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

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Appendix A: Survey ResultsEXHIBIT A-15COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT ADMINISTRATORSAND ADMINISTRATORS OF OTHER SCHOOL DISTRICTSPART A: ADMINISTRATION1. The school division adequately implements policies and procedures forthe administration and coordination of special education.(%A + SA) / (%D + SD) 1MT. DIABLOCENTRAL OFFICEADMINISTRATORSOTHER SCHOOLDISTRICTADMINISTRATORS71/8 60/362. The school division adequately recruits quality special education staff. 80/4 50/323. The school division adequately retains quality special education staff. 46/29 46/344. The current special education organizational structure adequatelysupports the continuum of special education services.46/33 44/335. The collection and reporting system for special education studentperformance data is adequate.33/37 23/366. Special education programs are appropriately monitored for complianceand quality assurance.34/37 57/217. Special education decisions that impact my work responsibilities arehandled in a timely manner.63/21 55/448. I have adequate information and training to make effective decisionsregarding students with disabilities.83/4 51/251 Percent responding Agree or Strongly Agree/Percent responding Disagree or Strongly Disagree. The neutral and don’tknow responses are omitted.EXHIBIT A-16COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT ADMINISTRATORSAND ADMINISTRATORS OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1PART B: PREREFERRAL, REFERRAL, AND EVALUATION PROCEDURESMT. DIABLOCENTRAL OFFICEADMINISTRATORSOTHER SCHOOLDISTRICTADMINISTRATORS1. Community agencies are involved in the prereferral process. 50/8 29/172. School staff receive adequate staff development related to the prereferralprocess.33/17 23/333. The general education intervention process effectively supports thegeneral classroom teacher with instructional interventions.41/41 32/304. The general education intervention process effectively supports thegeneral classroom teacher with behavioral interventions.33/46 22/365. The prereferral interventions are adequately documented to determinetheir effectiveness.21/41 19/266. The prereferral process is timely and comprehensive. 21/29 24/307. The general education intervention process effectively reduces thenumber of referrals for student evaluation.50/25 8/368. The school principal or designee ensures that a referral process forspecial education supports and services is implemented.63/4 31/189. The referral process is timely and comprehensive. 54/13 41/2410. The evaluation and eligibility determination process for special educationis timely and comprehensive.63/17 30/321 Percent responding Agree or Strongly Agree/Percent responding Disagree or Strongly Disagree. The neutral and don’tknow responses are omitted.© MGT of America, Inc. Page 16
Appendix A: Survey ResultsEXHIBIT A-17COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT ADMINISTRATORSAND ADMINISTRATORS OF OTHER SCHOOL DISTRICTSPART E: CURRICULUM AND INSTRUCTIONE.1: ACCESS TO GENERAL EDUCATION CURRICULUM AND INSTRUCTION1. Students with disabilities have adequate access to general educationcurriculum.2. Modifications and/or accommodations to the general educationcurriculum are adequately provided and documented for studentswith disabilities.3. General education and special education staff implement co-teachingand other instructional strategies that support inclusion of studentswith disabilities.4. Student data are available to document adequate academicperformance of students with disabilities.5. General education assessment data are used for instructionalplanning for students with disabilities.6. Instructional technology is adequately incorporated into instruction ofstudents with disabilities.7. General education teachers receive adequate staff developmentregarding the instruction of students with disabilities.8. Special education teachers receive adequate staff development incooperative planning and instruction.9. General education and special education teachers have adequateresources for the instruction of students with disabilities in the generaleducation setting.10. General education and special education teachers have adequatetime for collaborative planning.(%A + SA) / (%D + SD) 1MT. DIABLOCENTRAL OFFICEADMINISTRATORSOTHER SCHOOLDISTRICTADMINISTRATORS76/17 73/1754/25 61/1971/16 57/2363/17 63/1158/8 50/1233/25 44/2013/50 19/4729/42 35/2525/54 35/3717/75 11/501 Percent responding Agree or Strongly Agree/Percent responding Disagree or Strongly Disagree. The neutral and don’tknow responses are omitted.© MGT of America, Inc. Page 17
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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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CHAPTER 4: POLICIES, PROCEDURES, AN
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Policies, Procedures, and Complianc
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Policies, Procedures, and Complianc
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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
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Page 144 and 145: PART K: SPECIALEDUCATION PROGRAMFUN
Page 148 and 149: Appendix A: Survey ResultsEXHIBIT A
Page 182 and 183: APPENDIX BBIBLIOGRAPHYBooksAspy, Ru
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