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

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Appendix A: Survey ResultsEXHIBIT A-56COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT SUPPORT STAFFAND SUPPORT STAFF OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1MT. DIABLOSUPPORT STAFFOTHER DISTRICTSUPPORT STAFFPART A: ADMINISTRATION1. The school division adequately implements policies and proceduresfor the administration and coordination of special education.77/9 65/172. The school division adequately recruits quality special education staff. 67/11 63/143. The school division adequately retains quality special education staff. 53/28 52/264. The current special education organizational structure adequatelysupports the continuum of special education services.76/13 45/345. The collection and reporting system for special education studentperformance data is adequate.59/11 47/206. Special education programs are appropriately monitored forcompliance and quality assurance.61/9 55/187. Special education decisions that impact my work responsibilities arehandled in a timely manner.78/13 55/268. I have adequate information and training to make effective decisionsregarding students with disabilities.90/6 66/191 Percent responding Agree or Strongly Agree/Percent responding Disagree or Strongly Disagree. The neutral and don’tknow responses are omitted.EXHIBIT A-57COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT SUPPORT STAFFAND SUPPORT STAFF OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1PART B: PREREFERRAL, REFERRAL, AND EVALUATION PROCEDURESMT. DIABLOSUPPORT STAFFOTHER DISTRICTSUPPORT STAFF1. Community agencies are involved in the prereferral process. 68/6 26/292. School staff receive adequate staff development related to theprereferral process.50/15 40/333. The general education intervention process effectively supports thegeneral classroom teacher with instructional interventions.60/17 38/324. The general education intervention process effectively supports thegeneral classroom teacher with behavioral interventions.52/24 34/325. The prereferral interventions are adequately documented to determinetheir effectiveness.47/28 41/216. The prereferral process is timely and comprehensive. 63/11 35/287. The general education intervention process effectively reduces thenumber of referrals for student evaluation.52/19 38/258. The school principal or designee ensures that a referral process forspecial education supports and services is implemented.72/6 63/99. The referral process is timely and comprehensive. 76/7 41/2610. The evaluation and eligibility determination process for specialeducation is timely and comprehensive.89/6 48/251 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 44
Appendix A: Survey ResultsEXHIBIT A-58COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT SUPPORT STAFFAND SUPPORT STAFF 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 students withdisabilities.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 instructional planningfor 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 adequate timefor collaborative planning.(%A + SA) / (%D + SD) 1MT. DIABLOSUPPORT STAFFOTHER DISTRICTSUPPORT STAFF83/6 83/882/8 65/1878/4 67/1587/0 68/973/0 57/865/9 57/1330/35 22/4857/19 33/2849/12 36/3120/44 15/551 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 45
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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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Page 124 and 125: CHAPTER 6: SPIELER V. MT. DIABLO UN
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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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Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...

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