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> Servicesgroups <strong>of</strong> children. In o<strong>the</strong>rs, however, teachers were observed teaching a lesson to <strong>the</strong>entire class while <strong>the</strong> instructional assistants watched or worked on routine tasks such ascutting materials for ano<strong>the</strong>r activity. In <strong>the</strong>se instances, <strong>the</strong> instruction was notindividualized and it was apparent that some students were not actively participating.Students with moderate to severe disabilities are a diverse group with significant needs.Goals and instructional strategies must be individually determined in order to be effective.In best practice models, instructional assistants are utilized to provide individualizedinstruction under <strong>the</strong> direction <strong>of</strong> a teacher or <strong>the</strong>rapist.The MDUSD administrative staff has recognized this issue. Training for new teachers in <strong>the</strong>effective use <strong>of</strong> assistants occurred on January 19, 2010. Ongoing training in this area isplanned.Considerations for Issue 3‐15:• Implement a system to support teachers in <strong>the</strong> development <strong>of</strong> best practices,including utilization <strong>of</strong> instructional assistants and individualization <strong>of</strong> instruction,through <strong>the</strong> use <strong>of</strong> peer teachers, program specialists, and regularly scheduleddepartment meetings.• Provide school‐based administrators with a guide to best practices for teachingstudents with moderate to severe disabilities, including appropriate classroomstructure, instruction, behavioral management, and utilization <strong>of</strong> supportpersonnel. Utilize <strong>the</strong> best practices identified by SEACO in <strong>the</strong> development <strong>of</strong>this tool.Cost Implications for Issue 3‐15:The costs associated with implementation <strong>of</strong> this consideration are for staff time andpr<strong>of</strong>essional development. The district should not incur any additional costs in <strong>the</strong> targetedschools if <strong>the</strong> pr<strong>of</strong>essional development and district support are provided during <strong>the</strong> schoolday during planning periods, faculty meetings, early release days, or embedded staffdevelopment in <strong>the</strong> classroom.The schools should identify targeted strategies for improving instruction and use allocatedstaff development funds, if needed, for staff development after school hours. If required,<strong>the</strong> district would pay $25 per hour for staff development after school hours. The costs <strong>of</strong>staff development after school hours cannot be calculated at this time and is based on <strong>the</strong>specific targeted strategies at each school or for each special education service deliveryoption.Issue 3‐16: Lack <strong>of</strong> Appropriate Classroom Structure and Supports in Some Classrooms.Students with moderate to severe disabilities benefit from classroom structure and supportthat clearly communicates expectations. While <strong>the</strong>se were evident in some classrooms,MGT <strong>of</strong> America, Inc. Page 3‐21