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

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Appendix A: Survey ResultsEXHIBIT A-45COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT SPECIAL EDUCATION TEACHERSAND SPECIAL EDUCATION TEACHERS OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1MT. DIABLO SPECIAL OTHER DISTRICT SPECIALPART K: SPECIAL EDUCATION PROGRAM FUNCTION EDUCATION TEACHERS EDUCATION TEACHERS1. Budgeting 51/9 52/122. Strategic planning 54/16 43/193. Curriculum planning 63/28 57/344. Financial management and accounting 39/9 32/155. Community relations 39/37 38/376. Program evaluation, research, and assessment 50/31 38/407. Instructional technology 55/29 45/448. Pupil accounting 23/42 20/309. Instructional coordination/supervision 44/40 36/5110. Instructional support in general education classrooms 58/34 48/4111. Federal program resources 26/14 23/1312. Curriculum development 54/32 45/4713. Service coordination with general education 59/29 56/3314. Personnel evaluation 26/58 23/6015. Staff development 70/27 55/4016. Pupil transportation 30/38 11/4917. Parent education 32/56 38/4218. Facilities access for students with disabilities 20/69 28/5219. Mediation services 17/39 16/3620. Student identification process 27/56 26/6221. Pre-referral intervention 27/42 33/5022. Individual Education Plan Development (IEPs) 24/74 20/7723. Annual review process 17/76 17/7824. Parent communication 25/69 21/7425. Guidance services 21/46 23/5826. Occupational therapy 19/69 19/5627. Physical therapy 11/57 12/6028. Counseling 43/41 27/6229. Psychological services 42/51 26/6530. Speech and language services 32/64 20/7331. Out-of-division placement and services 19/18 19/2532. Home bound and alternative site placement and services 10/19 18/181 Percent responding Needs Major Improvement + Needs Some Improvement/Percent responding Adequate or Outstanding.The don’t know responses are omitted.© MGT of America, Inc. Page 36
Appendix A: Survey ResultsEXHIBIT A-46COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT GENERAL EDUCATION TEACHERSAND GENERAL 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. DIABLOGENERALEDUCATIONTEACHERSOTHER DISTRICTGENERALEDUCATIONTEACHERS49/16 53/172. The school division adequately recruits quality special education staff. 46/25 50/123. The school division adequately retains quality special education staff. 34/34 43/194. The current special education organizational structure adequately supportsthe continuum of special education services.32/31 36/235. The collection and reporting system for special education studentperformance data is adequate.34/18 32/256. Special education programs are appropriately monitored for compliance andquality assurance.34/16 34/237. Special education decisions that impact my work responsibilities are handledin a timely manner.47/29 37/378. I have adequate information and training to make effective decisionsregarding students with disabilities.47/30 35/421 Percent responding Agree or Strongly Agree/Percent responding Disagree or Strongly Disagree. The neutral anddon’t know responses are omitted.EXHIBIT A-47COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT GENERAL EDUCATION TEACHERSAND GENERAL EDUCATION TEACHERS OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1PART B: PREREFERRAL, REFERRAL, AND EVALUATION PROCEDURESMT. DIABLOGENERALEDUCATIONTEACHERSOTHER DISTRICTGENERALEDUCATIONTEACHERS1. Community agencies are involved in the prereferral process. 24/9 20/152. School staff receive adequate staff development related to the prereferralprocess.32/31 32/413. The general education intervention process effectively supports the generalclassroom teacher with instructional interventions.33/37 35/384. The general education intervention process effectively supports the generalclassroom teacher with behavioral interventions.28/47 34/415. The prereferral interventions are adequately documented to determine theireffectiveness.31/21 37/196. The prereferral process is timely and comprehensive. 27/26 28/317. The general education intervention process effectively reduces the number ofreferrals for student evaluation.25/23 29/178. The school principal or designee ensures that a referral process for specialeducation supports and services is implemented.49/13 52/109. The referral process is timely and comprehensive. 30/25 31/2910. The evaluation and eligibility determination process for special education istimely and comprehensive.31/26 30/291 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 37
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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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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 146 and 147: Appendix A: Survey ResultsEXHIBIT A
Page 182 and 183: APPENDIX BBIBLIOGRAPHYBooksAspy, Ru
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