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

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CHAPTER 3: SERVICE DELIVERY OPTIONS AND CONTINUUM OF SERVICESThis chapter reviews the delivery of instructional services to Mt. Diablo Unified SchoolDistrict (MDUSD) students with disabilities. The district provides a full continuum ofservices from least restrictive to most restrictive setting. Sections in this chapter include:3.1 General Education Consultation3.2 Academic Resource Support3.3 Full‐time Instruction3.4 Nonpublic Placements3.5 Related Services3.1 General Education ConsultationIssue 3.1: Collaborative Consultation.MDUSD provides a collaborative consultation model of instructional delivery for studentswith disabilities in the general education setting. While the model is working well in someschools, it is underutilized in other schools. In general education consultation, typically aspecial education and a general education teacher collaboratively teach in the sameclassroom. In some situations, the general education teacher works collaboratively with aspecial education assistant to meet the needs of students with disabilities or to provideaccommodations to students with Section 504 plans in the general education classroom.Collaborative classroom observations by MGT consultants indicate that the majority of theMDUSD collaborative teachers used a teach/assist model where one teacher delivers theinstruction (typically the general education teacher) and the other teacher (typically thespecial education teacher) assists students throughout the classroom. More specifically, ofthe 100 classrooms visited, MGT consultants documented that 84 percent of the classroomsused the teach/assist collaborative model. In 12 percent of the collaborative classes, MGTobserved the use of various classroom centers or stations for instruction with both teachersproviding assistance to the students. The use of instructional technology such asSmartBoards, AlphaSmarts, and computers was observed by MGT consultants in only sevenpercent of the classrooms visited.Exhibits 3‐1 and 3‐2 show schools that demonstrate improved academic achievement ofstudents with disabilities with a one‐year change in achievement, a five‐year change inachievement, and an average change in achievement across five years, as measured by theCalifornia State Test. These schools effectively implement a collaborative model of languagearts and mathematics instruction and effective teaming to meet the needs of students withdiverse learning needs, such as those with disabilities under IDEA or Section 504. As shown,the achievement of students with disabilities at these recognized schools exceed state anddistrict percentages for improvement on the California State Test.MGT of America, Inc. Page 3‐1
Service Delivery Options and Continuum of ServicesThe schools that demonstrated the greatest academic gains for students with disabilitiesutilize instructional strategies and school‐based collaborative efforts. MDUSD has providedan ongoing Leadership Institute for seven years. The five areas of focus for each instituteare: literacy, positive behavior, collaboration, parent involvement, and systemsustainability. There have also been many highly recognized presenters in each of theseareas. The Institute has been the kick‐off for many district initiatives which have includedthe work of general and special educations teachers together. Many schools have alsoparticipated in Professional Learning Communities. Finally, three schools are part of theScale Up Project and they have continuous staff development in the areas of collaboration,common assessments, and best instructional practices.EXHIBIT 3‐1MT. DIABLO UNIFIED SCHOOL DISTRICTEXAMPLE OF SCHOOLS THAT EFFECTIVELY DEMONSTRATE COLLABORATIVE INSTRUCTIONFOR STUDENTS WITH DISABILITIESENGLISH LANGUAGE ARTS2008‐09 SCHOOL YEARPERCENTAGE CHANGE IN STUDENT ACHIEVEMENT ON CALIFORNIASCHOOLSTATE TEST – ENGLISH LANGUAGE ARTSONE YEAR CHANGE FIVE YEAR CHANGE FIVE YEAR AVERAGEDiablo View Middle* 21.3 ‐2.7 ‐0.7Glenbrook Middle 17.5 22.0 5.5Oak Grove Middle 16.6 13.0 4.3Pine Hollow Middle 15.1 17.0 4.3Pleasant Hill Middle 10.3 12.8 3.2Riverview Middle 46.4 51.0 12.7Sequoia Middle 18.8 27.7 6.9Valley View Middle 18.8 27.7 6.9College Park High 29.5 21.2 5.3Concord High 17.1 25.6 6.4DISTRICT 6.6 13.7 3.4STATE 14.6 15.5 3.9Source: Created by MGT of America using data from the 2009 Estimated Adequate Yearly Progress (AYP) Report,2009.*Diablo View Middle is recognized due to 21.3 percent increase from 2008 to 2009.MGT of America, Inc. Page 3‐2
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A Study of theMount Diablo Unified
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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 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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