Chandler Unified outlines special-education continuum, points to growth in inclusive preschool and transition programs

Kim Marshall, the executive director of student personalized learning for Chandler Unified School District #80 (4242), presented an overview of the districtspecial-education continuum during a study session on Feb. 12, 2025, describing how services range from general education supports to specialized classrooms, public day programs and residential placements.

Marshall said the district aims to serve students in the least restrictive environment and reported that "69.3 percent of our students with disabilities are included in the general education curriculum," a figure the district has been tracking against a 70% goal.

The presentation explained the continuum of services used in Chandler Unified, from co-teaching and itinerant supports to resource pull-out services, specialized classrooms (formerly called self-contained classrooms), a public specialized day school (Chandler Learning Center), contracted private-day placements and, in rare cases, homebound instruction for students unable to attend school for prolonged medical reasons.

Marshall described demographic and program changes in early childhood special education, saying the district has reduced specialized preschool classrooms from 19 to 8 while increasing inclusive preschool options that braid special-education funding, community education and Title I tuition-based slots. "We flipped the continuum," she said, adding the district's model has been recognized by the state.

Megan Davis, assistant director of student services, answered questions about Section 504 plans versus Individualized Education Programs (IEPs), explaining that "the biggest difference between a Section 504 accommodation plan and an IEP is goals and services." Davis said Section 504 plans provide accommodations without the instructional goals and services that are part of IEPs, and estimated there are roughly 1,700 students on 504 plans districtwide (figure not confirmed for publication).

Board members asked about funding and staffing. Marshall said Chandler reports about 5,071 students on IEPs to the state and noted that special-education funding does not always match the cost of services: higher-cost needs such as captioning services or specialized therapies can exceed the state weights for particular eligibilities. She summarized past analyses indicating it can cost roughly twice as much, on average, to educate a student with a disability compared with a general education student, depending on services required.

April Vayeshulkin, specialist for public and private day programs, discussed a notable decline in private-day placements, saying current private-day enrollment is about eight students at the time of the meeting and that the district now contracts with approximately eight private-day providers. "It's very rare that we feel the need to place a student in private day," she said, crediting additional behavior specialists, procedural and curriculum specialists, and site-level Multi-Tiered System of Supports (MTSS) intervention for enabling more students to remain on comprehensive campuses.

Marshall and district staff described transition services for students aged 16 and up and noted Chandler provides transition planning by the end of ninth grade and continues services through the end of the school year in which a student turns 22. She described transition programs that teach vocational and life skills (the PLACE program) and said there are currently multiple classrooms serving students ages 18 to 22, with individualized durations based on student needs.

Board members and staff also discussed implementation details: how special-education teachers and general education teachers collaborate to provide specially designed instruction, the use of co-teaching models, the regionalization of specialized programs (with transportation provided when students are placed off their home campus), and supports for students with augmentative communication devices. Marshall emphasized the district's guiding principles: "all means all," belonging, and promoting independence while honoring dignity.

No formal actions or votes were taken during the study session; the item was presented for information and board questions.

The district referenced federal and state authorities in the presentation, including the Individuals with Disabilities Education Act (IDEA), the Rehabilitation Act of 1973 (Section 504), and applicable Arizona Administrative Code rules for special education and eligibility reporting (AZEDS).