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

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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
District Operations and Associated Financial EffectivenessEXHIBIT 2‐5COMPARISON OF SURVEY RESPONSES REGARDING FINANCIAL MANAGEMENTWITHIN MT. DIABLO UNIFIED SCHOOL DISTRICT(%A + SA) / (%D + SD) 1SPECIALEDUCATIONTEACHERSGENERALEDUCATIONTEACHERSFINANCIAL MANAGEMENTCENTRAL OFFICEADMINISTRATORSSCHOOLPRINCIPALSSUPPORTSTAFF1. The school division adequatelyimplements policies and proceduresfor the administration and38/26 43/6 20/19 15/11 37/4coordination of special educationfunds.2. There is generally cooperation andcollaboration between the schooldivision and schools regarding fiscal34/25 33/26 20/22 13/14 24/6management and budget issues.3. The school division appropriatelymonitors its spending practices forcompliance and quality assurance of37/30 33/12 18/19 13/12 28/4special education services.4. Channels of communication amongdepartments and schools promotecollaboration regarding fiscal4/42 26/27 16/26 8/15 19/8management and budgetary issues ofspecial education services.5. The school division efficiently andeffectively spends special education 33/34 30/17 14/27 8/22 27/10funds.6. Most schools spend allotted specialeducation funds efficiently and33/12 41/7 27/14 13/11 35/2effectively.7. The process for reimbursement isstructured in a way that results in atimely reimbursement from federal21/8 14/5 21/7 5/4 23/2and state agencies.8. The interim financial reportingprocess provides easily understoodand useful financial information to17/34 10/18 9/13 4/6 19/2support the activities associated withspecial education.9. The budget process includesconsistent formulas to identify thestaff required to support special33/21 21/8 12/15 10/8 21/0education students in the schools.10. The budget development processprovides an effective format for21/34 17/11 10/15 8/8 15/2addressing special education needs.1 Percent responding Agree or Strongly Agree/Percent responding Disagree or Strongly Disagree. The neutral and don’t know responses are omitted.Source: Responses to MGT Survey, 2009.MGT of America, Inc. Page 2‐8
Page 1 and 2: A Study of theMount Diablo Unified
Page 3 and 4: TABLE OF CONTENTSPAGEEXECUTIVE SUMM
Page 6 and 7: Executive SummaryExecutive SummaryF
Page 8 and 9: Executive SummaryExecutive SummaryI
Page 10 and 11: Executive SummaryExecutive SummaryF
Page 12 and 13: CHAPTER 1: INTRODUCTION AND PEER DI
Page 14 and 15: Introduction and Peer District Comp
Page 32 and 33: CHAPTER 2: DISTRICT OPERATIONS AND
Page 34 and 35: District Operations and Associated
Page 56 and 57: CHAPTER 3: SERVICE DELIVERY OPTIONS
Page 58 and 59: Service Delivery Options and Contin
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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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CHAPTER 6: SPIELER V. MT. DIABLO UN
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Spieler v. Mt. Diablo Unified Schoo
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Spieler v. Mt. Diablo Unified Schoo
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APPENDIX A: SURVEYRESULTS
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PART A: ADMINISTRATION7. Special ed
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EXHIBIT A-3 (Continued)COMPARISON O
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PART E: CURRICULUM ANDINSTRUCTIONE.
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EXHIBIT A-7COMPARISON OF SURVEY RES
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PART G: DISCIPLINEEXHIBIT A-9COMPAR
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EXHIBIT A-11COMPARISON OF SURVEY RE
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PART K: SPECIALEDUCATION PROGRAMFUN
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Appendix A: Survey ResultsEXHIBIT A
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APPENDIX BBIBLIOGRAPHYBooksAspy, Ru
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