Tucson Unified School District is committed to the academic achievement of every student enrolled at the District. The District provides equal access for all students to each of its educational opportunities, such as Advanced Learning Experiences, Dual Language Programs, and Exceptional/Special Education.
TUSD has proposed the following textbooks for adoption. We invite teachers, parents, staff, administrators, and community members to review the these textbooks and provide feedback.
Please email Deanna McLemore Deanna.McLemore2@tusd1.org with comments or questions.
You can review these textbooks from 7:45 a.m. to 4:45 p.m., Monday - Friday, at the Lee Instructional Resource Center (LIRC) at 2025 E. Winsett, 85719. See below for the dates of the review period.
By Shea, Scanlon, Aufses, and Pankiewicz
Dates of Review Period: December 5, 2018 - February 5, 2019
The Language of Composition is a college-level textbook designed for the Advanced Placement English Language and composition course. The text offers a diverse collection of more than 200 college-level selections and includes visual texts that are both interesting and suitable for a high school audience. It offers practical advice on rhetoric, argument, reading and writing with a special emphasis on synthesis and visual analysis.
By Shea, Golden, Aufses, and Scholz
Dates of Review Period: December 5, 2018 - February 5, 2019
The purpose of the book is to provide opportunities for students to practice the most essential skills they will need in order to be successful in their freshman year and to lay groundwork for their path to AP English.
By Jago, Shea, Golden, Scanlon and Aufses
This text has a wide range of thematic readings to support all learners for advanced coursework through differentiation and scaffolding. Sections include skill-building, thematic reading featuring approachable to highly challenging works, guiding analysis, and section to support academic writing. Offers nine full-length works to prepare students for open question on the AP Literature exam.
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At Tucson Unified, we recognize the value of multicultural education in supporting student success. Multicultural education acknowledges that the ways in which students learn and think are deeply influenced by their cultural identity and heritage and that to teach culturally diverse students effectively requires educational approaches that value and recognize their cultural backgrounds. In this way, multicultural education aims to improve the learning and success of all students, particularly students from cultural groups that have been historically underrepresented.
In practice, educators modify or eliminate educational policies, programs, materials, lessons, and instructional practices that are either discriminatory toward or insufficiently inclusive of diverse cultural perspectives.
The district's Multicultural Framework for Student Academic Success is articulated through the district policies and initiatives. Tucson Unified recognizes the growing diversity of cultures in the district and commits itself to ensure that all aspects of policies, curricula, practices, programs, and services promote intercultural understanding and addresses the needs of students who have been historically marginalized or underrepresented.
Tucson Unified's multicultural curriculum uses the Anti-Bias Framework, developed by the Southern Poverty Law Center, and culturally responsive teaching as a basis for effective anti-bias education at every grade level. The anti-bias anchor standards provide a set of age-appropriate learning outcomes divided into four domains: identity, diversity, justice and action.
The curriculum, which is inclusive of the histories, cultures, and contributions of diverse groups of people, enriches learning for all students, preparing them to work toward structural equality and equity by engaging them in critical thinking around issues of racism, sexism, classism, linguicism, ageism, genderism, and more.
Optimal Learning Environment
Adapted from Teaching Tolerance
K-5 Student Outcomes:
Emphasis on Identity and Diversity
Middle School Student Outcomes:
Emphasis on Identity, Diversity, and Justice
High School Student Outcomes:
Emphasis on Identity, Diversity, Justice, And Action
Culture: the totality of ideas, beliefs, values, knowledge, language, and way of life of a group of people who share a certain historical background. Manifestations of culture include art, laws, institutions, and customs.
Culturally Responsive Pedagogy: an educational approach that responds to student's social, emotional, and intellectual needs by incorporating student social and cultural assets into the curriculum.
Diversity: the unique characteristics that all persons possess that distinguish them as individuals and that identify them as belonging to a group or groups.
Intercultural Proficiency: the ability to successfully communicate, understand, and interact among persons with differing assumptions that exist because of ethnic and cultural orientations.
Print Version of Course Approval Flowchart (in PDF)
Each proposal to change, delete, or create a course is reviewed at each of the steps below. If it is approved, then it is forwarded to the next review body. The course approval process at TUSD aims to support creation of courses which improve student course offerings, strengthen Advanced Learning Experiences for students, and provides varied enrichment opportunities for students. All course proposals will be carefully reviewed for alignment to Arizona's College and Career Ready (AZCCR) Standards and TUSD's Curriculum Framework.
Related Board Policies and Regulations:
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