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

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District Operations and Associated Financial EffectivenessConsideration for Issue 2‐5:• Continue to implement the Academic Resource Support model as an earlyintervening service or utilize other methods to alleviate academic deficits prior toreferral to special education.• Cost‐share the positions with general education to reduce special education costs oreliminate positions that are not assigned to students with disabilities. Elimination ofthese positions would require the district to review the delivery of early interveningservices to students who demonstrate academic and behavioral deficits.• Assign the resource support teacher positions to school staffing plans rather thanthe special education budget.Cost Implication for Issue 2‐5:Cost implications are based on the district’s determination of maintaining, cost‐sharing, oreliminating the 37 resource teacher positions that are currently funded with specialeducation or ARRA funds that are being utilized for early intervening services for studentswithout disabilities. If the 37 resource teacher positions were eliminated, the district wouldrealize a cost savings of $2,654,602 annually or $13,273,010 over a five‐year period. Thecurrent academic resource support model will be compromised in the schools if thesepositions are eliminated.CONSIDERATION YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5Eliminate 37 ResourceTeacher Positions$2,654,602 $2,654,602 $2,654,602 $2,654,602 $2,654,602Issue 2‐6: School‐based School Psychology Services.There are a total of 32.2 FTE psychologists (36 individuals) hired by the district with 16.5 FTEapproved through the general fund and 15.7 FTE paid through other funding serving ascounselors. There are also 12 interns serving the district for a total of 32 days weekly(average of 6.4 interns daily). Thus, there are 36 individuals accounting for 32.2 FTE, butonly 16.5 FTE assigned to assessment duties.Exhibit 2‐10 shows a comparison of the number of psychologist positions in MDUSD andpeer school districts. The psychologist positions are funded from various sources. InMDUSD, for example, only 16.5 positions are funded by general revenue. The remaining22.5 psychologist positions are funded by categorical or special funds and provide servicesto select student subgroups (i.e., the mental health collaborative). These data indicate thatthe number of MDUSD psychologist positions exceed all peer districts. MDUSD exceeds thepeer average number of psychologists by 12 positions and the peer average ratio ofstudents with disabilities to psychologists by 12 students.MGT of America, Inc. Page 2‐21
District Operations and Associated Financial EffectivenessEXHIBIT 2‐10MT. DIABLO UNIFIED SCHOOL DISTRICTCOMPARISON OF (SCHOOL‐BASED) SCHOOL PSYCHOLOGIST POSITIONS* WITH PEERSCHOOL DISTRICTS, 2009‐10 SCHOOL YEARDISTRICTENROLLMENTOF STUDENTSWITHDISABILITIESNUMBER OFPSYCHOLOGISTPOSITIONSRATIO STUDENTSWITH DISABILITIES TOPSYCHOLOGISTMount Diablo Unified, CA 4,897 39 126Clovis 2,840 27 105Folsom 2,638 18 147Moreno Valley 3,960 23 172San Ramon 2,901 25 116West Contra Costa 4,406 29 152DISTRICT AVERAGE 3,607 27 136Source: Created by MGT of America, Inc. using data provided by MDUSD and Council of Great City Schools,2009.*The MDUSD data does not include school psychologists positions assigned to the Mental Health Collaborativeor other special programs.School psychologists in MDUSD are expected to play a very active role in their assigned schoolsites which includes intervention, pre‐intervention, assessment, and other duties. Thisincludes some tasks that would fall under a counselor position, including counseling, training,and guidance services.Based on the review of data and onsite interviews, focus group discussions, and schoolobservations, there is a lack of consistency in the actual duties performed by schoolpsychologists. Some believe the district is short staffed. Referrals and assessments arebehind, yet school psychologists are involved in other “qualitative” tasks, such as counselingin the Mental Health Collaborative and assessment and consultation of Section 504referrals, along with manifest determination conferences both within Section 504 andspecial education. Data show there is an inequity in what school psychologist positions doand how many assessments are performed.In addition to the school psychologist positions, there are 12 school psychologist internpositions serving the district for a total of 32 days weekly with an average of 6.4 internpositions daily. The schools pay for the interns as a means to have more support withassessment, consultation, and counseling for students on their specific campuses.The school psychologists are not assigned to schools by feeder pattern. Assignment byfeeder pattern could allow the School Psychologists to work more closely with schools whenstudents transition from one school to another. Assignment by feeder pattern would alsoallow the School Psychologists to follow a student at all levels as they progress throughschools.MGT of America, Inc. Page 2‐22
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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