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

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Appendix A: Survey ResultsEXHIBIT A-35COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT SPECIAL EDUCATION TEACHERSAND SPECIAL EDUCATION TEACHERS OF OTHER SCHOOL DISTRICTSPART A: ADMINISTRATION1. The school division adequately implements policies and procedures for theadministration and coordination of special education.(%A + SA) / (%D + SD) 1MT. DIABLOSPECIALEDUCATIONTEACHERSOTHER DISTRICTSPECIALEDUCATIONTEACHERS56/30 61/242. The school division adequately recruits quality special education staff. 48/24 62/193. The school division adequately retains quality special education staff. 37/42 48/324. The current special education organizational structure adequately supportsthe continuum of special education services.35/44 45/415. The collection and reporting system for special education studentperformance data is adequate.48/28 53/306. Special education programs are appropriately monitored for compliance andquality assurance.51/24 61/257. Special education decisions that impact my work responsibilities arehandled in a timely manner.40/43 48/398. I have adequate information and training to make effective decisionsregarding students with disabilities.71/21 81/121 Percent responding Agree or Strongly Agree/Percent responding Disagree or Strongly Disagree. The neutral anddon’t know responses are omitted.EXHIBIT A-36COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT SPECIAL EDUCATION TEACHERSAND SPECIAL EDUCATION TEACHERS OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1PART B: PREREFERRAL, REFERRAL, AND EVALUATION PROCEDURESMT. DIABLOSPECIALEDUCATIONTEACHERSOTHER DISTRICTSPECIALEDUCATIONTEACHERS1. Community agencies are involved in the prereferral process. 40/10 25/302. School staff receive adequate staff development related to the prereferralprocess.39/34 24/483. The general education intervention process effectively supports the generalclassroom teacher with instructional interventions.40/37 35/344. The general education intervention process effectively supports the generalclassroom teacher with behavioral interventions.31/43 34/365. The prereferral interventions are adequately documented to determine theireffectiveness.36/26 37/246. The prereferral process is timely and comprehensive. 39/24 36/287. The general education intervention process effectively reduces the number ofreferrals for student evaluation.35/21 31/318. The school principal or designee ensures that a referral process for specialeducation supports and services is implemented.57/15 61/159. The referral process is timely and comprehensive. 49/18 55/1710. The evaluation and eligibility determination process for special education istimely and comprehensive.59/18 57/201 Percent responding Agree or Strongly Agree/Percent responding Disagree or Strongly Disagree. The neutral anddon’t know responses are omitted.© MGT of America, Inc. Page 30
Appendix A: Survey ResultsEXHIBIT A-37COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT SPECIAL EDUCATION TEACHERSAND SPECIAL EDUCATION TEACHERS 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. DIABLOSPECIALEDUCATIONTEACHERSOTHER DISTRICTSPECIALEDUCATIONTEACHERS77/16 81/1161/24 70/1855/25 62/2574/9 71/1366/14 62/1350/25 47/3324/66 16/6436/47 46/4333/55 31/5419/68 16/751 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 31
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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 110 and 111: 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
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Page 130 and 131: APPENDIX A: SURVEYRESULTS
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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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