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

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Personnel Services and Professional Developmenteducation teachers to ensure the success of the majority of students are not evidenced inthe training logs.A professional development institute was offered in August before the start of the 2009‐10school year and most of the 160 participants agreed that the opportunities were beneficial.The following professional development opportunities were offered in calendar year 2009:• Promoting Positive Classroom Behavior – January 7, 2009.• Promoting Social Competence: Effective Strategies for Busy Teachers – January 8,2009.• Legal Training with Elizabeth A. Estes – January 22, 2009.• Behavior Health Specialist Training: Tips, Tricks, and Cautionary Tales – August 12,2009.• New Psychologist and Behavior Specialist Orientation – August 17, 2009.• Psychologist and Behavior Health Specialist Staff Retreat – August 27, 2009.Principals indicated there was a recent Section 504 training, with attendees indicating theworkshop was both “informational and valuable.”Considerations for Issue 5‐7:• Provide continuous training on effective techniques for collaboration betweengeneral and special education teachers. There is a need to promote methodologyand best practice in reading, writing and oral skills, and mathematic competencies.Ongoing training in behavioral sciences should also be provided for all staff,especially the generalists and specialists serving students in the general educationclassroom.• Provide training in a variety of modes and mediums. Optional trainings should beprovided at a certain location available to staff. This training should be offered afterschool hours so as to save substitute costs, and should be recorded for linkage to thedistrict Web site. Staff would be required to view and take a short competencyassessment for each skill targeted for development. There should be a record of theInternet training provided, along with the assessment results. InstructionalAssistants can be provided professional development on early release days.• Consider a continuum of special education staff development. Provide emphasis onembedded staff development for teachers at the schools by curriculum andcompliance specialists. Utilize subject area, grade level, and faculty meetings toMGT of America, Inc. Page 5‐7
Personnel Services and Professional Developmentprovide professional development related to data‐driven instruction, standardsbasedcurriculum and IEP goals, as well as collaborative instruction.• Training can also be provided at cost to the district through training servicesuppliers.• Each building should develop professional learning communities where professionaldevelopment opportunities are discussed and implemented locally. Research onprofessional development suggests that in order for the opportunities to beeffective they need to be put into practice within 72 hours of the training. Acommitment is needed from the staff to improve their skills and immediately usethe information and skills gained.Cost Implications for Issue 5‐7:Training conducted by district staff will be at little or no cost to the district because there iscompetence on the staff that can meet the professional development needs. Trainingcompleted by staff may be at some cost to the district depending on implementation (seeIssue 6‐10 for cost‐effective methods of delivering professional development). If the districtworks with a training supplier, there will be a cost for each staff member trained andassessed.Issue 5‐8: Off‐Site Meetings and Professional Development.During onsite focus group discussions and interviews, a number of interviewees expressedthat staff are off‐site too often for meetings and professional development.Training of staff members is essential, and there will be times when staff are off‐site. It isimportant that there is a designee to make decisions in times of difficulty, and that there isproper supervision of staff. Meeting together is also important as it builds camaraderie andteam building. Administrative staff cannot function alone and must have the contact withcolleagues at various times of the year.Most responsibilities of administrators and teachers require their daily attendance.Teachers absent from their classrooms can cause serious harm to students, especially thoseneeding constancy and structure. A substitute can manage the day, but oftentimes doesnot move lessons along. Teachers need the same support of colleagues as was expressedby the special education focus group. Although it is beneficial to be a member of a buildingteam, it is beneficial for specialists to gather to discuss common concerns and to sharesuccesses. General education teachers have this opportunity daily with colleagues.Considerations for Issue 5‐8:• Determine a method of communication where informational items are shared indifferent mediums.MGT of America, Inc. Page 5‐8
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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 70 and 71: 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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