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

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Executive SummaryExecutive SummaryIssue 4‐8 Measurable Goals and Case ManagementIssue 4‐9 Management of Student Data and State ReportsIssue 4‐10Disproportionality of Placements in Special Education and StudentSuspensionsIssue 4‐11Dispute Resolution Process, Local Mediation, and California Departmentof Education Complaints and Legal ExpensesIssue 4‐12 Special Education Procedural HandbookIssue 4‐13 Section 504 Procedures, Forms, and NotificationIssue 4‐14 Section 504 Placements and AccommodationsIssue 4‐15 Compliance Issues Requiring Further InvestigationChapter 5: Personnel Services and Professional DevelopmentThis chapter discusses issues related to Special Education Personnel Services andProfessional Development. Securing highly qualified special education staff is a challenge inmost school districts, but at Mt. Diablo Unified School District (MDUSD), there have beenunique situations that have presented additional difficulty. Chapter 5 includes 8 issues.Issue 5‐1Recruiting, Hiring, and Maintaining Highly Qualified Special EducationStaffIssue 5‐2 Communication of Building Level Cuts in StaffIssue 5‐3 Professional SpecificationsIssue 5‐4 Performance AppraisalsIssue 5‐5Professional Specifications – Principals, Special Education Teachers, andRelated Services StaffIssue 5‐6 Professional Specifications – Instructional AssistantIssue 5‐7 Professional Development OpportunitiesIssue 5‐8 Off‐Site Meetings and Professional DevelopmentChapter 6: Spieler v Mt. Diablo Unified School DistrictThis chapter discusses the Spieler v Mt. Diablo Unified School District Consent Decree.MGT identified 10 areas with commendations, or instances of exemplary or best practices inplace by MDUSD, as shown below. For report consistency, the areas are identified as issues.ISSUEChapter 3Issue 3‐1Chapter 3Issue 3‐1COMMENDATIONSCommendation 3‐A: Many middle and high schools throughout MDUSDeffectively demonstrate instructional leadership and collaborative instructionalpractices that successfully support students with disabilities in the generaleducation setting.Commendation 3‐B: MDUSD is commended for utilizing the LeadershipInstitute, Professional Learning Communities, and the Scale Up Project asmethods for continuous staff development in the areas of collaboration,common assessments, and best instructional practices in the schools.MGT of America, Inc.Page ivP a g e ES - iv
Executive SummaryExecutive SummaryChapter 3Issue 3‐2Chapter 3Issue 3‐3Chapter 3Issue 3‐8Chapter 3Issue 3‐9Chapter 3Issue 3‐10Chapter 3Issue 3‐11Chapter 3Issue 3‐12Chapter 3Issue 3‐20Commendation 3‐C: The district’s Academic Success Center model has provenhighly effective in providing academic support to students with and withoutdisabilities in the general education curriculum. This success is evidenced bythe district’s student achievement data.Commendation 3‐D: Implementation of the BEST program is evident in theschools. MGT observed the school climates to be very positive and supportiveof student learning and academic success.Commendation 3‐E: The behavioral support team employed by the MSUSDwas consistently described by teachers, therapists, and administrators asproviding quality support and training in the areas of behavioral support,program development, training, and effective strategies for individual studentswith autism.Commendation 3‐F: The MSUSD has demonstrated a commitment to earlyidentification of individuals with autism spectrum disorders. This is evidencedin their willingness to evaluate children as early as possible if autism issuspected; many are evaluated and identified in prekindergarten.Commendation 3‐G: The teachers of students with autism within MDUSD haveshown a commitment to the development of best practices in thedevelopment of IEPs as demonstrated by their focus on core deficits andpositive behavioral support strategies.Commendation 3‐H: The MSUSD has shown a commitment to providingspecialized educational programs for students with moderate to severedisabilities. This is consistent with best practices as it allows for theimplementation of curriculum that reflects the developmental needs of thispopulation, is relevant to their everyday experiences, and provides aframework for the generalization of skills across environments.Commendation 3‐I: The MSUSD has shown a commitment to the developmentof functional and relevant goals, objectives, and activities for students withmoderate to severe disabilities by ensuring that all teachers have access toappropriate resources.Commendation 3‐J: MSUSD has shown a commitment to the development ofresearch based positive behavioral supports for students with moderate tosevere disabilities by providing training to teachers. Teachers involved in thefocus group discussion described the training as being effective. They feltconfident in their ability to develop appropriate behavioral plans and hadaccess to support from school psychologists or behavioral specialists whenassistance was needed.It was evident through interviews with teachers that the certified behavioralspecialists on district staff are highly qualified professionals dedicated toaddressing the wide range of behavioral needs found within the schools.MGT of America, Inc.Page vP a g e ES - v
Page 1 and 2: A Study of theMount Diablo Unified
Page 3 and 4: TABLE OF CONTENTSPAGEEXECUTIVE SUMM
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Service Delivery Options and Contin
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CHAPTER 4: POLICIES, PROCEDURES, AN
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Policies, Procedures, and Complianc
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CHAPTER 5: PERSONNEL SERVICES AND P
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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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