Services and Support to Low-Performing Districts and Schools

Scope of Work | District/School Services Available | Curriculum & Instruction Support

The Regional System of District and School Support (RSDSS) office, working within the regional structure, is mandated by the federal law, No Child Left Behind, to provide services to Title I schools in the following order:

• Service priority 1 means LEAs with schools in PI Years 3, 4, and 5
• Service priority 2 means LEAs with schools in PI Years 1 and 2
• Service priority 3 means LEAs with schools receiving Title I funds with no schools in PI

The RSDSS Scope of Work is targeted to eligible LEAs using the preceding RSDSS priority of services definition. LEAs outside the RSDSS Scope of Work include: 1) LEAs in PI Year 3 corrective action that have been identified and sanctioned by the State Board of Education, and 2) LEAs with schools in PI receiving specific funding through legislation as being eligible for TA and support through Education Code other than the RSDSS.

Scope of Work

The Scope of Work (I-V) describes required services that all RSDSS grantees are to provide across their regions.

I. District and School Liaison Team - Provide TA and/or professional development to enhance the capacity of the School Support Team. The School Support Team is known in California as the District and School Liaison Team (DSLT). Reference NCLB Section 1117(a)(5).

• Assist the LEA in the development of a DSLT that is composed of persons knowledgeable about scientifically-based research and practice on teaching and learning, successful schoolwide projects, school reform, and improving educational opportunities for low-achieving students.
• Assist the DSLT to work with LEA staff, school staff, and parents through a strategic process of inquiry using state developed tools leading to the completion of a plan that can be reasonably expected to improve student performance and help the school meet its goals for improvement, including AYP.
• Assist the DSLT to develop appropriate plans according to a school site’s respective year in PI such as: (i) LEA Plan revision, (ii) Corrective Action Protocol, (iii) Alternative Governance Protocol, and (iv) the review, revision, and implementation of previously developed protocols when a school site has advanced beyond PI Year 5.
• Assist the DSLT monitor implementation of the plan and make mid-course corrections in the implementation as needed.

The RSDSS shall give priority to the DSLT approach as stated in NCLB Section 1117(a)(4)(b).

II. Change Instructional Practice - Utilize research-based approaches or best practices to change instructional practice to address the academic achievement problems that caused the school to be identified for improvement, corrective action, or restructuring. Reference NCLB sections 1116(b)(4)(B-C) and 1117(a)(5)(A).

• Use state developed tools, resources, policies and procedures to help LEAs and schools implement practices that are likely to result in improved teaching and learning.
• Use a combination of specific strategies to identify the needs, strengths, and appropriate services for each LEA and school served.
• Assist LEA and school leaders with using educational products and services with strong evidence of effectiveness.
• Review, evaluate, and make use of research-based and best practice approaches.

III. Engage in Partnerships - Collaborate with the CDE, COE based entities, and other TA providers for the purpose of delivering technical assistance and professional development. Reference NCLB sections 1117(a)(4)(A)(iii-iv) and 1117(a)(5)(A)(i-vii).

• Engage in efforts to identify potential collaborative partners.
• Engage in efforts to identify parent and community organizations as partners.
• Establish or support a local communication system that facilitates the efficient flow of information to all key partners.
• Ensure that collaborative efforts employ research-based strategies.
• Ensure that resources are aligned and brokered to effectively and efficiently meet the identified needs of LEAs and schools.

IV. Provide Customized Technical Assistance and/or Professional Development - Provide customized technical assistance and/or professional development that is designed to build the capacity of the LEA and school staff to improve schools, and is informed by student achievement and other outcome-related measures. Reference NCLB sections 1116(a)(1)(A-D), 1116(a)(2), 1116(b)(1)(A), 1116(b)(1)(A), 1116(b)(2)(A-C), 1116(b)(3)(A-E), 1116(b)(4)(A-B), 1117(a)(3), 1117(a)(3), 1117(a)(4)(A)(iii-iv), and 1117(a)(5)(B-C).

• Use additional LEA data to determine the needs of LEAs prior to the provision of service.
• Use a variety of products (such as state developed tools) and services designed to respond to the needs of LEAs.
• Use CDE procedures for managing data to help LEAs determine their needs and strengths and identify programs, processes, and practices that are more likely to result in improved teaching and learning.

V. Align with CDE/LEA Initiatives and Other Approaches - Align with initiatives determined by the CDE or LEA, as appropriate, which indicate the strategy is likely to result in improved teaching and learning in schools identified for improvement, corrective action, or restructuring. Reference NCLB Section 1117(a)(4).

Align with initiatives such as, yet not limited to:

• Close the achievement gap
• RtI2
• Support Title I – Improving the Academic Achievement of the Disadvantaged; Title II – Preparing, Training, and Recruiting High Quality Teachers and Principals; and Title III – Language Instruction for Limited English Proficient and Immigrant Students efforts
• Assist LEAs to maintain legally compliant programs that meet NCLB requirements

See related resources