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District presents 'rightful presence' inclusion model, parents describe student gains
Summary
Assistant Superintendent Tiffanie Lambert outlined the district's 'rightful presence' model for including students with disabilities in general education classrooms; parents and special-education staff testified that students have seen academic, social and attendance gains.
Assistant Superintendent Tiffanie Lambert told the board the district is shifting away from placing students with disabilities in separate programs and toward a model she called "rightful presence," where "a student with a disability does not have to earn their place in a general education classroom." She said the district now emphasizes case managers and services that follow the student rather than fixed placements.
Lambert said the inclusive approach has correlated with improved attendance, higher academic standards and fewer elementary referrals, and she described a decline in student-related staff injuries. Parent Rosa Ochoa told the board her son Julian, a freshman at PHS, has grown "socially, emotionally, and academically" since being included in regular classrooms. Special education staff Mari Martinen and Nony Bugarin also spoke about positive student outcomes and family partnerships.
District staff framed the work as multi-year and collaborative, involving professional learning and cross-district coordination. Lambert said Phoenix-Talent Schools has intentionally worked to reduce out-of-district placements and now provides supports within neighborhood schools. The presentation included parent testimony and remarks from special-education teachers describing classroom practices and student progress.
