Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...
Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...
Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...
- No tags were found...
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
Service Delivery Options and Continuum <strong>of</strong> Services• Classroom organization including schedules, activities, and lesson plans thataddress <strong>the</strong> goals and objectives <strong>of</strong> individual students.• Community Based Instruction (CBI) designed and implemented to directlyreinforce and generalize specific goals and objectives within natural environments.• The utilization <strong>of</strong> assistive technology whenever appropriate to assist individualstudents reach <strong>the</strong>ir potential vocationally, socially, communicatively, physically,and academically.• The planning and implementation <strong>of</strong> structured opportunities for students withmoderate to severe disabilities to interact with <strong>the</strong>ir typically developing peers.Commendation 3‐I:The MSUSD has shown a commitment to <strong>the</strong> development <strong>of</strong> 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 <strong>of</strong> Curriculum for Students with Moderate to Severe Disabilities.Teachers who participated in <strong>the</strong> focus group discussions were able to clearly articulate <strong>the</strong>need to provide instruction to students with moderate to severe disabilities in anindividualized and functional manner. They gave many examples <strong>of</strong> instruction that areconsistent with <strong>the</strong> best practice <strong>of</strong> teaching academics through activities that are relevantto <strong>the</strong> student’s everyday experiences.Teachers fur<strong>the</strong>r reported, and MGT consultants confirmed, that <strong>the</strong>re is not a districtadoptedcurriculum for students with moderate to severe disabilities. Curriculumcomponents are determined by <strong>the</strong> individual teacher. Teachers reported that this resultsin a lack <strong>of</strong> program consistency and continuity. Interviews with district administrationindicated awareness <strong>of</strong> 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 <strong>of</strong> a new curriculum will have a staff development component with costs. If <strong>the</strong>staff development cannot be provided during <strong>the</strong> school day during planning periods, earlyrelease days, or embedded staff development, <strong>the</strong> district should determine <strong>the</strong> staffdevelopment needs and associated costs for after‐school training sessions.MGT <strong>of</strong> America, Inc. Page 3‐19