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

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District Operations and Associated Financial EffectivenessA comparison of MDUSD survey responses to those of other districts (Brevard CountySchool District (FL); Allegany County Public Schools, Garret County Public Schools, andWashington County Public Schools (MD); Washington Elementary School District (AZ); GaryCommunity School Corporation (IN); Stamford Public Schools (CT); Greenwich Public Schools(CT); Fairbanks North Star Borough School District and Lower Kuskokwim School District,(AK)) shows that staff in other districts are consistently more satisfied with the level ofcommunication, collaboration, and cooperation related to special education financialmanagement issues than are MDUSD staff (Exhibit 2‐6).EXHIBIT 2‐6COMPARISON OF SURVEY RESPONSESMT. DIABLO UNIFIED SCHOOL DISTRICT ADMINISTRATORSAND ADMINISTRATORS OF OTHER SCHOOL DISTRICTS(%A + SA) / (%D + SD) 1FINANCIAL MANAGEMENTMT. DIABLOCENTRAL OFFICEADMINISTRATORSOTHER SCHOOLDISTRICTADMINISTRATORS1. The school division adequately implements policies and proceduresfor the administration and coordination of special education funds.38/26 57/132. There is generally cooperation and collaboration between the schooldivision and schools regarding fiscal management and budget issues.34/25 52/93. The school division appropriately monitors its spending practices forcompliance and quality assurance of special education services.37/30 57/94. Channels of communication among departments and schoolspromote collaboration regarding fiscal management and budgetary 4/42 48/22issues of special education services.5. The school division efficiently and effectively spends specialeducation funds.33/34 48/96. Most schools spend allotted special education funds efficiently andeffectively.33/12 43/07. The process for reimbursement is structured in a way that results ina timely reimbursement from federal and state agencies.21/8 38/08. The interim financial reporting process provides easily understoodand useful financial information to support the activities associated 17/34 22/4with special education.9. The budget process includes consistent formulas to identify the staffrequired to support special education students in the schools.33/21 26/1710. The budget development process provides an effective format foraddressing special education needs.21/34 35/131 Percent responding Agree or Strongly Agree/Percent responding Disagree or Strongly Disagree. The neutral and don’t knowresponses are omitted.Source: Responses to MGT Survey, 2009.MGT of America, Inc. Page 2‐9
District Operations and Associated Financial EffectivenessConsideration for Issue 2‐3:• Allow school administrators to provide input in programmatic changes, as well asmake them aware of and accountable for special education expenditures in order toincrease accountability of financial stewardship in the district.• Hold school administrators accountable for fiscal management of school budgetsincluding budget functions for special education services.Cost Implications for Issue 2‐3:Participation by the school administrators can occur during the school day and would resultin no additional costs to the district.2.2 Organizational StructureIssue 2‐4: Inefficient Organizational Structure.The Department of Pupil Services and Special Education provides oversight of specialeducation and student services throughout the district. Based on comparisons with otherdistricts, the department could be down‐sized, resulting in cost savings to the district andgreater school‐based oversight and accountability for special education services.Exhibit 2‐7 presents the current structure of the Department of Pupil Services and SpecialEducation. The Assistant Superintendent has too many direct reports, including thefollowing (not all are shown in the exhibit):• One Administrator for Alternative Dispute Resolution and Nonpublic Schoolsposition• One Administrator for Resource Program and Related Services position (DesignatedInstruction and Services, Resource position)• One Administrator for Special Day Centers and Transportation position• Six Program Specialist positions• Two Educational Consultant positions• One Behaviorist Program Manager position• One Occupational/Physical Therapy Manager position• One Parent Liaison position• Thirty‐two (32) School Psychologist positions• Ten and one‐half (10.5) Clerical positions• One Director of Student Services positionMGT of America, Inc. Page 2‐10
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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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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