Anonymous wrote:Anonymous wrote:Anonymous wrote:What is an LSAT and what does it do? Is it like the PTA?
No, they're two separate organizations. DCPS schools are required to have an LSAT with consistent rules and the like (https://dcps.dc.gov/page/local-school-advisory-teams-lsat). The PTA tends to be its own organization, with its own budget. I was on the LSAT and couldn't stand it, but maybe I'm just a curmudgeon. School principal at the time was awesome and it was interesting to see how the budget worked, but the LSAT has basically no power and felt like an exercise in futility.
I had a similar experience. I served for 3 years and this is how I felt:
Year 1: Wow, this is really interesting. I'm really getting a peek behind the curtain and better understand administrative decisions and what goes into them.
Year 2: Huh this is repetitive and it feels like the principal is just pretending to listen to the parent concerns we raise. I'm starting to recognize how administration placates parents in order to end discussion and never really addresses concerns.
Year 3: These meetings take up too much of my time.
Anonymous wrote:Anonymous wrote:What is an LSAT and what does it do? Is it like the PTA?
No, they're two separate organizations. DCPS schools are required to have an LSAT with consistent rules and the like (https://dcps.dc.gov/page/local-school-advisory-teams-lsat). The PTA tends to be its own organization, with its own budget. I was on the LSAT and couldn't stand it, but maybe I'm just a curmudgeon. School principal at the time was awesome and it was interesting to see how the budget worked, but the LSAT has basically no power and felt like an exercise in futility.
Anonymous wrote:What is an LSAT and what does it do? Is it like the PTA?
Anonymous wrote:One thing to know is that it’s very likely the meetings will be in the early afternoon on weekdays. For the teachers and administrators, this is the best time because it’s after dismissal but before they go home for the day. But it can be really tough for a working parent. I volunteered for my kids’ LSAT and I could never make the meetings. They were always at the very end of the workday at like 430, and inevitably I’d get caught with work issues just as I was trying to wrap up the day and get to aftercare pickup.
Anonymous wrote:Does anyone have experience with a principal that is resistant to parent feedback and general school community engagement? I’m trying to figure out if that makes the LSAT more valuable/ worth my time because it’s otherwise hard to figure out what is going on.
Anonymous wrote:I've served on 3 LSATs (ES, MS and HS) and the experience has varied significantly.
-Our ES principal used us not just for budgeting but also as an advisory panel for other school needs (for example we met to choose a new aftercare provider and provide feedback on other plans she had).
-Our MS met 1/mo but many meetings were about getting feedback on how things were running to prepare goals for budget season and then we met less after budgets were finished.
-Our HS met just a few times before budgets and then when the budget came out there was minimal discussion about changes since we were budget netutral so kept everything as it was (to the agreement of all the teachers, who I typically take my cues from in this area).
Overall, I've served on about 8 LSATS and budget season is the busiest (multiple meetings during the process) but with a good principal and teachers who can provide honest and productive feedback, it is a great experience in how the school works, what its needs are and parent feedback (IME) has been very well received.