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

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District Operations and Associated Financial Effectivenessteachers and designated administration regarding special education compliance,communications with parents, and provision of special education services in the leastrestrictive environment. Such a model could decrease the number of parent complaints,mediation, and due process cases in the district. In addition, to school‐based support, eachprogram specialist could be assigned a specialty area for oversight, such as Special DayCenter curriculum, modified assessment, and extended school year, or workability.If a program specialist school liaison model is considered, the Administrator for DesignatedInstruction and Services, Resource and the Administrator for Special Day Centers andTransportation, and their clerical support positions could be eliminated. If these positionsare considered for elimination, the district must ensure these job duties are assumed byother staff. For example:• The oversight of the resource services in the schools could be assigned to theDirector of Curriculum and Instruction. This reassignment would allow integration ofteach/re‐teach, remediation, learning strategies, accommodations, and academicsuccess centers, within general education in the schools throughout the district.This could also better ensure access to the general education curriculum in thegeneral education classroom, as well as in resource classrooms.• The occupational/physical therapy manager position could assume responsibility foroversight of all therapies, including physical therapy and speech/language therapy.The district must ensure that the occupational/physical therapy manager positionmaintains the credential for supervision and evaluation of such staff. To furtherprovide support, a lead therapist could be assigned in each of the areas to assist themanager position, as needed, and to oversee specific content‐area issues that mayarise.• Contract management could continue to be assigned to the proposed Director ofSpecial Education in the Office of Special Education• Transportation coordination could and should be assigned to the Department ofTransportation.Finally, if these administrative positions in the Department of Pupil Services and SpecialEducation are considered for elimination, the district must ensure that school principals andschool leadership teams will assume the primary responsibility for the delivery of specialeducation services in their buildings, respectively. Given direct, weekly support from aspecial education program specialist position; clear and consistent communication from thedistrict administration; and up‐to‐date procedural guidelines, school administrators cansuccessfully oversee special education services.As the oversight of the Consent Decree draws to an end, the Consent Decree clericalposition should be considered for elimination, as the position would no longer be needed.The elimination of this part‐time position could lead to a slight cost savings.MGT of America, Inc. Page 2‐15
District Operations and Associated Financial EffectivenessWhen reviewing clerical support staff, MGT has not found another district with twoadministrative clerical positions with direct report to the assistant superintendent position.To more closely align with clerical staffing of other departments in MDUSD and specialeducation departments in comparison districts, MDUSD should consider eliminating theadministrative secretary position. The responsibilities of this position could be fulfilled byremaining clerical staff in the department, resulting in a cost savings to the district.There are several office support positions in the Department of Pupil Services and SpecialEducation that would better align with functions in other departments. The currentorganizational structure splinters the functions of these positions between departments,thus hindering communications with schools and accurate and timely information reportingto schools and parents. These office support positions include: the transportationsecretary position, three student management software Help Desk positions, and themanagement information services position. MGT consultants received consistent andfrequent reports during onsite interviews regarding the challenges with special educationtransportation, IEP compliance, and management of student information. A closeralignment of these positions with similar functions in the district can aid in improving theseprocesses and district functions.Considerations for Issue 2‐4:• Eliminate the following positions and offices in the Department of Pupil Services andSpecial Education:−−−−−−Assistant Superintendent of Pupil Services and Special Education position thatprovides oversight for pupil services and special education and compliance withstate and federal regulations.Administrator for Special Education Resource Program and Related Servicesposition that provides oversight for resource programs and related services.Administrator for Special Education Special Day Centers and Transportationposition that provides oversight for special day centers and transportation.Administrator for Special Education Alternative Dispute Resolution andNonpublic Schools position that provides oversight for alternative dispute andresolution and nonpublic school positions.Special education office support for Resource Program and Related Servicesposition that provides clerical support for resource programs and relatedservices.Special education office support for Special Day Centers and Transportationposition that provides clerical support for special day centers andtransportation.MGT of America, Inc. Page 2‐16
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
Page 90 and 91: CHAPTER 4: POLICIES, PROCEDURES, AN
Page 92 and 93: Policies, Procedures, and Complianc
Page 94 and 95: Policies, Procedures, and Complianc
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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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