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

District Operations and Associated Financial Effectivenessdistrict cannot contract union work to vendors unless and until the Governor’sproposed changes for the 2010‐11 budget year are enacted by the Legislature.)• Adhere to special education services within natural feeder patterns to providespecial education services in the least restrictive environment, to the greatest extentpossible, thus decreasing transportation costs to the district.• Eliminate all special education transportation services that are not necessary as anIEP related service. This might include, but may not be limited to, transport to andfrom nonpublic placements for students and/or their parents or transportationto/from medically relevant therapy.Cost Implications for Issue 2‐2:MDUSD should target a 10 percent savings rate for transportation expenditures. Based on2008‐09 actual expenditures, this would equate to a $350,000 savings annually. A five‐yearsavings would equate to $1,750,000.CONSIDERATION YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5DecreaseTransportationExpenditures by10 Percent$350,000 $350,000 $350,000 $350,000 $350,000Issue 2‐3: Special Education Spending at the School Level.In discussions with central office special education and financial management staff as wellas school‐based staff, the review team found that school principals are not completelyaware of the amount of special education spending that occurs on their campuses. Inaddition, school‐based staff often are not fully informed of special education changes thatwill affect their campuses in regards to programs, staffing, classroom space, and design.One example of this is a new center program for autistic children implemented at YgnacioValley Elementary School. School staff were not aware of the new program until it wasready to be implemented at their school, and school staff do not have access to thebudgetary and financial decisions or outcomes of the program. It appears that whendistrictwide special education programs are developed and implemented, schooladministrators have little input into the need, design, or location of the programs. Thelocation of program placement appears to be based primarily on where classroom space isavailable.A survey of central office and school‐based staff shows that cooperation and collaborationbetween the central office and school‐based staff could be improved, that communicationsrelated to financial and budget matters could be better, and that school‐based staff feelthey could be provided better information related to special education financial matters(Exhibit 2‐5). Complete survey results are found in Appendix A.MGT of America, Inc. Page 2‐7