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

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Service Delivery Options and Continuum of Services• Listening skills.• Note‐taking skills.• Memory techniques.• Social skills.• Understanding of individual learning styles, test taking and research skills.In most schools, the aims of the Academic Success Centers are:• Review and reinforce concepts taught in all academic classes.• Develop and utilize a variety of study and organizational skills, including long‐termplanning.• Receive support in managing the core curriculum and state standards.• Begin to develop self‐advocacy skills and independence.During onsite visits to schools, MGT consultants found that schools attribute much of theimproved academic achievement to the Academic Success Center model. MGT consultantsconsistently received positive comments and feedback from district and schooladministrators regarding this intervention model. The model is also recognized as thedistrict’s primary effort to provide interventions to students that alleviate academic deficits,thus decreasing the need for evaluation or potential identification of students withdisabilities.Commendation 3‐C:The district’s Academic Success Center model has proven highly effective in providingacademic support to students with and without disabilities in the general educationcurriculum. This success is evidenced by the district’s student achievement data.Issue 3.3: Building Effective Schools Together (BEST) Collaborative Schools.BEST is a standardized curriculum for school discipline teams, aimed at improving disciplinein schools and classrooms. BEST trainings create the opportunity for extended staffdevelopment and coaching in positive school discipline and behavioral supports.BEST addresses schoolwide, non‐classroom, classroom, and individual student interventionsand the program includes content related to school‐wide discipline, classroommanagement, and individual student supports. BEST training supports representative schoolteam members to develop and implement:• School rules.• Rule teaching.• Positive reinforcement systems.• Data‐based decision making at the school level.MGT of America, Inc. Page 3‐7
Service Delivery Options and Continuum of Services• Effective classroom management.• Curriculum adaptation.• Functional behavioral assessment.• Positive behavioral interventions and supports.• Assessing school safety.• Active supervision of common areas.• Identifying antisocial youth.• Supporting at‐risk students.• Building behavioral support plans.• Mentoring.• Staff management.• Responding to escalating behavior.Thirty‐six schools in the district have committed to BEST as a method to improve schoolclimate and discipline, and to support student academic achievement and positive behavior.The Department of Pupil Services and Special Education supports all of the schools increating a positive school climate.During onsite visits, MGT consultants found the schools to be very orderly. As a whole,students were well‐disciplined. Classroom observations documented students who, for themost part, were on‐task and actively engaged in learning. Teachers maintained classroomrules and behavioral expectations that were posted in the classrooms. Students wereaware of and demonstrated expected behaviors during transitions and in common areas.MGT consultants also observed on numerous occasions the administrative monitoring andassigned duty stations during transitions between classes and within the common areas.Generally, teachers and administrators modeled expected behaviors and maintained highexpectations for their students.Commendation 3‐D:Implementation of the BEST program is evident in the schools. MGT observed the schoolclimates to be very positive and supportive of student learning and academic success.3.3 Full‐time InstructionThe Special Day Class Office in the Department of Pupil Services and Special Educationoversees and coordinates services for students who require full‐time instruction in a selfcontainedsetting. Students are assigned to the least restrictive placement (home school orschool as close as possible to the home school) that offers the instructional strategiesdetermined by the IEPs. The delivery models serve a range of disabilities. The placementsare based on the students’ assessed needs identified in their IEPs as the delivery model thatcan provide the services in accordance to the IDEA requirement of free appropriate publiceducation (FAPE).MGT of America, Inc. Page 3‐8
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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
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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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