Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...
Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...
Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...
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<strong>District</strong> Operations and Associated Financial Effectiveness−−Special education Consent Decree Secretary position that provides clericalsupport for <strong>the</strong> consent decree.Special education Administrative Secretary position that provides clericalsupport to <strong>the</strong> Assistant Superintendent <strong>of</strong> Pupil Services and Special Educationas well as <strong>the</strong> Department <strong>of</strong> Pupil Services and Special Education.To restructure <strong>the</strong> job duties and responsibilities <strong>of</strong> <strong>the</strong> positions to be considered forelimination, <strong>the</strong> district could:• Create a Director <strong>of</strong> Special Education Services position and assign oversight <strong>of</strong> <strong>the</strong>district’s special education compliance with state and federal regulations.• Restructure <strong>the</strong> existing Department <strong>of</strong> Pupil Services and Special Education into two<strong>of</strong>fices: Office <strong>of</strong> Pupil Services and Office <strong>of</strong> Special Education. Assign <strong>the</strong> <strong>of</strong>fices to<strong>the</strong> Department <strong>of</strong> Curriculum and Instruction.• Restructure <strong>the</strong> multidisciplinary team review process to include representationincluding <strong>the</strong> proposed Director <strong>of</strong> Special Education, related services manager, leadbehavior management specialist, and an existing representative <strong>the</strong> Office <strong>of</strong>Student Services. The district should also ensure that <strong>the</strong>re is representation fromgeneral education and <strong>the</strong> student’s home school.• Create three program specialist positions and assign all program specialist positions(nine) as generalists to feeder pattern schools with weekly school visitationschedules. Assign direct report <strong>of</strong> current and proposed program specialist positionsto <strong>the</strong> Director <strong>of</strong> Curriculum and Instruction or his/her designee, but requireprincipal input in <strong>the</strong> selection and evaluation <strong>of</strong> all program specialist positions.(Currently 4.46 program specialist positions are funded by stimulus funding.Funding for <strong>the</strong>se positions would need to be reviewed at such time that <strong>the</strong>stimulus funding is no longer available.)• Assign each program specialist position a minimum <strong>of</strong> five schools for weekly,regularly scheduled onsite technical assistance, support, and embedded staffdevelopment, with one program specialist assigned to all alternative programs. Theprogram specialist assigned to <strong>the</strong> school should address all special education issuesin <strong>the</strong> building and serve as <strong>the</strong> point <strong>of</strong> contact for <strong>the</strong> school administration. Inmatters that go beyond <strong>the</strong> scope <strong>of</strong> <strong>the</strong> program specialist expertise, <strong>the</strong> programspecialist should seek outside support from <strong>the</strong> Department <strong>of</strong> Curriculum andInstruction or legal counsel. Again, <strong>the</strong> primary role <strong>of</strong> <strong>the</strong> program specialist shouldbe to provide support to teachers in matters <strong>of</strong> special education compliance,including but not limited to IEP development, implementation, and timelines.• Establish monthly meeting agendas for school‐based pr<strong>of</strong>essional development fordelivery by <strong>the</strong> program specialists in <strong>the</strong>ir assigned schools. This process should beMGT <strong>of</strong> America, Inc. Page 2‐17