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

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Service Delivery Options and Continuum of ServicesCommendation 3‐E:The behavioral support team employed by the MSUSD was consistently described byteachers, therapists, and administrators as providing quality support and training in theareas of behavioral support, program development, training, and effective strategies forindividual students with autism.Issue 3‐9: Early Identification of Students with Autism Spectrum Disorders.The benefits of early identification of individuals with autism spectrum disorders have beenthoroughly documented in research literature. These include development of appropriatestrategies, focus on active engagement, and the development of goals and objectives thataddress the core deficits of autism. The National Research Council (2001) recommendedthat education should begin as soon as a child is suspected of having an autism spectrumdisability.Commendation 3‐F:The MSUSD has demonstrated a commitment to early identification of individuals withautism spectrum disorders. This is evidenced in their willingness to evaluate children asearly as possible if autism is suspected; many are evaluated and identified inprekindergarten.Issue 3‐10: Individual Education Programs (IEPs) for Students with Autism.Research and best practices support addressing the core deficits of autism within thedevelopment of the IEP. These deficits include the areas of social communication andemotional regulation. It is further recommended that problem behaviors be addressedthrough positive behavioral approaches that include functional assessment, teaching ofreplacement behaviors, and proactive supports.A random sample of IEPs for students with autism was reviewed during the site visit. AllIEPS reviewed addressed core deficits of autism (social skills, communication, andbehavioral regulation) as well as appropriate academic or functional skills. Examples offunctional skills included use of eye gaze to obtain information, increasing independentskills, use of sensory strategies to increase attention, and increased use of language withinsocial contexts. The IEPs also addressed behavioral issues within the guidelines of positivebehavioral support planning. Examples included the use of schedules to defineexpectations, direct instruction and reinforcement of replacement behaviors, and primingthe student in advance of changes.MGT of America, Inc. Page 3‐17
Service Delivery Options and Continuum of ServicesCommendation 3‐G:The teachers of students with autism within MDUSD have shown a commitment to thedevelopment of best practices in the development of IEPs as demonstrated by their focuson core deficits and positive behavioral support strategies.Issue 3‐11: Development of Specialized Educational Programs for Students with Moderateto Severe Disabilities.The MDUSD currently serves 290 students with moderate to severe disabilities.Prekindergarten through high school‐age students are educated within special day classes(SDC) located in schools throughout the district. The district supports three preschool, eightelementary, four middle, and ten high school classes. In addition, Bridge, a transition towork program for students 18‐22 years of age, is located at one center and two schoolbasedsites. Classes are taught by one special education teacher supported by twoinstructional assistants. Student numbers are capped at nine in the elementary schools and11 in middle and high schools.Commendation 3‐H:The MSUSD has shown a commitment to providing specialized educational programs forstudents with moderate to severe disabilities. This is consistent with best practices as itallows for the implementation of curriculum that reflects the developmental needs of thispopulation, is relevant to their everyday experiences, and provides a framework for thegeneralization of skills across environments.Issue 3‐12: Allocation of Teacher Resources.Teachers serving students with moderate to severe disabilities within the MSUSD areprovided resources that have been developed in a collaborative effort between teachersand administrators representing the Special Education Administrators of County Offices(SEACO). The SEACO was developed to assist teachers in aligning functional skill goals andobjectives with California State Department of Education Curriculum Frameworks. TheSEACO includes Functional Performance Indicators (FPI) that provide a framework for thedevelopment of goals and objectives that are aligned with state standards while beingrelevant for the needs and developmental level of students with moderate to severedisabilities.In addition, teachers serving students with moderate to severe disabilities have access to amanual developed by SEACO that describes best practices for educating this population ofstudents. The SEACO manual describes best practices in several areas including:• The development of IEPs and instructional programs that are appropriate andrelevant to the needs and everyday lives of individual students.MGT of America, Inc. Page 3‐18
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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
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Introduction and Peer District Comp
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Page 22 and 23: 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
Page 114 and 115: CHAPTER 5: PERSONNEL SERVICES AND P
Page 116 and 117: Personnel Services and Professional
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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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