District and School Liaison Team (DSLT)

Statement of Commitment DSLT Members

When a school or district does not meet the achievement goals set by the state for two years in a row, the school or district is identified as being in “Program Improvement.” In 2008-2009, while in year one of P.I., the Lompoc Unified School District contracted with the Santa Barbara County Education Office to assist with making recommendations for increasing student success.

To support the changes, SBCEO, in the Local Education Agency Plan (LEAP) Addendum, advised the formation of a District and School Liaison Team (DSLT). This group, made up of parents, community members, board of education representative, and educators, supports the implementation of district-wide plans. The group meets together three times. DSLT members may also serve on one of the four subcommittees which meet monthly.

The DSLT will support plans to improve student achievement through May 2010 and will provide direction for continuing improvement efforts in the 2012-2013 school year.

Focus Area One: Instruction

Instruction Team members have met twice with facilitators Art Diaz and Laura-Lee Parks. At the first meeting on January 7, 2010, they identified three priority areas: quality teaching and learning, collaboration, and data systems and achievement monitoring. During the second meeting On February 4, 2010, the group mapped out plans to address these priorities.
One significant recommendation from the team is to establish a weekly collaboration time at every school site. Regular, structured time will allow for teachers to develop strong learning communities focused on student learning. Another related proposal is to provide training for collaborative groups. This will ensure that all members understand the group’s purpose and guidelines for their work.

Additional plans include the development or revision of curriculum guides and common assessments. These unifying documents will impact classroom instruction and facilitate targeted discussions. Once in place, appropriate data systems can continue to support the monitoring of student achievement.

Focus Area Two: Access to the Core Curriculum

Access to the Core Team members have also met twice, in January and February. With facilitator Susan Insch, this team’s focus is to support access to the core curriculum for all students, including English learners. At the initial meeting, team members selected three priority areas: research-based professional development, effective leadership, and timely progression of EL students to reclassification status.

At the second meeting, group participants reviewed their priority categories and added more suggestions. One key topic involved finding ways to promote successful reclassification of EL students. Critical issues include determining a reasonable progression and identifying what should be done to intervene if a student’s progress lags behind.

Team members will continue to develop their action plans at the March meeting.

Focus Area Three: Intervention

Intervention Team members reviewed the Response to Intervention (RtI) model at the first meeting with facilitator Bob Altavilla. Several participants have also received training from Dr. Vanderwood. He clarifies the levels of intervention, from Tier I to Tier IV. Screening tools like DIBELS and AIMSWEB can be used identify students who need more support. More targeted intervention programs can be implemented in Tier II and beyond.

Currently, LUSD is evaluating Tier II computer programs from the What Works Clearinghouse and the Florida Center for Reading Research. Once the options are narrowed down, sites will be given an opportunity for feedback before final decisions are made.

Questions were raised about management of the screening tool. Coordinating the efforts is critical in the tier development. County and SELPA task forces provide opportunities to network and to learn how RtI works in other districts.

Focus Area Four: Involvement

Involvement team members recognize the importance of parent and community involvement. At their first meeting with facilitator Mary Coggins, they identified strategies that are currently working as well as areas for improvement.

With this in mind, they identified three top priorities: communication, relationship building, and customer service. Members began to identify action steps which include training, creating a welcoming environment at each district site, and reaching out to families and the community.

At their next meeting, they will continue to develop their action steps.

LUSD has established a uniform complaint procedure (1312.3) for all relevant programs per 5 CCR § 4622 et seq . The district has a policy of nondiscrimination on the basis of gender per Education Amendments of 1972, Title IX: Nondiscrimination.