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

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Service Delivery Options and Continuum of Services• Classroom organization including schedules, activities, and lesson plans thataddress the goals and objectives of individual students.• Community Based Instruction (CBI) designed and implemented to directlyreinforce and generalize specific goals and objectives within natural environments.• The utilization of assistive technology whenever appropriate to assist individualstudents reach their potential vocationally, socially, communicatively, physically,and academically.• The planning and implementation of structured opportunities for students withmoderate to severe disabilities to interact with their typically developing peers.Commendation 3‐I:The MSUSD has shown a commitment to the development of functional and relevant goals,objectives, and activities for students with moderate to severe disabilities by ensuring thatall teachers have access to appropriate resources.Issue 3‐13: Lack of Curriculum for Students with Moderate to Severe Disabilities.Teachers who participated in the focus group discussions were able to clearly articulate theneed to provide instruction to students with moderate to severe disabilities in anindividualized and functional manner. They gave many examples of instruction that areconsistent with the best practice of teaching academics through activities that are relevantto the student’s everyday experiences.Teachers further reported, and MGT consultants confirmed, that there is not a districtadoptedcurriculum for students with moderate to severe disabilities. Curriculumcomponents are determined by the individual teacher. Teachers reported that this resultsin a lack of program consistency and continuity. Interviews with district administrationindicated awareness of this issue and plans to address it by adopting a district widecurriculum for students with moderate to severe disabilities.Consideration for Issue 3‐13:• Adopt a curriculum for students with moderate to severe disabilities that isconsistent with functional performance indicators developed by SEACO.Cost Implications for Issue 3‐13:Adoption of a new curriculum will have a staff development component with costs. If thestaff development cannot be provided during the school day during planning periods, earlyrelease days, or embedded staff development, the district should determine the staffdevelopment needs and associated costs for after‐school training sessions.MGT of America, Inc. Page 3‐19
Service Delivery Options and Continuum of ServicesIssue 3‐14: Inconsistent Implementation of Functional Approaches to Instruction.Effective instruction for students with moderate to severe disabilities focuses on theteaching of functional skills. These are skills that are necessary for the student to besuccessful in family, school, and community environments. Strategies include use ofinstructional materials that are real and meaningful to the students, structuredopportunities to generalize skills, and teaching in natural contexts including real materials inreal life settings.During classroom observations and review of records, MGT found that the implementationof a functional approach to teaching students with moderate to severe disabilities is notconsistent. Some teachers were observed to actively engage students in functionalacademic activities. Students in other classrooms, however, engaged in activities that werepresented outside of a functional framework. Examples of activities that lacked relevanceincluded the teaching of isolated academic skills without relating them to a functionalcontext, use of worksheets to teach math to students within a group setting, and theengagement of older students in non‐age appropriate activities such as coloring.Considerations for Issue 3‐14:• Ensure that all teachers working in classrooms for students with moderate andsevere disabilities are trained in best practices including the functional teaching ofacademics and other skills.• Implement a system to support new or struggling teachers in this area through theuse of peer teachers, program specialists, and regularly scheduled departmentmeetings.Cost Implications for Issue 3‐14: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 teacher. MGT cannot calculate costs forsubstitutes or teacher stipends at this time, as the costs are based on the number of hoursand the method for delivery of the professional development.Issue 3‐15: Inconsistent Utilization of Instructional Assistants to Provide Instruction.Variation in the effective use of instructional assistants was noted during onsiteobservations of classrooms for students with moderate and severe disabilities. In someclassrooms, instructional assistants were actively engaged in teaching individuals or smallMGT of America, Inc. Page 3‐20
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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 24 and 25: 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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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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