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

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