 3 school days of receipt; 
Assistant Sup't or designee must review within 5 school days
and notify the parent/guardian/principal as soon as possible
• The parent/guardian may further appeal to the Governing 
Board within 5 school days from receiving notice
• Board must decide within 10 days after reviewing the record

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LEVEL
1

GUIDANCE

Action Levels
When considering actions, sites strive to implement Restorative Practices and to keep students in their classroom
whenever possible. Disciplinary actions must be non-discriminatory, fair, age-appropriate, and correspond to the
severity of the student’s misbehavior. Principals may exercise reasonable discretion in deciding which violation
occurred, and may request an elevated consequence based on campus safety concerns.
The chart below lists actions that may be taken by school administration as the result of a violation. The Action Level
identifies a range of actions for violations assigned to that level. Multiple actions may be applied to a single violation.
Actions listed in bold are the minimum and mandatory action for that level of violation.
For all violations, parent/guardian notification and student conference are mandatory.
Before referring a matter to site administration, classroom teachers are expected to employ at least three
classroom-level interventions every semester – with proper documentation – for a Level 1 offense.
 Parent/Guardian Notification
and Conference Request
 Student Conference
 Restorative Circle or
Conference (see page 3)
 Verbal/Written Apology
 Reflective Essay
 Warning

 Detention (before/after school; lunch)










Saturday School
Time Out (not to exceed 30 minutes)
Reassignment To Different Class
Suspended Privileges
Community Service (not work detail)
Restitution
Teen Court
Referred to Outside Agency









Meeting With Counselor
Peer Mediation
Functional Behavioral Assessment
Behavior Contract
Behavior Intervention Group
Behavior Learning Packets
Behavior Intervention Plan
 Other Action (consistent w/other Level 1
interventions).

LEVEL
2

*Some actions may not be available at all sites

Any Action from the prior level(s) may also be imposed.

 Restorative Conference and/or Restorative Circle (see page 3)

 Social Skills Groups and/or Mentoring may be facilitated by a counselor, social worker, or other qualified staff.

LEVEL
3

Any Action from the prior level(s) may also be imposed.

 Restorative Conference and/or Restorative Circle (see page 3)

 In School Suspension/Intervention or Out Of School Suspension and/or Abeyance (Short Term 1-10 Days) but only
where student misbehavior is ongoing and escalating, and only after the site has first attempted and documented the
types of intervention(s) used in PBIS or Restorative Practices).
Any Action from the prior level(s) may also be imposed.

LEVEL
4

 Restorative Conference and/or Restorative Circle (upon re-entry to school) (see page 3)
 Out of School Suspension and/or Abeyance – Long-Term (11-30 Days) (except for violations listed below)
* Fighting. First offense: three day suspension with two days waived if student participates in mediation. Second
offense: eleven day suspension with eight days held in abeyance if student participates in mediation.

*Possession or Use of Drugs or Alcohol. First offense: three day suspension with two days waived if student

LEVEL
5

agrees to attend a substance abuse workshop and, upon return to school, an intake interview and to be searched for
drugs or alcohol. Second offense: eleven day suspension with eights days held in abeyance if student agrees to attend
a substance abuse workshop and, upon return to school, an intake interview, and to be searched for drugs or alcohol.
Any Action from the prior level(s) may also be imposed.

 Out of School Suspension and/or Abeyance – Long-Term (11-180 Days)
 Restorative Conference and/or Restorative Circle (upon re-entry to school) (see page 3)

 Expulsion

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Guidelines for Applying Consquences
1. Nothing in the Code shall prevent school personnel from protecting campus safety as appropriate.
2. Principals and assistant principals (APs) must communicate with the Discipline Review Team
immediately to jointly review suspensions (the Team will still review the use of ISI and abeyances).
3. Principals and APs at the elementary level (Pre-K-5th Grade) shall consider all violations, with the
exception of possession of firearms or any incidence of threat to an educational institution, at one level
lower than that of the actual violation but may request an elevated consequence for safety concerns.

IMPORTANT INFORMATION

4. Principals and APs may apply an action that is one level higher than that listed, but only upon a
showing of supporting documentation (e.g. prior interventions, attendance, etc.). Requests must be
submitted to the Assistant Superintendent for final approval and to jointly review with the Discipline
Review Team to determine if teachers and/or administrators attempted to effectively implement
interventions to address any underlying or unresolved issues. A consequence may be elevated one level
after three repeated violations in a semester (with attempted and documented interventions) or to
protect campus safety.
5. Principals and APs may request a waiver of mandatory actions for level 4 or 5 consequences through
the appropriate Assistant Superintendent. Waivers may not be sought when the prescribed disciplinary
action involves the possession of a firearm or the threatening of an educational institution. By state law
in such a case, only the Governing Board may decide, on a case by case basis, whether to impose less
than the mandatory penalty.
6. Fighting and Drug/Alcohol Use or Possession are considered level 4 violations but are treated different
than other Level 4 violations, including an automatic waiver of long term consequence for the first
offense (a second fight may result in a long-term suspension if approved by the Discipline Review
Team and Asssistant Superintendent). Repeated occurences of this violation may result in increased
lengths of suspension.
7. A student who willingly assists or forces another student to commit a violation of these guidelines may
be held equally accountable for the violation.
8. All parent/guardian conferences will be made in a timely manner. Parents/guardians may participate in
a conference via phone or another accessible mode of communication. Students will not be disciplined
further merely because their parent/guardian cannot participate in a conference.
9. Attempted violations, including physical conflict, may require Actions. Principals or APs will
determine the appropriate level of action for attempted violations. Actions will generally be at a lower
level than the actual violation.
10. When determining the appropriate level of action to take, Principals and APs shall consider a student’s
claim of self defense, defense of others or defense of property.
11. Law Enforcement Officers, School Resource Officers, School Safety Officers, and other security
personnel shall not be involved in low-level student discipline (levels 1-3). This in no way prohibits
contacting School Safety during or immediately after an incident to protect student, staff, or
visitor safety. An administrator must immediately notify an Assistant Superintendent and the
Discipline Review Team when law enforcement is contacted. Law Enforcement may be contacted in
cases of vandalism where the District is seeking restitution for damage to school property.

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Violation Charts
AGGRESSION
Violation

Action Level

Provocation (verbal or nonverbal) Using language or gestures that may incite another person or people to fight.

1

Recklessness Engaging in unintentional, careless behavior that may pose a safety or health risk for yourself or for others.

1

Minor Aggressive Act
2

Engaging in intentional, non-serious but inappropriate physical contact such as, but not limited to: hitting, poking, pulling,
pushing, tripping, pulling a chair out from underneath another person, or other behaviors that demonstrate low level hostile conduct.

Endangerment
3

Recklessly putting self or another person at substantial risk of imminent death or serious physical injury through acts such as, but not
limited to: rock throwing, skateboarding no campus, etc.

Other Aggression

PHYSICAL CONFLICT
Fighting

Assault

Using other acts of aggression not specifically
listed within the Aggression section including, but
not limited to, intentional, serious and
inappropriate physical contact including, but not
limited to, any example listed under “Minor
Aggressive Act” that may result in a serious
physical injury.

A fight is defined as a physical altercation in which both
parties are willing participants who had one or more
opportunities to de-escalate the situation, leave the
situation, or notify a school official of the potential fight
prior to making the decision to participate, and where
the circumstances present a threat to safety because of
the number of participants or the intensity and violence
of the conduct.

Intentionally, knowingly or recklessly
causing any physical injury to another
person; knowingly touching another
person with the intent to injure, insult or
provoke such person.

3

4*

4

Involves serious and inappropriate physical contact.

*Due to the mutual involvement of participants,
administrators will grant an automatic waiver of the
mandatory minimum, eleven-day long-term
suspension normally used at this level for a first
offense. See guidelines for fighting on page 9, above.

Involves one person acting against another.

Similar conduct not meeting the definition of Fighting
shall be treated as the level 3 offense of “Other
Aggression.”

Similar conduct between mutual
participants shall be treated as the level
4* offense of “Fighting.”

Includes “fighting” where the circumstances do not
present a threat to safety.
Similar conduct not meeting the definition of
Other Aggression shall be treated as the level 2
offense of “Minor Aggressive Act.”

Aggravated Assault
1. Causing serious physical injury to another.
2. Using a deadly weapon or dangerous instrument.
3. Committing the assault by any means of force that causes temporary but substantial disfigurement, temporary but substantial loss
or impairment of any body organ or part or a fracture of any body part.
4. Committing the assault while the victim is bound or otherwise physically restrained or while the victim’s capacity to resist is
substantially impaired.

5
Mandatory report
to law
enforcement

5. Committing assault and the person is in violation of an order of protection.
6. Committing the assault knowing or having reason to know that the victim is any of the following: teacher or any school
employee on school grounds, law enforcement officer, prosecutor, firefighter, EMT/Paramedic engaged in official duties, on
grounds adjacent to the school or in any part of a building or vehicle used for school purposes, teacher or school nurse visiting a
private home in the course of the teacher's or nurse's professional duties or any teacher engaged in any authorized and organized
classroom
activity held on other than school grounds.

DRAFT 6, 2018-19 CODE OF CONDUCT [June 7, 2018]

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ALCOHOL, TOBACCO AND OTHER DRUG VIOLATIONS
Definitions
Drug Violation: Unlawful use, cultivation, manufacture, distribution, sale, purchase, possession, transportation or importation of any controlled drug or
narcotic substance or equipment and devices used for preparing or taking drugs or narcotics. Includes being under the influence of drugs
at school, school-sponsored events and on school-sponsored transportation. Includes over-the-counter medications if abused by the student.
Possession: knowing exercise of dominion or control over an item.
Use: the act of using or being under the influence.
Sale: to transfer or exchange an item to another person for anything of value or advantage, present or prospective.
Share: to allow another person to use or enjoy something that one possesses.

*Administrators will be granted an automatic waiver of the mandatory, minimum eleven-day long-term suspension normally used
at this level for first time offenders for possession or use of drugs or alcohol. See specific guidelines for appropriate consequences
on page 10, above.

Violation

Action Level

Inappropriate use of Over the Counter Drugs Medicines that may be purchased directly without a prescription
from a health care professional. Inappropriate use includes any use other than that described on the packaging or recommended by a
health care professional.

Possession or Use
Sale or Share

2
3

Inhalants Inhalants include medications, anesthetics, or other compounds in vapor or aerosol form, taken by inhalation This
does NOT include e-cigarettes or hookah sticks, or items such as markers, glue, etc.
Possession or Use
Sale or Share

4*
5

Unknown Drug (if a drug is identified, after an investigation, a different violation may be identified)
Possession or Use
Sale or Share

4*
5

Substance Represented as an Illicit Drug A substance that is not an illicit drug but that is represented as, and
could be perceived as being, an illicit drug.

Possession or Use
Sale or Share

Inappropriate use of Prescription Drugs Medicines obtained with the lawful prescription of a health care
professional. Inappropriate use includes any use other than that described by the prescription.

4*
5
Mandatory report
to law
enforcement

Possession or Use
Sale or Share

Illicit Drug Illicit drugs include dangerous drugs, narcotic drugs, marijuana, and peyote as defined by A.R.S. § 13-3401, and
appearing in any form, including seeds, plants, cultivated product, powder, liquid, pills, tablets, etc.

4*
5
Mandatory report
to law
enforcement

Possession or Use
Sale or Share

4*
5

Alcohol Violation The violation of laws or ordinances prohibiting the manufacture, sale, purchase, transportation, possession
or use of intoxicating alcoholic beverages or substances represented as alcohol. This includes being intoxicated at school, schoolsponsored events and on school-sponsored transportation.
Possession or Use
Sale or Share

4*
5

Tobacco Violation The possession, use, distribution or sale of tobacco products on school grounds (including any device or
substance that delivers nicotine such as e-cigarettes, nicotine patches, vapes or vape pens, and hookah sticks), at school-sponsored
events and on school-sponsored transportation.
Possession or Use
Sale or Share

2
3

Possession of Drug Paraphernalia Drug paraphernalia means all equipment, products and materials of any kind
which are used, intended for use or designed for use in planting, propagating, cultivating, growing, harvesting, manufacturing,
compounding, converting, producing, processing, preparing, testing, analyzing, packaging, repackaging, storing, containing,
concealing, injecting, ingesting, inhaling or otherwise introducing into the human body a drug in violation of this chapter .
Possession or Use
Sale or Share

DRAFT 6, 2018-19 CODE OF CONDUCT [June 7, 2018]

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3

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OTHER VIOLATIONS OF SCHOOL POLICIES
Violation

Action Level

Dress Code Violation Wearing clothing that violates dress code guidelines stated by school or district policy.

1

Parking Lot Violation Displaying inappropriate behaviors involving a motor vehicle including, but not limited to, unsafe
driving in the parking lot, parking in unauthorized areas, parking in fire lanes or disabled persons space/area, parking in two or more
parking spaces with one vehicle, excessive audio or radio sound, blocking driveway or access, and/or littering.

1

Public Display of Affection Kissing or other inappropriate displays of affection.

1

Other Violation of School Policies and Regulations Committing some other violation of school or district

1

policy or regulation.

Inappropriate Language (verbal or nonverbal) Delivering verbal or nonverbal messages that include
swearing, name calling, or use of words or gestures in an inappropriate way.

2

An administrator may treat a student swearing at a staff member as a Level 3 consequence.

Contraband Possessing items stated in school policy as prohibited because they may disrupt the learning environment.

2

Combustible Possessing a substance or object that is readily capable of causing bodily harm or property damage. (e.g.
matches, lighters)

2

Disruption Engaging in behavior causing a substantial interruption in a class or activity including, but not limited to, loud
talking, yelling, or screaming; noise with materials; throwing objects; or out-of-seat behavior.

2

Gambling Playing games of chance for money or betting a sum of money.

2

Defiance or Disrespect Towards Authority and Non Compliance Engaging in repeated behavior
including, but not limited to, refusal to follow directions, or, talking back, or swearing at a staff member or delivers socially rude
interactions.

2

Negative Group Affiliation / Illegal Organization Engaging as a member or potential member of an anti-social
organization, secret society, criminal street gang, or other set of individuals that are not sanctioned by the Governing Board and
which are determined to be disruptive to teaching and learning. This includes wearing of symbolic apparel, making gestures, writing
on and marking of property, or altering of personal appearance to symbolize membership in an organization with a history of, or
determined to be, a disruption to teaching and learning.

3

ATTENDANCE POLICY VIOLATION (Out of school suspension is not permitted)
Violation
Action Level
Other Attendance Violations
1

Examples: leaving school, without signing out in the main office; leaving school at lunch, without a pass; obtaining a pass to go to a
certain place and not reporting there; becoming ill and going home or staying in the restroom, instead of reporting to the nurse's
office; or coming to school, but not attending classes.

Tardy Arriving at school or class after the scheduled start time.

1

Unexcused Absence Missing school for an entire day with no acceptable excuse.

1

Leaving School Grounds without Permission

1

Leaving school grounds or being in an “out-of-bounds” area during regular school hours without principal or designee permission

Truancy Having an unexcused absence for at least one class period during the day (applies to students aged 6-16).

DRAFT 6, 2018-19 CODE OF CONDUCT [June 7, 2018]

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DISHONESTY
Violation

Action Level

Cheating
2

Sharing with another, or taking from another, intellectual property for the purpose of deceit or fraud, or t taking or stealing
intellectual property from another with or without their knowledge and presenting it as the student’s own.

Forgery Falsely and fraudulently making or altering a document, including hall passes and parent/guardian signatures.

2

Lying Making an untrue statement with the intention to deceive or to create a false or misleading impression.

2

Plagiarism Stealing and passing off the ideas or words of another as one’s own, including material obtained online.

2

TRESPASSING; VANDALISM OR CRIMINAL DAMAGE
Definitions
Criminal damage: Willful destruction or defacement of school property, commercial property located on school property, or personal property of another
person, so as to substantially impair its function or value in an amount of five thousand dollars or more. Administrators may consider acts of vandalism that
result in damages exceeding $5,000 in value at a Level 4.
Example: Substantial destruction of copy machines, vehicles, science or computer equipment.

Violation

Action Level

Entering or remaining on a public school campus or school board facility without authorization or invitation and with no lawful
purpose for entry. This includes students under suspension or expulsion and unauthorized persons who enter or remain on a campus
or school board facility after being directed to leave by the chief administrator or designee of the facility, campus or function.

2

Trespassing

Graffiti or Tagging
2

Writing on walls; drawings or words painted or sprayed on walls or other surfaces that can be easily removed with soap or cleaner.

Vandalism of Personal property Destroying or defacing personal property.

3

Vandalism of School Property Destroying or defacing school property.
3

Examples: Destroying school computer records, carving initials or words in desk top, spray painting on walls, damaging vehicles.

ARSON
Definitions
Structure: a building or place with sides and a floor used for lodging, business, transportation, recreation, or storage
Occupied structure: any structure in which one or more persons is, or is likely to be present, or is so near as to be in equivalent danger at the
outset of the fire or explosion. This includes any dwelling house, whether occupied or not.
Property: anything other than a structure that is owned and has value of any kind (e.g., a backpack, school book, clothing, etc.).
Damage: as used here, means a tangible or visible impairment to a surface.
Reckless Burning: recklessly causing a fire or explosion resulting in damage to a structure, wild land, or property.

Violation

Action Level

Arson of a Structure or Property
Knowingly and unlawfully damaging a structure or property by knowingly causing a fire or explosion. Burning one’s own
property is not arson, except for burning one’s own property with the knowledge that it will ignite another’s property or a
structure (but may, where appropriate, be considered reckless burning).

4

Arson of an Occupied Structure

5

Mandatory report to
Knowingly and unlawfully damaging an occupied structure by knowingly causing a fire or explosion.
law enforcement and
Fire Dept.
NOTE: Administrators may consider acts of arson that are only reckless (as opposed to knowing or intentional), or that damage property with a value
under $100, at Level 3. Please see the definition of Reckless Burning above.

DRAFT 6, 2018-19 CODE OF CONDUCT [June 7, 2018]

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TECHNOLOGY, IMPROPER USE OF
Violation

Action Level

Telecommunication Device or Other Technology
Students may possess and use cellular telephones and/or other electronic signaling devices subject to limitations of this and other
policies of the District under the following conditions and guidelines: (1) they are to be kept out of view in a student’s locker,
pocket, or a carrying bag; (2) they shall not be turned on or used during instructional time, except as authorized by the teacher; (3)
the principal shall establish additional guidelines appropriate to campus needs; (4) students violating the policy may have the
electronic device confiscated and be subject to disciplinary action. Any search of the contents of an electronic device shall be by an
administrator in accordance with the Code of Conduct. (see Policy JICJ) NOTE: may be elevated to a Level 3 violation but cannot
result in out of school suspension.

2

Examples: use of telecommunication devices (cell phones, pagers, etc.) or other technology (gaming systems, iPods, iPads, Tablets,
etc) for a non-instructional purpose.

Computer or Network Violation NOTE: may not be elevated to Level 4.
Examples (Computer): Using school computers for non-instructional purpose, copyright or trademark infringement, knowingly
uploading or downloading destructive or malicious programs or software, loading personal software or disks onto school computers
without permission of an administrator, vandalism of computers or computer equipment.

3

Examples (Network): Posting videos of fights onto social media, use of computer network for non-instructional purpose, knowingly
uploading or downloading destructive or malicious programs or software, sharing passwords, attempting to read, delete, copy or
modify the email of other users, accessing secure areas other than for educational purposes, transmitting material information or
software in violation of any district policy or regulation, local, state or federal law or regulation, or tampering with or misuse of the
computer networking system or taking any other action inconsistent with this regulation will be viewed as a network violation.

HARASSMENT AND THREAT, INTIMIDATION
Violation

Action Level

Threat or Intimidation
Indicating, by words or conduct, the intent to cause physical injury or serious damage to a person or their property, or intentionally
places another person in reasonable apprehension of imminent physical injury. This may include threats or intimidation that occurs
online or through a telecommunication device.

3

Bullying
Intimidating students by the real or threatened infliction of repeated physical, verbal, written, electronically transmitted, or emotional
abuse, or through attacks on the property of another. It may include, but not be limited to actions such as verbal taunts, name-calling
and put-downs, including ethnically based or sex or gender-based verbal put-downs, and extortion of money or possessions.
Bullying can be physical in form (e.g., pushing, hitting, kicking, spitting, stealing); verbal (e.g., making threats, taunting, teasing,
name-calling); non-verbal/ cyber-bullying (e.g., text messages, email, social networking-such as, but not limited to “Twitter”); or
psychological (e.g., social exclusion, spreading rumors, manipulating social relationships).

3

Harassment, nonsexual
1. Anonymously or otherwise communicates or causes a communication with another person by verbal, electronic, mechanical,
telegraphic, telephonic or written means in a manner that harasses.
2. Repeatedly commits an act or acts that harass another person.
3. Surveils or causes another person to surveil a person for no legitimate purpose.
4. On more than one occasion makes a false report to a law enforcement, credit or social service agency.
5. Stalking-Following another person in or about a public place for no legitimate purpose after being asked to desist.

3

NOTE: Bullying and Sexual Harassment are types of Harassment. Indicate Harassment, nonsexual if the violation is not specifically
Bullying or Sexual Harassment, or if the specific type of harassment is not known.

Hazing
Comitting an act against another student, in which both of the following apply:
1. The act was committed in connection with an initiation into, an affiliation with or the maintenance of membership in any
organization (athletic team, association, club or other similar group that is affiliated with the school and whose membership consists
primarily of students enrolled at the school that is affiliated with an educational institution) affiliated with an educational institution.
2. The act contributes a substantial risk of potential physical injury, mental harm or degradation or causes physical injury, mental
harm or personal degradation.

3

*Administrators may treat incidents of hazing at a Level 4 in consultation with the Discipline Review Team.

DRAFT 6, 2018-19 CODE OF CONDUCT [June 7, 2018]

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SCHOOL THREAT OR INTERFERENCE
Definitions
A School Threat occurs where a student uses words or actions to place students, staff, or school property guests in apprehension of harm, or to interfere with
or disrupt an educational institution.

Violation

Action Level

Fire Alarm Misuse Intentionally ringing fire alarm when there is no fire.

4

Other School Threat (Verbal) Making a verbal School Threat.

4

Bomb Threat Threatening to cause harm by using or threatening to use a bomb, or arson-causing device.
Chemical or Biological Threat Threatening to cause harm using dangerous chemicals or biological agents.

5
Expulsion
required by law

Other School Threat
Making a School Threat that might reasonably lead to the evacuation or closure of a school property or to the postponement,
cancellation, or suspension of any class or other school activity (though actual evacuation, closure, postponement, cancellation or
suspension is not required).

SEXUAL OFFENSES

Violation

Action Level

Harassment, Sexual
Making unwelcome sexual advances, requests for sexual favors, and other verbal, graphic, written or physical conduct of a sexual
nature where such conduct has the purpose or effect of creating an intimidating, hostile, or offensive educational environment. Sexual
harassment can include nonverbal forms (e.g., “sexting,” tweeting, or otherwise sending messages through networking sites and/or
telecommunication devices), or physical conduct of a sexual nature.

3

Pornography

3

Posessing or providing sexually explicit and obscene depictions of persons, in words or images. Examples: viewing and/or sharing
nude or sexually-charged images (non-art, non-educational) of people in books, magazines, electronic devices, or on the internet;
using an electronic device to send or receive nude images, partially-nude images, or images that are sexual in nature (“i.e. sexting”),
or drawing nude images, partially-nude images or images that are sexual in nature that have no redeeming educational value.

Harassment, Sexual with contact Comitting sexual harassment that includes physical contact.

4

Indecent Exposure or Public Sexual Indecency Engaging in sexual acts or public sexual indecency.
4

Examples: public urination, streaking, masturbation, “peeping tom” (including taking photos or videotaping), exposing another
student’s private parts, or engaging in intercourse, or oral sex.

Sexual Assault or Rape Intentionally or knowingly engaging in sexual intercourse or oral sexual contact with any person
without consent of such person.

DRAFT 6, 2018-19 CODE OF CONDUCT [June 7, 2018]

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Mandatory report
to law
enforcement

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THEFT
Violation
Petty Theft Stealing cash, or property, valued under $100.

Action Level
2

Theft – School Property or Non-School Property
Knowingly:
b. Controls property of another with the intent to deprive the other person of such property; or
c. Converts for an unauthorized term or use services or property of another entrusted to the defendant or
placed in the defendant’s possession for a limited, authorized term or use; or
d. Obtains services or property of another by means of any material misrepresentation with intent to deprive
the other person of such property or services; or
e. Comes into control of lost, mislaid or misdelivered property of another under circumstances providing
means of inquiry as to the true owner and appropriates such property to the person’s own or another’s use
without reasonable efforts to notify the true owner; or
f. Controls property of another knowing or having reason to know that the property was stolen; or
g. Obtains services known to the defendant to be available only for compensation without paying or an
agreement to pay the compensation or diverts another’s services to the person’s own or another’s benefit
without authority to do so.

3

Burglary or Breaking and Entering
Entering or remaining unlawfully in or on the personal property of another, a classroom, a residential structure
or yard or a nonresidential structure or in a fenced commercial property with the intent to commit any theft or
any felony therein.

4

Extortion
Knowingly obtaining or seeking to obtain property or services by means of a threat to do in the future any of
the following:
1.
2.
3.
4.
5.
6.

Cause physical injury to anyone by means of a deadly weapon or dangerous instrument.
Cause physical injury to anyone except as provided in paragraph 1 of this subsection.
Cause damage to property.
Engage in other conduct constituting an offense.
Accuse anyone of a crime or bring criminal charges against anyone.
Expose a secret or an asserted fact, whether true or false, tending to subject anyone to hatred, contempt or
ridicule or to impair the person’s credit or business.
7. Take or withhold action as a public servant or cause a public servant to take or withhold action.
8. Cause anyone to part with any property.

4

Robbery
Taking any property of another from their person or immediate presence and against their will; threatens or
uses force against any person with intent either to coerce surrender of property or to prevent resistance to such
person taking or retaining property.

Armed Robbery
Committing robbery (see definition above) such person or an accomplice: (1) Is armed with a deadly weapon
or a simulated deadly weapon; or (2) Uses or threatens to use a deadly weapon or dangerous instrument or a
simulated deadly weapon.

Burglary (First Degree)
Entering or remaining unlawfully in or on a residential structure or yard or a nonresidential structure or in a
fenced commercial with the intent to commit any theft or any felony therein) and knowingly possessing
explosives, a deadly weapon or a dangerous instrument in the course of committing any theft or any felony.

DRAFT 6, 2018-19 CODE OF CONDUCT [June 7, 2018]

4

5
Mandatory report to
law enforcement
5
Mandatory report to
law enforcement

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WEAPONS AND DANGEROUS ITEMS (POSSESSION OF)
See Policy JICI for more details on Weapons in School

Violation

Action Level

Posessing a knife with a blade length of less than 2.5 inches, air soft gun, b.b.gun, laser pointer, letter opener,
mace/pepper spray, paintball gun, pellet gun, razor blade/box cutter, simulated knife, taser or stun gun, tear
gas, firecrackers, smoke and stink bombs, gas, lighter fluid, and other dangerous items (anything that under
the circumstances in which it is used, attempted to be used or threatened to be used is readily capable of
causing death or serious physical injury).

3

Dangerous Items

Mandatory report to law enforcement if under the circumstances in which it is used, attempted to be
used or threatened to be used is readily capable of causing death or serious physical injury.

Other Weapons
Posessing a billy club, brass knuckles, knife with a blade length of at least 2.5 inches, nunchakus.

4

Mandatory report to law enforcement if under the circumstances in which it is used, attempted to be
used or threatened to be used the item is readily capable of causing death or serious physical injury.

Simulated Firearm
Possessing a simulated firearm made of plastic, wood, metal or any other material which is a replica,
facsimile, or toy version of a firearm.

3

If the simulated firearm is used to threaten or intimidate, the violation will be considered a level 4.

Firearms
No student shall knowingly carry or possess on their person, within their immediate control, or in or on a
means of transportation a firearm without authorization by a school administrator.
“Firearm” means any loaded or unloaded handgun, pistol, revolver, rifle, shotgun or other weapon that will
expel, is designed to expel or may readily be converted to expel a projectile by the action of an explosive.
Firearm does not include a firearm in permanently inoperable condition.
“Other Firearms” –Firearms other than handguns, rifles or shotguns including:–any weapon (including a
starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of any
explosive; the frame or receiver of any weapon described above; Any firearm muffler or firearm silencer; Any
destructive device, which includes: Any explosive, incendiary, or poison gas: Bomb; Grenade; Rocket having
a propellant charge of more than four ounces; Missile having an explosive or incendiary charge of more than
one-quarter ounce, Mine or similar device. Any weapon which will, or which may be readily converted to,
expel a projectile by the action of an explosive or other propellant, and which has any barrel with a bore of
more than one-half inch in diameter. Any combination or parts either designed or intended for use in
converting any device into any destructive device described in the two immediately preceding examples, and
from which a destructive device may be readily assembled. ()

5
Expulsion required by law
Mandatory report to
law enforcement

NOTE: This definition does not apply to items such as toy guns, colorful plastic water guns, cap guns,
bb guns, and pellet guns)

DRAFT 6, 2018-19 CODE OF CONDUCT [June 7, 2018]

19

 Discipline-Related Policies
Policies are available upon request at all school sites, family centers, the central office, and online.

Student Attendance Policy (JE)
http://govboard.tusd1.org/Policies-and-Regulations/Policy-Code-JE
Good attendance in school enables students to act as responsible members of the community.
Bullying, Intimidation and Harassment Policy (JICK)
http://govboard.tusd1.org/Policies-and-Regulations/Policy-Code-JICK
The District does not tolerate bullying in any form. Further, the District shall investigate each complaint
of bullying and will take appropriate, timely, and responsive action.
Cell Phone and Electronic Device (JICJ)
http://govboard.tusd1.org/Policies-and-Regulations/Policy-Code-JICJ
Students may possess and use cellular telephones and/or other electronic signaling devices subject to
limitations of this and other policies of the District under the specific conditions and guidelines.
Dress Code Policy (JICA)
http://govboard.tusd1.org/Policies-and-Regulations/Policy-Code-JICA
This policy and regulation specifies the standards of dress and grooming that promote a safe school
setting conducive to a positive learning environment.
Equal Educational Opportunities and Anti-Harassment Policy (JB)
http://govboard.tusd1.org/Policies-and-Regulations/Policy-Code-JB
The right of a student to participate fully in classroom instruction shall not be abridged or impaired
because of race, color, religion, sex, sexual orientation, age, national origin, and disability, or any other
reason not related to the student’s individual capabilities.
Interviews, Searches and Arrests (JIH)
http://govboard.tusd1.org/Policies-and-Regulations/Policy-Code-JIH
School administrators have the right to interview students and search and seize property-including
school property that has been temporarily assigned to students. School administrators and staff will
cooperate with law enforcement when attempting to locate a student for a warrant or subpoena.
Weapons (JICI)
http://govboard.tusd1.org/Policies-and-Regulations/Policy-Code-JICI
Weapons are not allowed on any campus/property without prior authorization by a school administrator.
Bus Rules (EEA)
http://govboard.tusd1.org/Policies-and-Regulations/Policy-Code-EEA
Riding is a privilege; parents/guardians and students should discuss and make sure they know the rules. As a last resort,
violations of these bus rules may result in the loss of bus privileges for a limited time, not to exceed 30 days. This Code
applies while students are being transported on a school bus or vehicle used for school purposes.
Rules
Always comply with bus driver’s/monitor’s directions
Use classroom voice (no profanity/loud noises/intimidation)
Remain seated; keep hands, feet, and head inside bus
All personal possessions must be under control at all times
Keep unauthorized materials and substances off bus
No eating or drinking on the bus
Safety Precautions
Know the correct bus route # and route to/from the bus stop;
Discuss what to do if the bus is late in the morning or
ALWAYS board/depart the correct stop known by parent/guardian no one is home in the afternoon

DRAFT 6, 2018-19 CODE OF CONDUCT [June 7, 2018]

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Regulations Related to Due Process for Suspension and Expulsion
Regulations are available upon request at all school sites, family centers, the central office, and online.

Student Discipline – Short Term Suspension (JK-R1)
http://govboard.tusd1.org/Policies-and-Regulations/Regulation-Code-JK-R1
This regulation explains the process for short-term suspensions (1 – 10 Days).
Student Discipline – Long Term Suspension (JK-R2)
http://govboard.tusd1.org/Policies-and-Regulations/Regulation-Code-JK-R2
This regulation explains the process for long-term suspensions (11 – 180 Days).
Student Discipline – Expulsion (JK-R3)
http://govboard.tusd1.org/Policies-and-Regulations/Regulation-Code-JK-R3
This regulation explains the process for expulsions.
Student Discipline – Suspension Abeyance Contract Regulation (JK-R4)
http://govboard.tusd1.org/Policies-and-Regulations/Regulation-Code-JK-R4
Administrators may offer to hold a suspension in “abeyance” (to not instantly enforce the suspension) if
(1) the administrator believes it is in the best interests of the student and the school community,
(2) the student and parent/guardian agree to certain conditions, and
(3) the student and parent/guardian signs an abeyance contract agreeing to certain conditions.
This regulation explains the abeyance contract process and requirements.

Due Process for Students with an IEP or 504
Information about IDEA, IEPs, and 504 Plans can be found at http://www.tusd1.org/Departments/Exceptional-Education

Students with disabilities under Section 504 or IDEA (and students suspected of having a
disability) may be disciplined in the same manner as any other student and may be suspended for
up to 10 cumulative days of school per school year. If a suspension beyond 10 cumulative days is
contemplated, special procedures must be followed.
A manifestation determination conference must be held by the 10th day of suspension, but should
happen as soon as possible based on parent/guardian/staff availability.
If the manifestation determination concludes that the student’s behavior is a manifestation of the
student’s disability, then no further disciplinary action can be taken. The 504 or IEP team should
convene to develop an appropriate behavior plan for the student. If the manifestation determination
conference concludes that the student’s behavior is not a manifestation of the student’s disability, a
hearing officer may impose whatever long-term suspension or expulsion policy allows.. The District has
no obligation to continue to provide educational services to a 504 student pursuant to the 504
accomodation plan during the period of a long-term suspension or expulsion. However, the District must
continue to provide educational services for students eligible under IDEA.
A student with a disability under IDEA may be referred to an Interim Alternative Educational
Setting in circumstances involving the use or possession of drugs, weapons, or serious bodily
injury. Refer to the Exceptional Education web page for more information
(http://www.tusd1.org/Departments/Exceptional-Education).
DRAFT 6, 2018-19 CODE OF CONDUCT [June 7, 2018]

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Rights and Responsibilities
STUDENT RIGHTS

STUDENT RESPONSIBILITIES

 Learn in a safe, clean, orderly and positive climate that is
unbiased, nonjudgmental, and free from prejudice,
discrimination, verbal or physical threats and abuse.
 Receive appropriate accommodations to meet individual
needs. (as supported by documentation)
 Be treated with respect and in a fair and equitable manner
by teachers and administrators.
 Due process of law.
 Have school rules that are enforced in a consistent, fair
and reasonable manner.
 Be free from retaliation, from fear of retaliation, and
from sex discrimination and sexual harassment at school,
including dating abuse.
 Have teachers and administrators who will follow all
District policies related to known allegations of
discrimination, harassment, hazing, bullying, and
incidents that require mandatory reporting. Such known
allegations/incidents must be reported to site
administration immediately.
 Receive a copy of this Code.
 Have access to school assignments/homework while
serving a disciplinary suspension and have options for
alternative instructional opportunities for any long term
suspension.

 Attend school daily according to school district adopted
calendar, arrive on time, bring appropriate materials, and
be prepared to participate in class and complete
assignments.
 Make positive contributions to an environment that
allows fellow students to be free from discrimination,
harassment, hazing and bullying.
 Make up work resulting from an absence.
 Respect the rights, feelings, and property of fellow
students, parents/guardians, school staff, visitors, guests,
and school neighbors.
 Conduct themselves in an appropriate and respectful
manner while on school grounds, school buses, at bus
stops, at any school-related activity, and in the classroom,
so as not to interfere with the rights of another student to
learn and to contribute to a safe and orderly environment
that is conducive to learning.
 Display behavior that does not compromise the safety of
other students and/or staff.
 Follow discipline guidelines adopted by the school and
District.
 Protect and take care of the school’s property.
 Read and ask questions to understand the information in
the Code of Conduct.

PARENT & GUARDIAN RIGHTS

PARENT & GUARDIANS
RESPONSIBILITIES

 Request and be granted conferences with teachers, counselors and/or the
principal.
 Receive explanations from teachers about their student’s grades and
disciplinary procedures.
 Access and review school records pertaining to their student.
 Receive a copy of this Code.
 Receive immediately an oral and a written notification anytime a student
receives in-school suspension, or is sent home for any safety and/or
disciplinary reason. (including suspensions)
 Request an interpreter or translator at any step of the disciplinary
process.
 Request a review of all disciplinary actions relating to their student.
 Direct their student’s education, upbringing and moral/religious training.
 Be notified promptly if an employee of this state, any political
subdivision of this state, any other governmental entity or any other
institution suspects that a criminal offense has been committed against
the minor child by someone other than a parent/guardian, unless the
incident has first been reported to law enforcement and notification of
the parent/guardian would impede a law enforcement or a Department of
Child Safety (DCS) investigation. This paragraph does not create any
new obligation for TUSD to report misconduct between students at
school, such as fighting or aggressive play, that are routinely addressed
as student disciplinary matters by the school.
 Be treated in a manner that is respectful of and responsive to their
cultural traditions.

 Attend school daily according to school
district adopted Communicate and
collaborate with teachers to support
student achievement.
 Attempt to participate and be active at
their student’s school.
 Be partners with school staff by sharing
appropriate ideas for improving student
learning and by helping to prevent and/or
resolve student discipline problems.
 Provide supervision of the student’s
health, physical and emotional well being,
and assume responsibility for the student’s
timely regular attendance.
 Promptly provide the school with
explanations for student absences or
tardiness.
 Ensure student compliance with school
and district policies and regulations.
 Read and ask questions to understand the
information in this Code.
 Reinforce the importance of students’
adherence to values and behaviors
described in this Code.

DRAFT 6, 2018-19 CODE OF CONDUCT [June 7, 2018]

22

 [RIGHT]

Annual Notifications
ANNUAL NOTIFICATION OF RIGHTS UNDER THE
PROTECTION OF PUPIL RIGHTS AMENDMENT (PPRA)
PPRA affords parents certain rights regarding our conduct of surveys, collection and
use of information for marketing purposes, and certain physical exams. These rights
transfer from the parents to a student who is 18 yrs. old, or an emancipated minor under
State law, and include the right to:
(1) Consent before students are required to submit to a survey that concerns one
or more of the following protected areas (“protected information survey”) if the
survey is funded in whole or in part by a program of the U.S. Dep’t of Educ. (ED)
1. Political affiliations or beliefs of the student or student’s parent;
2. Mental or psychological problems of the student or student’s family;
3. Sex behavior or attitudes;
4. Illegal, anti-social, self-incriminating, or demeaning behavior;
5. Critical appraisals of others with whom respondents have close family relationships;
6. Legally recognized privileged relationships (like with lawyers, doctors, or
ministers);
7. Religious practices, affiliations, or beliefs of the student or parents; or
8. Income, other than as required by law to determine program eligibility.
(2) Receive notice and an opportunity to opt a student out of –
1. Any other protected information survey, regardless of funding;
2. Any non-emergency, invasive physical exam or screening required as a condition of
attendance, administered by the school or its agent, and not necessary to protect the
immediate health and safety of a student, except for hearing, vision, or scoliosis
screenings, or any physical exam or screening permitted or required under State law;
3. Activities involving collection, disclosure, or use of personal information obtained
from students for marketing or to sell or otherwise distribute the information to others.
(3) Inspect, upon request and before administration or use –
1. Protected information surveys of students;
2. Instruments used to collect personal information from students for any of the above
marketing, sales, or other distribution purposes; and
3. Instructional material used as part of the educational curriculum.
TUSD will develop and adopt policies, in consultation with parents, regarding these
rights, as well as arrangements to protect student privacy in the administration of
protected information surveys and the collection, disclosure, or use of personal
information for marketing, sales, or other distribution purposes.
TUSD will directly notify parents of these policies at least annually at the start of each
school year and after any substantive changes. TUSD will also directly notify, such as
through U.S. Mail or email, parents of
students who are scheduled to participate in the specific activities or surveys noted
below and will provide an opportunity for the parent to opt his or her child out of
participation of the specific activity or survey.
TUSD will make this notification to parents at the beginning of the school year if the
District has identified the specific or approximate dates of the activities or surveys at
that time. For surveys and activities scheduled after the school year starts, parents will
be provided reasonable notification of the planned activities and surveys listed below
and be provided an opportunity to opt their child out of such activities and surveys.
Parents will also be provided an opportunity to review any pertinent surveys. Following
is a list of the specific activities and surveys covered under this requirement:

TUSD ANNUAL NOTIFICATION OF PRIVACY RIGHTS OF PARENTS AND STUDENTS
The Family Educational Rights and Privacy Act (FERPA) affords parents and “eligible students” (students over 18 years
of age, or who attend an institution of postsecondary education) certain rights regarding the student’s education records.
These rights are:
(1) The right to inspect and review the student’s education records within 45 days from the day TUSD receives a
request.
The parent(s) and/or eligible student may inspect and review student’s education records, and TUSD policies and
regulations governing use of those records, by making an appointment with the student’s school principal. A copy of
state and federal statutes and regulations concerning student records is available for reasonable inspection in the Office
of the Superintendent or designee, 1010 E. 10th Street, Tucson, Arizona. A list of the types of records maintained, and
an explanation of any record, will be provided by appropriate TUSD personnel upon request.
Federal law assumes that both parents are equally entitled to review their child’s records. If there is a custody order in
place that prohibits the provision of this information to one parent, please provide TUSD with a copy of the custody order,
signed by a judge.
(2) The right to request the amendment of the student’s education records that the parent(s) and/or eligible
students believes are inaccurate, misleading, or otherwise in violation of the student’s privacy rights under
FERPA.
Such a request must be in writing to the student’s school principal, must clearly identify the part of the record they want
changed, and must specify why it should be changed. If TUSD, decides not to amend the record as requested by the
parent(s) and/or eligible student, TUSD will notify the parent(s) and/or eligible student of the decision, and the parent(s)
and/or eligible student may further request a hearing regarding the request for amendment, as provided by federal and
state statutes, rules and regulations.
(3) The right to privacy of personally identifiable information in the student’s education records, except to the
extent that FERPA authorizes disclosure without consent.
TUSD must obtain the written consent of the parent or eligible student prior to releasing personally identifiable
information from the education records of a student, except in circumstances where federal and state law authorize
disclosure without consent, such as disclosure to school officials with legitimate educational interests. A school official
is a person employed by TUSD as an administrator, supervisor, instructor, or support staff member (including health or
medical staff and law enforcement unit personnel); a Governing Board member; a person or company with whom TUSD
has outsourced services or functions it would otherwise use its own employees to perform (such as an attorney, auditor,
medical consultant, or therapist); a parent or student serving on an official committee, such as a disciplinary or grievance
committee; or a parent, student, or other volunteer assisting another school official in performing his or her tasks. A
school official has a legitimate educational interest if the official needs to review an education record in order to fulfill
his or her professional responsibility.
Upon request, schools will disclose education records, without consent, to officials of another school district in which a
student seeks or intends to enroll, or is already enrolled if the disclosure
is for purposes of the student’s enrollment or transfer.
(4) The right to file a complaint with the U.S. Department of Education concerning alleged failures by TUSD to
comply with the requirements of FERPA.
Any complaints arising from an alleged violation of these rights may be submitted to the Superior Court of Pima County,
Arizona, or to:
The Family Policy Compliance Office, U.S. Dep’t of Education
400 Maryland Avenue, SW, Washington, D.C. 20202
(202) 260-3887
Directory Information
FERPA requires that TUSD, with certain exceptions, obtain a parent’s/guardian’s written consent prior to the disclosure
of personally identifiable information from your child’s education records. However, TUSD may disclose appropriately
designated “directory information” without written consent, unless you have advised TUSD to the contrary in accordance
with TUSD procedures (see Administrative Regulation 5130). The primary purpose of directory information is to allow
TUSD to include this type of information from your child’s education records in certain school publications, such as:
•The annual yearbook;
•Honor roll or other recognition lists;
•Graduation programs; and
•Sports activity sheets showing weight/height of team members.
Directory information, which is information that is generally not considered harmful or an invasion of privacy if released,
can also be disclosed to outside organizations without a parent’s prior written consent. Outside organizations include, but
are not limited to, companies that manufacture class rings or publish yearbooks. In addition, two federal laws require
local educational agencies (LEAs) receiving assistance under the Elementary and Secondary Education Act of 1965
(ESEA) to provide military recruiters, upon request, with the following information – names, addresses and telephone
listings – unless parents have advised the LEA that they do not want their student’s information disclosed without their
prior written consent.
If you do not want TUSD to disclose directory information from your child’s education records without your prior written
consent, you must notify TUSD on TUSD Form 274, prior to October 1st. TUSD has designated the following
information as directory information:

•Collection, disclosure, or use of personal information for marketing, sales, or other
distribution.
•Administration of any protected information survey not funded in whole or in part
by ED.
•Any non-emergency, invasive physical examination or screening as described above.

Name, address, parent or guardian telephone listing, date and place of birth, major field of study, participation in officially
recognized activities and sports, weight and height of members of athletic teams, dates of attendance, degrees (diplomas)
and awards received, the most recent previous educational agency or institution attended by the student, personally
identifiable photographs, videotapes, films and other visual media, personally identifiable interviews, either audio only
or audio and visual, and other similar information.

Parents who believe their rights have been violated may file
a complaint with:

Under federal law, this information is considered directory information and does not require the written consent of a
parent/eligible student to release. If you object to the release of directory information you must notify the principal or
designee of the school, in writing, on TUSD Form 274, prior to October 1st. If Form 274 is not received by October 1st,
it will be assumed that there is no objection to releasing such information. This procedure shall be done annually. Pursuant
to federal law, upon request, TUSD may disclose education records without prior parental/eligible student consent, to
officials of another school district in which a student seeks or intends to enroll. For further information, contact the
Principal’s Office at the school where the student(s) attend in TUSD.

Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 2020

DRAFT 6, 2018-19 CODE OF CONDUCT [June 7, 2018]

23