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

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District Operations and Associated Financial Effectiveness−−Special education Consent Decree Secretary position that provides clericalsupport for the consent decree.Special education Administrative Secretary position that provides clericalsupport to the Assistant Superintendent of Pupil Services and Special Educationas well as the Department of Pupil Services and Special Education.To restructure the job duties and responsibilities of the positions to be considered forelimination, the district could:• Create a Director of Special Education Services position and assign oversight of thedistrict’s special education compliance with state and federal regulations.• Restructure the existing Department of Pupil Services and Special Education into twooffices: Office of Pupil Services and Office of Special Education. Assign the offices tothe Department of Curriculum and Instruction.• Restructure the multidisciplinary team review process to include representationincluding the proposed Director of Special Education, related services manager, leadbehavior management specialist, and an existing representative the Office ofStudent Services. The district should also ensure that there is representation fromgeneral education and the 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 of current and proposed program specialist positionsto the Director of Curriculum and Instruction or his/her designee, but requireprincipal input in the selection and evaluation of all program specialist positions.(Currently 4.46 program specialist positions are funded by stimulus funding.Funding for these positions would need to be reviewed at such time that thestimulus funding is no longer available.)• Assign each program specialist position a minimum of 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 the school should address all special education issuesin the building and serve as the point of contact for the school administration. Inmatters that go beyond the scope of the program specialist expertise, the programspecialist should seek outside support from the Department of Curriculum andInstruction or legal counsel. Again, the primary role of the program specialist shouldbe to provide support to teachers in matters of special education compliance,including but not limited to IEP development, implementation, and timelines.• Establish monthly meeting agendas for school‐based professional development fordelivery by the program specialists in their assigned schools. This process should beMGT of America, Inc. Page 2‐17
District Operations and Associated Financial Effectivenessconsistent among all program specialists and within all of the schools to improvedistrict‐to‐school communications, as well as school‐to‐parent communications.• Update program specialist position job specifications to reflect the primaryresponsibilities of compliance, technical assistance, and embedded staffdevelopment for administrators, special education teachers, and school‐basedteams.• Reclassify the current occupational therapy/physical therapy manager position torelated services manager position.• Create three direct reports to the proposed Director of Special Education position:one related services manager position; one lead behavior management specialistposition; and the parent liaison position.• Assign school psychologists to the Office of Student Services.• Assign the transportation secretary position to the Department of Transportationwith continued job duties on special education transportation.• Assign the management information services position to the Director of Technologyand Information Services with continued job duties regarding student managementsoftware and special education reporting.• Assign the student management software Help Desk positions to the Director ofTechnology and Information Services. Once the student management softwaresystem is appropriately implemented and schools are in a cycle of appropriatecompliance with timelines, the district might reassess the need for three Help Deskpositions.• Review the organizational structure of the Office of Student Services and realign jobfunctions consistent with the Office of Special Education and proposed relocation tothe Department of Curriculum and Instruction.The proposed organizational structure is shown in Exhibit 2‐9. These proposed changes willstreamline the administrative structure of the central office, create greater accountability,technical assistance and support in the schools, and better align special education andgeneral education at the central office and the schools. The Office of Student Services is notincluded in this proposed organizational structure and should be reviewed for alignmentwith the proposed organizational considerations.MGT of America, Inc. Page 2‐18
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
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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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