Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...
Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...
Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...
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Appendix A: Survey ResultsEXHIBIT A-25COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT PRINCIPALSAND PRINCIPALS OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1MT. DIABLOPRINCIPALSOTHER DISTRICTPRINCIPALSPART A: ADMINISTRATION1. The school division adequately implements policies and proceduresfor <strong>the</strong> administration and coordination <strong>of</strong> special education.82/11 79/152. The school division adequately recruits quality special education staff. 62/20 61/203. The school division adequately retains quality special education staff. 46/28 55/304. The current special education organizational structure adequatelysupports <strong>the</strong> continuum <strong>of</strong> special education services.70/17 54/325. The collection and reporting system for special education studentperformance data is adequate.59/17 56/266. Special education programs are appropriately monitored forcompliance and quality assurance.76/11 68/197. Special education decisions that impact my work responsibilities arehandled in a timely manner.56/23 56/338. I have adequate information and training to make effective decisionsregarding students with disabilities.67/20 75/121 Percent responding Agree or Strongly Agree/Percent responding Disagree or Strongly Disagree. The neutral and don’tknow responses are omitted.EXHIBIT A-26COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT PRINCIPALSAND PRINCIPALS OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1PART B: PREREFERRAL, REFERRAL, AND EVALUATION PROCEDURESMT. DIABLOPRINCIPALSOTHER DISTRICTPRINCIPALS1. Community agencies are involved in <strong>the</strong> prereferral process. 41/11 50/192. <strong>School</strong> staff receive adequate staff development related to <strong>the</strong>prereferral process.44/22 41/353. The general education intervention process effectively supports <strong>the</strong>general classroom teacher with instructional interventions.47/31 63/174. The general education intervention process effectively supports <strong>the</strong>general classroom teacher with behavioral interventions.43/41 61/245. The prereferral interventions are adequately documented todetermine <strong>the</strong>ir effectiveness.47/19 56/136. The prereferral process is timely and comprehensive. 44/20 57/177. The general education intervention process effectively reduces <strong>the</strong>number <strong>of</strong> referrals for student evaluation.59/14 60/238. The school principal or designee ensures that a referral process forspecial education supports and services is implemented.82/11 91/09. The referral process is timely and comprehensive. 68/17 70/1210. The evaluation and eligibility determination process for specialeducation is timely and comprehensive.72/15 62/201 Percent responding Agree or Strongly Agree/Percent responding Disagree or Strongly Disagree. The neutral and don’tknow responses are omitted.© MGT <strong>of</strong> America, Inc. Page 23