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

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Appendix A: Survey ResultsEXHIBIT A-51COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT GENERAL EDUCATION TEACHERSAND GENERAL EDUCATION TEACHERS OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1PART G: DISCIPLINEMT. DIABLOGENERALEDUCATIONTEACHERSOTHER DISTRICTGENERALEDUCATIONTEACHERS1. The school division has administrative policies or proceduresregarding discipline of students with disabilities.42/14 44/142. Mental health services are available to support students withdisabilities whose disability impacts their ability to comply with43/17 50/10discipline policy.3. Multi-agency interventions are adequately used for students withdisabilities who do not comply with discipline policy.23/16 23/154. School staff receive adequate staff development related to disciplineof students with disabilities.16/51 17/591 Percent responding Agree or Strongly Agree/Percent responding Disagree or Strongly Disagree. The neutral and don’tknow responses are omitted.EXHIBIT A-52COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT GENERAL EDUCATION TEACHERSAND GENERAL EDUCATION TEACHERS OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1PART H: FINANCIAL MANAGEMENTMT. DIABLOGENERALEDUCATIONTEACHERSOTHER DISTRICTGENERALEDUCATIONTEACHERS1. The school division adequately implements policies and procedures forthe administration and coordination of special education funds.15/11 18/52. There is generally cooperation and collaboration between the schooldivision and schools regarding fiscal management and budget issues.13/14 14/83. The school division appropriately monitors its spending practices forcompliance and quality assurance of special education services.13/12 12/84. Channels of communication among departments and schools promotecollaboration regarding fiscal management and budgetary issues of8/15 9/11special education services.5. The school division efficiently and effectively spends special educationfunds.8/22 11/126. Most schools spend allotted special education funds efficiently andeffectively.13/11 13/67. The process for reimbursement is structured in a way that results in atimely reimbursement from federal and state agencies.5/4 6/48. The interim financial reporting process provides easily understood anduseful financial information to support the activities associated with4/6 7/5special education.9. The budget process includes consistent formulas to identify the staffrequired to support special education students in the schools.10/8 7/610. The budget development process provides an effective format foraddressing special education needs.8/8 8/61 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 40
Appendix A: Survey ResultsEXHIBIT A-53COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT GENERAL EDUCATION TEACHERSAND GENERAL EDUCATION TEACHERS OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1PART I: OUT-OF-DIVISION PLACEMENTSMT. DIABLOGENERALEDUCATIONTEACHERSOTHER DISTRICTGENERALEDUCATIONTEACHERS1. The intervention process is adequately documented to determine theeffectiveness of out-of-division placements.10/5 13/62. The evaluation and eligibility determination process for placement inspecial education programs in our school division is timely and15/10 14/14comprehensive.3. The collection and reporting system for special education studentperformance data is adequate for out-of-division placement.8/5 9/54. Out-of-division special education programs are appropriatelymonitored for compliance and quality assurance.6/3 7/45. The criteria used for determining out-of-division placements ofstudents with disabilities are clear and consistent.6/5 10/66. The appeal process for challenging an out-of-division placementneeds improvement.6/2 11/37. The process used to determine whether or not to litigate a challenge toa denial of out-of-division placement is appropriate.5/2 9/38. Out-of-division placements and services are more cost-effective thanestablishing in-division programs.4/7 7/69. The present transportation plan for out-of-division students is toocostly.12/0 11/210. Students in out-of-division placements have more opportunities foracademic and personal success in meeting IEP goals than they would6/7 8/5have 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 41
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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
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Personnel Services and Professional
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Personnel Services and Professional
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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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