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Special education director outlines services, mandates and rising demand
Summary
Special education director Nicole Burnett briefed the board on services, legal requirements and program growth, noting contracting plans, unfunded mandates and the continuum of services used in the district.
Nicole Burnett, the district’s special education director, presented a detailed overview of the district’s special education services, compliance obligations and program needs.
Burnett described the district’s continuum of services — from inclusion and resource rooms to extended resource, self-contained classrooms, specialized programs such as AIMS (Autism Inspired Minds) and EDP (emotionally disabled programs), and college- or residential-placement supports. She said evaluations (psychoeducational, speech, OT, PT) are required to determine eligibility and that eligibility reviews occur at least every three years and individualized education programs (IEPs) are revised at least annually.
Burnett identified key legal authorities the district follows: the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA). She also noted the district must provide evaluations and some services for private school students and for students attending residential treatment centers; these responsibilities are described as unfunded mandates.
On contracting and placement, Burnett said the district currently contracts with Ascend, a private day school for students with autism, and anticipates contracting with RISE (based in Cottonwood) to expand placement capacity because Ascend is at capacity. She said the district is adapting staffing and training — including additional paraprofessional training hours and CPI de-escalation/restraint training for certain programs — and emphasized teamwork among principals, paraeducators, transportation and central office staff.
Burnett described child find obligations: children as young as 2 years, 10.5 months must be screened and, if necessary, an IEP in place by age 3. She added that services continue through age 21. Burnett highlighted practical supports such as in-district therapies, coordination with the Arizona School for the Deaf and Blind, and the need to expand placement options for students with severe autism.
No formal board action was taken on the special education presentation; Burnett answered board questions and referred board members to a packet that describes the continuum of services in detail.
