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

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Service Delivery Options and Continuum of ServicesIssue 3‐22: Special Education Assistance in Classrooms and for Individual Students.The Department of Pupil Services and Special Education maintains 397 teacher assistantpositions, including:• 143 special education assistant I positions.• 186 special education assistant II positions.• 9 special education assistant III positions• 59 special education assistants assigned to specific students (1:1).In addition, the district also provides eight substitutes for vacant teacher assistant positionsand six teacher assistant positions for extra classroom and student support.There was a reduction of 28 teacher assistant positions in 2008‐09, but MGT found duringonsite interviews and records reviews that substitute teacher assistant positions have oftenreplaced the eliminated positions.MGT was scheduled to meet with special education assistants on two separate occasions.The first meeting was cancelled due to the interruption of a union representative. Therewas no attendance at the second meeting. MGT did interview three special educationassistants who volunteered to participate in the review process. Other than the report fromthe three interviewees, MGT did not receive adequate information to accurately reportresponsibilities or concerns of this group.Based on interviews and classroom observations, special education assistants provided avariety of job duties consistent with their job descriptions. Based on the particularassignment, special education assistants provided support of academic, behavioral, anddaily living skills for students with disabilities.Exhibit 3‐5 shows a comparison of California school districts with a similar population ofstudents with disabilities and the number of teacher assistant positions. Compared to peerdistricts with similar size population of students with disabilities, MDUSD is overstaffed withteacher assistant (special education assistant) positions. The comparisons for enrollment ofstudents with disabilities include all levels of disabilities. MGT acknowledges numerousreports that families with intensively needy students move to MDUSD because of theintensive special education services that the district offers.MGT of America, Inc. Page 3‐31
Service Delivery Options and Continuum of ServicesEXHIBIT 3‐5MT. DIABLO UNIFIED SCHOOL DISTRICTCOMPARISON OF TEACHER ASSISTANT POSITIONS WITH PEER SCHOOL DISTRICTS2009‐10 SCHOOL YEARDISTRICTENROLLMENT OFSTUDENTS WITHDISABILITIESNUMBER OF TEACHERASSISTANTSRATIO TEACHERASSISTANTS TOSTUDENTSMt. Diablo Unified, CA 4,004 399 1:10Clovis 2,830 510 1:6Folsom 2,638 185 1:14Moreno Valley 3,960 463 1:9San Ramon 2,901 131 1:22West Contra Costa 4,406 335 1:13Source: Created by MGT of America using data provided by the MDUSD and Council of Great City Schools, 2009.The MDUSD ratio of one assistant to 10 students with disabilities is lower than the averageratio of 1:12. The number of teacher assistant positions consistent with the peercomparison average for MDUSD would be 334 positions (4,004/12), which is 65 positionsless (399‐334) than the current MDUSD special education teacher assistant allocation.Considerations for Issue 3‐22:• Decrease the number of special education assistant positions by 65 positions.• Adhere to a consistent protocol for the approval and assignment of 1:1 specialeducation assistant positions. While some students with disabilities do require thesupport of a special education assistant, the district should review currentprocedures and assign special education assistant positions to classrooms ratherthan to individual students where possible. Physician referrals or parent requests,without additional substantiated data to document the need for assistance, isinappropriate.• Provide staff development to IEP teams in regard to appropriate supplemental aidesand services, such as a special education assistant.• Hold the designated local education agency representative (LEA) at each schoolaccountable for the costs of approved supplemental aides and services or relatedservices documented on the IEP, such as a special education assistant. Typically, theLEA is the building principal or designee.• Ensure that the designated LEA is fully aware and has been provided documentationof the legal requirements of the LEA’s role and responsibility as a member of the IEPteam.MGT of America, Inc. Page 3‐32
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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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CHAPTER 2: DISTRICT OPERATIONS AND
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District Operations and Associated
Page 36 and 37: 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
Page 128 and 129: Spieler v. Mt. Diablo Unified Schoo
Page 130 and 131: APPENDIX A: SURVEYRESULTS
Page 132 and 133: PART A: ADMINISTRATION7. Special ed
Page 134 and 135: 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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