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

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Service Delivery Options and Continuum of ServicesThe delivery models are as follows:• Learning Handicapped (LH) Mild/Moderate Class. This delivery model servesstudents with mild to moderate disabilities who are participating in the districtstandards curriculum leading to a high school diploma. The students assigned tothese classes are composed of students with the disability code of specific learningdisabled, speech or language impaired, mildly cognitive impaired, or autism, andmay include other disabilities that require this model. The class size as negotiatedwith the teachers’ union is a maximum of 15 students in grades kindergartenthrough twelve. The preschool classes have a maximum class size of ninestudents. The established staffing for the class is one teacher and oneinstructional assistant.• Moderate Class (MOD). This delivery model serves students with moderatedisabilities who are participating in an alternative curriculum leading to acertificate of completion. The students assigned to this class are mildly cognitiveimpaired and have the disability code of mental retardation. The moderate classeshave a maximum class size of 11 students. The established staffing for the class isone teacher and two instructional assistants.• Severe Class (SH). This delivery model serves students with moderate to severedisabilities who are participating in an alternative curriculum leading to acertificate of completion. The students assigned to these classes are composed ofstudents with the disability code of mental retardation, other health impaired, orspeech or language impairment, and may include other disabilities that requirethis delivery model. The class size negotiated with the teachers’ union is ninestudents in grades kindergarten through fifth, and 11 students in grades sixthrough age 22. The established staffing for the class is one teacher and twoinstructional assistants.• Autistic Specific Class (AU). This delivery model serves students with autism whorequire intensive support in socialization, communication and/or behavior. Theclasses are categorized in three groups: Benchmark, Strategic, and Intensive. Theestablished staffing for the class is one teacher and two students per an adult.• Mental Health Collaborative. The Mental Health Collaborative provides studentswith a team approach that integrates special education and mental health servicesin the least restrictive setting. The Mental Health Collaborative classroomsprovide an academic program drawn from state and district standards, usingmodified instructional materials and settings, as needed, to meeting individualstudent needs. Modifications and accommodations are implemented inaccordance with each student’s IEP.• Counseling Enriched Class (CEP). This delivery model serves students in secondthrough sixth grades who are referred by the Positive Behavior Team or Triageprocess. The program provides an individualized, multi‐faceted approach usingMGT of America, Inc. Page 3‐9
Service Delivery Options and Continuum of Servicesthe district standards curriculum for at‐risk and special education students withintegration in a traditional school program. The program provides psychologicaland behavioral support, as well as intensive support services by experienced staff.The program is also considered one of the Mental Health Collaborative programs.The established staffing is one teacher and two assistants.• Augmentative Alternative Communication Class (AAC). This delivery model servesstudents who require strategies that augment or compensate for their inability tocommunicate effectively. AAC systems include picture/alphabet boards, word orsentence boards, universal gestures, facial and body language, vocal wordapproximations, and electronic devices capable of voice output. Students assignedto this class have multiple disabilities, including orthopedic handicaps, establishedmedical disability, speech and language impairment, visual impairment, autism, ormental retardation. The established staffing is one teacher and two students peradult.• Orthopedic Impairment (OI). This delivery model serves students with significantorthopedic impairments. The students use wheelchairs, braces, and variousadaptive equipment. The class size maximum is nine students. The establishedstaffing is one teacher and two students per adult.• Small Group Instruction (SGI). This delivery model provides instruction forpreschool students with language and development delays who don’t require a fullday special education program. Students attend a half‐day program for three tofive days a week. Many of these students also attend regular preschool programsand attend regular kindergarten programs upon completion of their preschoolspecial education instruction. The established staffing is one teacher and oneinstructional assistant.• Aurally handicapped (AH). This delivery model serves students who are deaf orhard of hearing. The established staffing is one teacher and one assistant to anunspecified number of students.Issue 3‐4: Service Delivery Options for Students with Autism within Natural School FeederPatterns.Prior to the 2005‐06 school year, students with autism were served within educationalprograms for students with moderate to severe disabilities. Autism‐specific classroomswere developed in 2005 in response to parent concerns and the district’s understanding ofthe unique needs of this population. This model was further modified into a tiered systemduring the 2007‐08 school year. These autism‐specific classrooms provide four levels ofsupport (intensive, strategic, benchmark, and magnet benchmark). These classes areprimarily located at elementary schools. Two classrooms have been opened at the middleschool level.MGT of America, Inc. Page 3‐10
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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
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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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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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