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

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Policies, Procedures, and ComplianceIn the spirit of No Child Left Behind (NCLB), educators are encouraged to look less at thelabel of a child and accommodate instruction for all students. Once the culture ofaccommodating instruction for only students who have an IEP or Section 504 Plan ischanged, referrals should continue to reduce, thus reducing expenses for costlyassessments and the emotional expense of labeling.Considerations for Issue 4‐4:• Formalize the RTI pre‐referral (early intervention) process originating at thebuilding level for all students. Materials that might be considered include:−−−−A helpful link to understanding Response to Intervention can be found athttp://www.rti4success.org.C.R. Greenwood, T. Kratochwill, & M. Clements (Eds.). Schoolwide preventionmodels: Lessons learned in elementary schools (2008), New York: Guilford.William H. Bender, Beyond the RTI Pyramid: Solutions for the First Year ofImplementation (2009), ISBN 978‐1‐934009‐12‐3, ($29.95).Less costly ($12.95) is RTI: Response to Intervention from www.NPRinc.com(National Professional Resources, Inc.), 25 South Regent Street, Port Chester,NY 10573, 1‐800‐453‐7461.• Include a core team that meets on a certain day each week for a specified time toaddress academic and behavioral deficits of students and implement a data‐drivenapproach to alleviating those deficits. This core team should include the referringteacher, a general education teacher, administrator, and support staff, as needed.• Build the capacity for the entire staff to teach the students with diverse learningneeds. Building the capacity for staff to manage remedial and behavioral issues inthe classroom is not only cost effective, it is sound practice.• Realign support systems to feeder schools to provide consistency and professionalassistance, especially for those in Tiers 2 and 3 of the RTI process. This wouldinclude school psychologists, speech therapists, program specialists, etc.• Professional development could be provided on strategies to be employed in theclassroom to remediate reading, language arts, and mathematics; the pre‐referralprocess; and the RTI guidelines in alignment with BP 4131 and 4331 that requireongoing professional development.• Ensure that all staff, including general and special education teachers, recognizethat NCLB expects all students to be competent in grade‐level meaningful material.MGT of America, Inc. Page 4‐9
Policies, Procedures, and ComplianceSome districts have developed a policy with an accompanying administrativeregulation detailing accommodations that are acceptable.• Expect general education teachers to accommodate the variety of learning stylespresented to them. If they are provided skills through professional developmentopportunities in remediating reading, language arts, and mathematics for diverselearners, fewer referrals should be generated, thus requiring less support staff.Cost Implications for Issue 4‐4:The district can provide the suggestions detailed above, except for the materials listed,without cost. There are skilled staff who can provide the training at a single site.Technology staff could record the training and transform it to a virtual format so staff hasaccess via the Web.Issue 4‐5: Referrals for Special Education Consideration.There is evidence that referrals for special education consideration have declined by 132cases from 869 in 2007‐08 to 737 in 2008‐09. Referrals seem to be generated from a crosssectionof sources, and there does not seem to be over representation from one particularreferral group. Exhibit 4‐5 details referral data for 2007‐08 and 2008‐09.EXHIBIT 4‐5MT. DIABLO UNIFIED SCHOOL DISTRICTREFERRALS FOR SPECIAL EDUCATION 2007‐09Referrals300 266241250204199 200 202200166150132100500Parent Initiated Teacher Initiated SST OtherSource: District CASEMIS data, 2009.2007‐082008‐09Of the 737 referrals presented during the 2008‐09 school year, 204 were parent‐initiated;132, teacher‐initiated; 199, Student Study/Intervention Team‐initiated; 183, Other SchoolPersonnel‐initiated; and 19, initiated by other means. There is concern that 132 referralswere initiated by teachers outside of the SST. Coupled with the 204 parent referrals, therewere 336 parent‐ and teacher‐initiated cases, accounting for almost half of the totalreferrals. While there could be many reasons for this high number, the concern is thatMGT of America, Inc. Page 4‐10
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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 48 and 49: 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
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
Page 142 and 143: EXHIBIT A-11COMPARISON OF SURVEY RE
Page 144 and 145: PART K: SPECIALEDUCATION PROGRAMFUN
Page 146 and 147: Appendix A: Survey ResultsEXHIBIT A
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Appendix A: Survey ResultsEXHIBIT A
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APPENDIX BBIBLIOGRAPHYBooksAspy, Ru
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