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Governing board adds MTSS language, tightens 'other aggression' threshold in discipline code
Summary
The board approved two targeted revisions to the district code of conduct: clarifying a lower‑injury aggression category and embedding explicit MTSS (tiered intervention) language in the progression so administrators must document interventions before escalating discipline.
The Tucson Unified School District governing board voted June 9 to revise the student code of conduct to clarify how incidents involving physical contact are classified and to embed a documented MTSS (multi‑tiered system of supports) progression of interventions into the code.
Student relations staff proposed two changes. First, the board approved language adding the phrase “without documented injury or only with minor injury” to the definition of the level‑three "other aggression" category so administrators can more consistently distinguish short‑term, suspendable incidents from more serious assaults. Staff said the clarification reduces ambiguity when injuries are minor or not evident at the time of the incident and prevents unnecessary long‑term hearings when short‑term suspension or interventions are appropriate.
Second, the board approved inserting explicit MTSS‑progression language into the code to document the tier‑2 and tier‑3 interventions expected before a discipline escalation: targeted supports such as check‑in/check‑out, mentoring, behavior contracts and restorative practices; and tier‑3 supports including alternative placements, functional behavior assessments and interagency coordination. Student relations emphasized that this is not a new set of interventions but a clearer, codified explanation of steps already used in the district.
Director Anna Warren Brand told the board the changes aim to reduce disproportionate exclusion and to ensure consistent application of interventions across sites. She also highlighted recent data showing overall suspensions were down and that the district’s disproportionality measure for African‑American students has improved to the green range after years of higher ratios.
The board approved the proposed edits unanimously (5‑0) and directed staff to finalize and publish the revised code, provide translated versions and deliver training materials for staff and families before the start of the school year.
Staff will incorporate the edits into the published code, prepare staff and family communications and offer site‑level training during summer administrator sessions and early fall required professional development.
