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

Service Delivery Options and Continuum of ServicesConsiderations for Issue 3‐20:• Implement a systematic review of the behavioral support plans developed forstudents with moderate to severe disabilities.• Provide training and coaching by qualified staff including school psychologists andbehavioral specialists to teachers when deficiencies are noted.• Implement feeder patterns for behavioral support services as planned. The benefitsto MSUSD include increased opportunities to build capacity within schools toaddress behavioral needs, opportunities to increase collaboration, and decreasedtravel cost both in terms of mileage and specialist’s time.• Develop autism support teams within schools that include autism specificclassrooms. This would benefit the district by decreasing teacher reliance on thebehavioral program for assistance in all areas and increasing the time available forassisting teachers in other programs, school wide behavioral support and capacitybuilding.Cost Implications for Issue 3‐20: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. If substitutes are required, the district costs would be $120per teacher per day. If professional development is provided after the school day, thedistrict costs would be $25 per hour per teacher. MGT cannot calculate costs forsubstitutes or teacher stipends at this time, as the costs are based on the number of hoursand the method for delivery of the professional development.Issue 3‐21: Adaptive Physical Education.The district maintains four adaptive physical education specialist positions.The past 10 years have seen a clear shift in the role of adaptive physical education (APE)specialists. In the 1970s and 1980s, APE specialists were primarily responsible for directservices to students with disabilities, either in special schools or in self‐contained classeswithin public schools. This role continues to be important today. However, given theincreasing numbers of students with disabilities and the rise of educational trends such asinclusion, consulting has quickly become one of the more important responsibilities of APEspecialists. 22 National Consortium for Physical Education and Recreation for Individuals with Disabilities [NCPERID], 1995.MGT of America, Inc. Page 3‐29