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

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Service Delivery Options and Continuum of Servicesgroups of children. In others, however, teachers were observed teaching a lesson to theentire class while the instructional assistants watched or worked on routine tasks such ascutting materials for another activity. In these instances, the 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 the direction of a teacher or therapist.The MDUSD administrative staff has recognized this issue. Training for new teachers in theeffective use of assistants occurred on January 19, 2010. Ongoing training in this area isplanned.Considerations for Issue 3‐15:• Implement a system to support teachers in the development of best practices,including utilization of instructional assistants and individualization of instruction,through the use of 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 of supportpersonnel. Utilize the best practices identified by SEACO in the development ofthis tool.Cost Implications for Issue 3‐15: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.The schools should identify targeted strategies for improving instruction and use allocatedstaff development funds, if needed, for staff development after school hours. If required,the district would pay $25 per hour for staff development after school hours. The costs ofstaff development after school hours cannot be calculated at this time and is based on thespecific targeted strategies at each school or for each special education service deliveryoption.Issue 3‐16: Lack of Appropriate Classroom Structure and Supports in Some Classrooms.Students with moderate to severe disabilities benefit from classroom structure and supportthat clearly communicates expectations. While these were evident in some classrooms,MGT of America, Inc. Page 3‐21
Service Delivery Options and Continuum of Servicesthey were not observed in others. Issues noted by MGT during onsite observations in someof the classrooms for students with moderate to severe disabilities included:• Clutter and lack of clearly defined activity areas.• Lack of posted classroom schedule for both students and staff.• Lack of visual schedules for individual students.• Visual schedules for students observed in classroom but not used.• Other visual supports such as first‐next boards observed in classroom but notused.• Lack of clear transition routines.Considerations for Issue 3‐16:• Review current district support for teachers serving students with moderate tosevere disabilities including the use of peer teachers, program specialists,behaviorists, and regularly scheduled department meetings. Increase levels ofsupport as appropriate and ensure that all teachers understand how to access it.• 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 of supportpersonnel. Utilize the best practices identified by SEACO in the development ofthis tool.Cost Implications for Issue 3‐16:Costs associated with this consideration are related to staff time. Work tasks should becompleted during the work day, resulting in no additional costs to the district.Issue 3‐17: Inconsistent Documentation of Standards within Individual Education Plans.District procedure as well as best practice in the development of IEPs requiresdocumentation of functional performance indicators (FPI) linked to California’s standardsbasedcore curriculum in the description of a student’s present level and the developmentof goals and objectives. References to functional performance indicators or core curriculumwere included in a few IEPs that were randomly selected. This was not consistently seen,however, in the majority of the IEPs reviewed by MGT. As a result, it was not possible todetermine if individual goals were related to specific standards or indicators. This issue hasbeen noted by district administrators, and teacher training in the development of IEPs isscheduled in January 2010.MGT of America, Inc. Page 3‐22
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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 26 and 27: 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
Page 124 and 125: 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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