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

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