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

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Introduction and Peer District ComparisonsEXHIBIT 1‐1MT. DIABLO UNIFIED SCHOOL DISTRICTSUVEY ACTUAL AND TARGET RESPONSE RATESSURVEY GROUPACTUALRESPONSES/POPULATION(N)RESPONSEPERCENTAGETARGETRESPONSES/POPULATION(N)TARGETPERCENTAGECentral Office Administrator 24/27 88.9% 25/27 92.6%Principal/Assistant Principal 66/108 61.1% 84/108 77.8%Special Education Teacher 116/218 53.2% 139/218 63.8%General Education Teacher 402/2,145 18.7% 326/2145 15.2%Support Staff 54/91 59.3% 74/91 81.3%Source: Created by MGT of America, Inc., 2010.• Onsite Data Collection. This instrument collected specific data and information toexpand on the information gleaned from our earlier review of special educationprogram documentation. It includes data and information about the policies andprocedures, early intervening services, school and classroom observations, IEP and504 Plans, service delivery options, evaluation and placement procedures, studentdiscipline, and the evaluations conducted by the school or program. Fiscal analysesare an extensive part of this study.• Onsite Interview Form. This form was used to conduct personal interviews of thekey stakeholders of special education services both at the district and school levels.This instrument solicited opinions about the program models, roles of stakeholders,and barriers to successful maximization of educational goals and objectives of thesestudents.• Financial Utilization Profile. A financial utilization profile was used to provide onsiteinformation on the cost factors that vary among programs with similar titles. In asite‐based system of service delivery, costs vary among similar programs dependingon the emphasis given to particular forms of service delivery (e.g., students withspecific learning disabilities may be served at one school in a pull‐out setting with aspecial education teacher; however, in the next school the same type of student mayreceive less pull‐out support and benefit instead from the aide assigned to thegeneral education classroom. While both options may be programmatically sound,they represent different cost factors in the analysis). The financial utilization profileassisted the review team in determining the qualitative difference among programswhen costs are compared.To identify cost improvements for special education programs whose cost factors vary as aresult of a wide range of indirect cost factors, the MGT review team:• Conducted interviews of stakeholders at a sample of sites.MGT of America, Inc. Page 1‐3
Introduction and Peer District Comparisons• Selected a sample of special education programs for more extensive assessment ofthe cost components of each program.• Conducted onsite visits to selected schools.• Collected and analyze financial data in relation to program data to determine thecost effectiveness of special education programs.The MGT review team conducted onsite visits at 36 schools. Variables considered forselecting the sample included, but were not limited to:• Student enrollment and student ethnic composition.• School wealth (free and reduced lunch rate) and total expenditures per student.• Types of program focus and unique programs provided for students with exceptionalneeds.• Special education funds per student.• Percentage of students classified as students with exceptional needs.• Geographic distribution throughout the school district.In summary, MGT’s methodology documents and evaluates the programmatic and financialaspects of services offered by the Department of Pupil Services and Special Education.1.1 Overview of Mt. Diablo Unified School DistrictAccording to the district Web site, the Mt. Diablo Unified School District is one of the largestschool districts in the state of California. The district has over 56 school sites and programs,more than 34,000 students, and employs 2,168 certificated staff. The district was unified in1948 and operates on over 150 square miles, including cities of Concord, Pleasant Hill,Clayton; portions of Walnut Creek and Martinez, unincorporated areas, including Lafayette,Pacheco, and Bay Point.The district’s mission states:Mt. Diablo Unified School District is to be a district in which all students, staffand community:• Treat each other with dignity and respect.• Respect cultural, racial and economic diversity.MGT of America, Inc. Page 1‐4
Page 1 and 2: A Study of theMount Diablo Unified
Page 3 and 4: TABLE OF CONTENTSPAGEEXECUTIVE SUMM
Page 6 and 7: Executive SummaryExecutive SummaryF
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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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CHAPTER 5: PERSONNEL SERVICES AND P
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Personnel Services and Professional
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CHAPTER 6: SPIELER V. MT. DIABLO UN
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Spieler v. Mt. Diablo Unified Schoo
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APPENDIX A: SURVEYRESULTS
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PART A: ADMINISTRATION7. Special ed
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EXHIBIT A-3 (Continued)COMPARISON O
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PART E: CURRICULUM ANDINSTRUCTIONE.
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EXHIBIT A-7COMPARISON OF SURVEY RES
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PART G: DISCIPLINEEXHIBIT A-9COMPAR
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EXHIBIT A-11COMPARISON OF SURVEY RE
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PART K: SPECIALEDUCATION PROGRAMFUN
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Appendix A: Survey ResultsEXHIBIT A
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APPENDIX BBIBLIOGRAPHYBooksAspy, Ru
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