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

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Service Delivery Options and Continuum of ServicesBased on the MGT best practice database and current research 1 , characteristics that tend toinfluence the effectiveness of collaborative instruction include:• Instructional leadership of the building administration.• Subject content knowledge of teachers and the special education assistant.• Adherence to the curriculum pacing guides and standards‐based instruction.• Student access to the general education curriculum.• Progress monitoring of student progress through benchmark assessments.• Instructional planning based on student performance data.• Clearly defined roles and responsibilities of collaborative teachers.• Scheduling for collaborative planning among grade level and content area teamsand special education staff.• Opportunities for teach‐reteach, extended learning, and remediation of deficitsskills.• Adherence to instructional accommodations for students as specified on IEPs andSection 504 plans.The schools that effectively demonstrate academic growth of students with disabilitiesdemonstrate these characteristics. Schools that do not effectively demonstrate academicgrowth for students with disabilities need to place greater emphasis on collaborative,standards‐based instruction for students with disabilities.Commendation 3‐A:Many middle and high schools throughout MDUSD effectively demonstrate instructionalleadership and collaborative instructional practices that successfully support students withdisabilities in the general education setting.Commendation 3‐B:MDUSD is commended for utilizing the Leadership Institute, Professional LearningCommunities and the Scale Up Project as methods for continuous staff development in the1 Seven Principles of Highly Effective Learning (http://www.sofweb.vic.edu.au/blueprint/fs5/default.asp); TenTraits of Highly Effective Schools (McEwan, 2009); Professional Learning Communities (DeFour, 2004); andClassroom Instruction That Works (Marzano, 2004).MGT of America, Inc. Page 3‐5
Service Delivery Options and Continuum of Servicesareas of collaboration, common assessments, and best instructional practices in theschools.Considerations for Issue 3.1:• Develop and share a database of best practices among the schools regardingstandards‐based instruction, course scheduling, collaboration, and the delivery ofspecial education services in the general education.• Require schools that do not show academic growth of students with disabilities orSection 504 plans to work directly with the Department of Curriculum andInstruction to improve standards‐based, grade level instruction in the generaleducation classroom.• Hold building administrators accountable for the improved instructionalperformance of students with disabilities and 504 plans.Cost Implications for Issue 3.1:The costs associated with implementation of this consideration are for staff time andprofessional development. The district should not incur any additional costs in the targetedschools if the professional development and district support are provided during the schoolday during planning periods, faculty meetings, early release days, or embedded staffdevelopment in the classroom. If substitutes are required, the district costs would be $120per teacher per day. If professional development is provided after the school day, thedistrict costs would be $25 per hour per teacherThe schools should identify targeted strategies for improving the academic growth and useallocated staff development funds, if needed, for staff development after school hours. Thecosts of staff development after school hours cannot not be calculated at this time andwould be based on the specific targeted strategies at each school.3.2 Academic Resource SupportIssue 3.2: Academic Success Centers.Academic Success Centers are designed as work labs in middle and high schools to helpstudents develop their academic skills. Through mini‐lessons, group discussions, classroutines, and the opportunities that arise through academic work, students consider andpractice the following skills:• Use of an organization/planning tool.• Workable organization of notebooks and binders.• Planning long‐term assignments.MGT of America, Inc. Page 3‐6
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A Study of theMount Diablo Unified
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TABLE OF CONTENTSPAGEEXECUTIVE SUMM
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Executive SummaryExecutive SummaryF
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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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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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