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

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Service Delivery Options and Continuum of ServicesMDUSD has effectively demonstrated program development for students that were onceserved in nonpublic placements, such as the autism magnet middle school program.MDUSD seems to have the capacity for further development of such programs. Otherschools districts such as Franklin Township (NJ), Hampton City (VA), Spotsylvania (VA),Virginia Beach (VA), and Greenwich (CT) have demonstrated similar systems of care modelsthat offer district‐based programs for severely disabled students.Consideration for Issue 3‐19:• Reduce nonpublic school placements, building capacity to service students withinthe district.Cost Implications for Issue 3‐19:Cost implications for reducing nonpublic school placements is difficult to ascertain andshould include legal fees, the need for the development of additional classes, hiring of staff,and providing related services, such as transportation The district should considerintegration of students in NPS into existing service delivery models to the greatest extentpossible.3.5 Related ServicesIssue 3‐20: Behavioral Services (Exclusive of the Mental Health Collaborative).Behavioral services are provided to MDUSD students with identified behavioral needs.These services are in addition to the behavioral services provided to students in the MentalHealth Collaborative. Many are special education students who require a specific behaviorprogram as part of their IEP. Others are general education students whose behavioralproblems are significant enough to warrant intervention. Special education teachers havereceived training in the process of developing and implementing a behavioral support planand school psychologists are available to assist those who need extra support. Currently,the MDUSD has two certified behavioral specialists on district staff and are in the process ofrecruiting a third. They provide direct support to students and teachers in autism specificclassrooms, as well as consultation for general education students. The district contractswith outside agencies for services that cannot be met by staff members.Research supports the use of positive behavioral supports (PBS) in addressing thebehavioral needs of students with a wide range of disabilities. Strategies utilized in thedevelopment of positive behavioral support plans include determining the function of theproblem behavior, the determination and implementation of proactive environmentalsupports, accommodations to decrease problem behavior, strategies to systematically teachreplacement behaviors, and an individualized reinforcement system. A review of MDUSDbehavioral plans found that they utilize positive behavioral supports which are consistentwith research and best practices.MGT of America, Inc. Page 3‐27
Service Delivery Options and Continuum of ServicesWhile onsite, MGT reviewed behavioral support plans and observed instances of staffresponses to problem behaviors. Inconsistencies were found in the use of best practices inthe development of positive behavioral plans and in observed staff responses. Examplesincluded lack of visual or environmental supports, lack of modification of instruction oractivities to meet the individual student’s needs, and negative staff response withoutevidence that replacement behaviors were being addressed.Behavioral support services are available to both general education and special educationteachers and staff. Procedures and criteria for accessing these services have beendeveloped by district staff.Interviews with teachers, classroom observations, and program record reviews found thatthe district‐level behavior department has demonstrated a commitment to research‐basededucational services for students with autism. Cases are assigned to one of two behavioralspecialists as they are reviewed. As a result, each specialist serves students throughout thedistrict and, at times, both are involved within the same school. This results in issuesincluding increased travel time, difficulties forming professional relationships withinschools, and lack of clarity for school staff regarding the procedure for obtaining assistance.The district administration recognizes this issue and plans to regionalize behavioral servicesonce they are able to hire a third behavioral specialist.Teachers working in autism specific classrooms reported that they rely heavily on the twodistrict behavior specialists for behavioral and programmatic assistance as support fromother professional staff, such as school psychologists or program specialists, was notconsistently available. As a result, the behavioral specialists on district staff report that theyeach spend approximately 50 percent of their time addressing the needs of the autismspecific programs. Teachers in other special day classes reported frustration due todifficulties obtaining quality behavioral services.Commendation 3‐J:• MDUSD has shown a commitment to the development of research based positivebehavioral supports for students with moderate to severe disabilities by providingtraining to teachers. Teachers involved in the focus group discussion described thetraining as being effective. They felt confident in their ability to develop appropriatebehavioral plans and had access to support from school psychologists or behavioralspecialists when assistance was needed.• It was evident through interviews with teachers that the certified behavioralspecialists on district staff are highly qualified professionals dedicated to addressingthe wide range of behavioral needs found within the schools.MGT of America, Inc. Page 3‐28
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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 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
Page 126 and 127: Spieler v. Mt. Diablo Unified Schoo
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Page 130 and 131: 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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