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

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Appendix A: Survey ResultsEXHIBIT A-30COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT PRINCIPALSAND PRINCIPALS OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1PART G: DISCIPLINEMT. DIABLOPRINCIPALSOTHER DISTRICTPRINCIPALS1. The school division has administrative policies or procedures regardingdiscipline of students with disabilities.93/0 88/52. Mental health services are available to support students with disabilitieswhose disability impacts their ability to comply with discipline policy.68/18 70/143. Multi-agency interventions are adequately used for students withdisabilities who do not comply with discipline policy.52/20 56/204. School staff receive adequate staff development related to discipline ofstudents with disabilities.38/40 35/461 Percent responding Agree or Strongly Agree/Percent responding Disagree or Strongly Disagree. The neutral and don’tknow responses are omitted.EXHIBIT A-31COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT PRINCIPALSAND PRINCIPALS OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1PART H: FINANCIAL MANAGEMENTMT. DIABLOPRINCIPALSOTHER DISTRICTPRINCIPALS1. The school division adequately implements policies and procedures forthe administration and coordination of special education funds.43/6 49/302. There is generally cooperation and collaboration between the schooldivision and schools regarding fiscal management and budget issues.33/26 44/263. The school division appropriately monitors its spending practices forcompliance and quality assurance of special education services.33/12 36/124. Channels of communication among departments and schools promotecollaboration regarding fiscal management and budgetary issues of26/27 21/34special education services.5. The school division efficiently and effectively spends special educationfunds.30/17 36/196. Most schools spend allotted special education funds efficiently andeffectively.41/7 38/77. The process for reimbursement is structured in a way that results in atimely reimbursement from federal and state agencies.14/5 8/168. The interim financial reporting process provides easily understood anduseful financial information to support the activities associated with10/18 14/15special education.9. The budget process includes consistent formulas to identify the staffrequired to support special education students in the schools.21/8 25/1510. The budget development process provides an effective format foraddressing special education needs.17/11 12/241 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 26
Appendix A: Survey ResultsEXHIBIT A-32COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT PRINCIPALSAND PRINCIPALS OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1MT. DIABLO OTHER DISTRICTPART I: OUT-OF-DIVISION PLACEMENTSPRINCIPALS PRINCIPALS1. The intervention process is adequately documented to determine theeffectiveness of out-of-division placements.28/5 47/232. The evaluation and eligibility determination process for placement inspecial education programs in our school division is timely and43/10 47/24comprehensive.3. The collection and reporting system for special education studentperformance data is adequate for out-of-division placement.23/4 31/184. Out-of-division special education programs are appropriatelymonitored for compliance and quality assurance.10/7 19/135. The criteria used for determining out-of-division placements ofstudents with disabilities are clear and consistent.19/13 50/166. The appeal process for challenging an out-of-division placementneeds improvement.7/6 42/147. The process used to determine whether or not to litigate a challengeto a denial of out-of-division placement is appropriate.8/5 29/218. Out-of-division placements and services are more cost-effective thanestablishing in-division programs.3/14 23/269. The present transportation plan for out-of-division students is toocostly.11/2 28/1410. Students in out-of-division placements have more opportunities foracademic and personal success in meeting IEP goals than they6/18 24/29would have in in-division placements.1 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 27
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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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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 146 and 147: Appendix A: Survey ResultsEXHIBIT A
Page 182 and 183: APPENDIX BBIBLIOGRAPHYBooksAspy, Ru
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