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

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Spieler v. Mt. Diablo Unified School DistrictPlan 1: Board of Education—CompliantConsideration: The student management software needs to be fully implemented.Plan 2: Administration—CompliantConsideration: Purchase of TTD's for each school, although commendable, seemsexcessive and costly.Plan 3: Student Services—CompliantPlan 4: Parent Services—CompliantThe Parent Information Center is used as a parent meeting center. Thirty‐fourmeetings have been held with the participation of the Parent Liaison.Consideration: It is recommended that the Parent Liaison continue to assist withbilingual services (English and Spanish) and transition to help the Hispanicpopulation integrate into the culture of the district.Plan 5: Personnel—CompliantBudget cuts have presented challenges in maintaining fully qualified staff. Somehave left the district and there has been difficulty finding qualified replacements.Consideration: Budget cuts must begin with the end in mind, by identifying districtpriorities first. Budget cuts that hurt students defeat the purpose of the educationalsystem.Plan 6: Testing—CompliantConsideration: There are concerns that there are not enough psychologists, andthat assessments are not completed within the 60‐day statutory limit. This must becorrected immediately.Plan 7: Transportation—Not compliantThe agreed‐upon 75‐minute maximum one‐way transportation time is beingexceeded.Consideration: Transportation continues to be an issue, especially with the length ofthe ride(s) for certain students (34). The district should consider feeder patterns forstudents and for programming to reduce the length of the transportation. Also,students needing the related service of transportation should be limited to thosewho are served outside of their home (neighborhood) school or those whosedisability is such that the regular bus is not appropriate.MGT of America, Inc. Page 6‐3
Spieler v. Mt. Diablo Unified School DistrictPlan 8: General Curriculum—Compliant• Secondary programs consistently offer collaborative "inclusive" programs.Consideration: Secondary programs offer collaborative programming, but many ofthe elementary schools do not. Student attending inclusive, collaborative programstend to score higher on state competency tests than those at schools with a moreself‐contained model. Schools retaining a self‐contained model teach students attheir functioning level, but test them at grade level. This model is not effective andis a violation of IDEA. The district should immediately initiate a collaborative modelin all elementary schools.• Alternative EducationThere are concerns about the length of time it takes to place a student in thealternative program. Concerns also persist in its effectiveness, so some principalsstated a reluctance to place students in this program.Consideration: Review the alternative education program and make immediaterecommendations for its modification. The district should seek the input of thebuilding administrators the program serves.Plan 9: Title I Programs—CompliantPlan 10: Gifted and Talented Programs—CompliantPlan 11: Athletics—CompliantPlan 12: Special Education Administration—Compliance OngoingProgress is being made in collaborative programs. In high school diploma trackclasses, improvement is still needed by the court‐appointed administrator.IEP construction and implementation present concerns that timelines are not beingfollowed consistently. This could be due to budget cuts of teachers who serve as thecase managers. Initial referrals are their responsibility, along with the schoolpsychologists, and if they are over the 60‐day timeline, they are non‐compliant.There is evidence of referrals extending beyond the state and federal timeline limit.Considerations: Continue to provide professional development and direction foreach high school and the collaborative approach. Also, realign the duties of theschool psychologists to establish assessment as a priority above other qualitativeduties.MGT of America, Inc. Page 6‐4
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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 76 and 77: 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 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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