Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...

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Personnel Services and Professional DevelopmentConsiderations for Issue 5‐5:• Review all professional specifications and modify the tasks to primary and secondaryitems. There is confusion as to the role(s) of many teachers, so specifying the rolesinto primary and secondary responsibilities may help.• Include accountability in the professional specifications for principals.• Offer an addendum for specialized teachers including duties that may not be a partof a General/Collaborative/Co‐Teacher's specification. Indicate requirements forfollowing the IEP and/or the Section 504 Plan, and that special education is a service(not a location) provided by certified staff, as determined in the IEP conference byprofessionals along with parents. Additionally, state the need for data for anyplacement of students in specialized services, and that it is their responsibility toteach the student to the state standards, unless specified differently, to prepare thestudent for the rigors of the next grade or advanced subject. Finally, it is vitallyimportant that teachers understand the need for utilizing assessment data in theeducation of any child and to modify instruction ensuring that individual childrenunderstand the skills taught. Teachers must understand that if they modifyinstruction for all students, referrals will ultimately be reduced, thus leaving districtresources for the common good.• The school psychologists’ professional specification should state that they serve as amember of the multi‐disciplinary assessment team to determine eligibility for specialeducation and to determine if a child remains eligible for services is a priority.• Additionally, Personnel Services should develop all professional specifications in ADAstyle, listing working conditions and special skills that may be necessary, aspreviously shown in Exhibit 5‐1. Specifications should always include the followingphrase at the end of the document: Other appropriate duties as assigned by theadministration.Cost Implications for Issue 5‐5:There are no cost increases for the district.Issue 5‐6: Professional Specifications – Instructional Assistant.There are a variety of classifications of instructional assistants that relate to differences inpay. The Contractual Agreement between MDUSD and the CSEA, Chapter 43 offers thefollowing classifications for special education assistants (SEA):• Special Education Assistant I/Classroom• Special Education Assistant I/IEP• Special Education Assistant II/ClassroomMGT of America, Inc. Page 5‐5
Personnel Services and Professional Development• Special Education Assistant II/IEP• Special Education Assistant III/IEPFor example, SEA I/Classroom is the basic level instructional assistant. Additional duties,such as toileting, are a SEA II/Classroom classification. One‐on‐one assistants receivedifferential pay according to the student needs (i.e., SEA I or SEA II). Some SEA II assistantsno longer perform the extra duties, but continue to be paid at the higher rate. There needsto be a way to discern when an SEA is no longer performing extra duties that relate toadditional pay.In addition, some principals expressed concern that instructional assistants often performclerical tasks, especially on early release days.Considerations for Issue 5‐6:• State in the instructional assistant job description that once the assistant is nolonger performing SEA II duties they should be moved to a lesser classification andtheir pay should be adjusted.• Realign the instructional assistant job descriptions to exclude instructional assistantsfrom clerical work and assign them to work only with students, including placementin general education for math, English, and language arts responsibilities. Earlyrelease days should be used for the professional development of assistants, not forclerical duties.Cost Implications for Issue 5‐6:There should be reductions in instructional assistant positions once the clerical duties areremoved from the job descriptions. In addition, by monitoring the change in duties thatfacilitate a change in classification and a change in pay there should be cost reductions.5.2 Professional DevelopmentIssue 5‐7: Professional Development Opportunities.There is evidence of professional development opportunities offered to staff, parents, andmembers of the community. Board policies 4112.23 and 4331 require “ongoingprofessional development.” The district lacks a comprehensive approach to the provision ofspecial education staff development. In the past year, the emphasis in professionaldevelopment has been on behavioral supports, legal issues, and promoting socialcompetencies (such as conflict resolution, manners, and social etiquette). Previous yearsalso devoted time to autism strategies. There have not been development opportunities onfurthering the collaborative approach, reading or mathematics strategies in the generaleducation classroom, or general behavior management. Effective strategies for generalMGT of America, Inc. Page 5‐6
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A Study of theMount Diablo Unified
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TABLE OF CONTENTSPAGEEXECUTIVE SUMM
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Executive SummaryExecutive SummaryF
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Executive SummaryExecutive SummaryI
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Executive SummaryExecutive SummaryF
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CHAPTER 1: INTRODUCTION AND PEER DI
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Introduction and Peer District Comp
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CHAPTER 2: DISTRICT OPERATIONS AND
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District Operations and Associated
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CHAPTER 3: SERVICE DELIVERY OPTIONS
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Service Delivery Options and Contin
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Page 68 and 69: Service Delivery Options and Contin
Page 90 and 91: CHAPTER 4: POLICIES, PROCEDURES, AN
Page 92 and 93: Policies, Procedures, and Complianc
Page 114 and 115: CHAPTER 5: PERSONNEL SERVICES AND P
Page 116 and 117: Personnel Services and Professional
Page 124 and 125: CHAPTER 6: SPIELER V. MT. DIABLO UN
Page 126 and 127: Spieler v. Mt. Diablo Unified Schoo
Page 128 and 129: Spieler v. Mt. Diablo Unified Schoo
Page 130 and 131: APPENDIX A: SURVEYRESULTS
Page 132 and 133: PART A: ADMINISTRATION7. Special ed
Page 134 and 135: EXHIBIT A-3 (Continued)COMPARISON O
Page 136 and 137: PART E: CURRICULUM ANDINSTRUCTIONE.
Page 138 and 139: EXHIBIT A-7COMPARISON OF SURVEY RES
Page 140 and 141: PART G: DISCIPLINEEXHIBIT A-9COMPAR
Page 142 and 143: EXHIBIT A-11COMPARISON OF SURVEY RE
Page 144 and 145: PART K: SPECIALEDUCATION PROGRAMFUN
Page 146 and 147: Appendix A: Survey ResultsEXHIBIT A
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Appendix A: Survey ResultsEXHIBIT A
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APPENDIX BBIBLIOGRAPHYBooksAspy, Ru
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