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

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Policies, Procedures, and ComplianceEXHIBIT 4‐1SAMPLE NOTICESECTION 504 OF THE REHABILITATION ACT OF 1973AND THE AMERICANS WITH DISABILITIES ACTNOTICE TO OUR SCHOOL COMMUNITY(NAME OF SCHOOL CORPORATION)(Name of School Corporation) is committed to complying with the requirements in Section504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. We areseeking information from adults with disabilities in our community relative to the following:1. Do you have a physical or mental disability, and do you have a child enrolled in ourschool? (Are you deaf, have a physical disability, or serious medical condition(s),etc.)? YES _____ NO _____We are responsible for providing you access to parent‐teacher conferences andother programs and activities including graduation.2. Are you or do you know of an individual with a disability that may attend a functionin our building (i.e., graduation ceremony)? We would like to be aware of this incase there are physical barriers in accessing our building. YES _____ NO _____Please provide the following information so that we can provide you access to ourfacility, programs, and activities. All responses will be kept confidential.____________________________________________ ________________________NAMEPHONE NUMBER______________________________________________________________________ADDRESSThank you.Sincerely,Building PrincipalSource: A Public School Manual (2007), M. Livovich.MGT of America, Inc. Page 4‐3
Policies, Procedures, and ComplianceEXHIBIT 4‐2SAMPLE NOTICECOMPLYING WITH INDIVIDUALIZED EDUCATION PROGRAMS (IEPS)AND SECTION 504/AMERICANS WITH DISABILITIES ACT (ADA)REASONABLE ACCOMMODATION PLANS(NAME OF SCHOOL CORPORATION)(Name of School Corporation) believes it is important that once the respective committeecompletes an individualized education plan and/or a Section 504 Plan, it should be followedas written. Therefore, it is the policy of this school corporation that those responsible forthe education of an individual with disabilities have a voice, whether direct or indirect, inthe development of an IEP or 504 Plan and accompanying accommodations ormodifications and that the plan be developed from data available, not subjective opinion.Additionally, it is the responsibility of the building principal or his/her designee tocommunicate the respective plan(s) to the appropriate staff providing the service.It is the expectation that the staff responsible to educate the individual with a disabilityfollows the plan explicitly, and if they have questions and/or concerns, they should registerthem in the proper forum with parental participation.Source: A Public School Manual (2007), M. Livovich.Cost Implications for Issue 4‐1:Associated costs for implementation of this consideration are related to staff time to reviewand update policies and administrative regulations. If tasks are completed during the workday, there would be no additional costs incurred by the district.4.2 IDEA and California State Regulations Supporting Special EducationIssue 4‐2: Understanding of Laws, Procedures, and Responsibilities Regarding SpecialEducation.Based on onsite interviews, focus group discussions, school visits, and classroomobservations, there appears to be good understanding of special education laws andcompliance procedures among MDUSD building and district office administrators.Consistent implementation of special education best practices, however, is lacking.During onsite interviews, special education teachers shared they are anxious and confusedabout the many changes that have been made procedurally and stated their handbook hasnot been revised in a few years. Additionally, staff reductions required additional work forremaining teachers that were not used to certain responsibilities. Staff consistentlyreported that they lacked updated special education handbooks or written proceduralguidelines for school‐based special education services.MGT of America, Inc. Page 4‐4
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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
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Page 42 and 43: 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 94 and 95: 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
Page 136 and 137: PART E: CURRICULUM ANDINSTRUCTIONE.
Page 138 and 139: EXHIBIT A-7COMPARISON OF SURVEY RES
Page 140 and 141: 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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