CCEE Communications
In partnership with Lompoc Unified School District.
For Lompoc Unified School District (LUSD), implementing Universal Design for Learning (UDL) across more than 500 educators required more than professional learning. District leaders wanted to build a sustainable approach that supported their broader commitment to student equity and inclusion.
LUSD joined the UDL Network to learn alongside other districts facing similar opportunities and challenges. Through that collaboration, the district hoped to identify barriers, strengthen its use of data, and develop a systems approach that could support UDL implementation across schools.
“Our objective was clear: to successfully implement Universal Design for Learning at scale, empowering over 500 educators. The shared expertise of the network helped us identify hidden barriers and build a data-informed systems approach to ensure our UDL implementation thrives.”
Creating Space to Reflect and Learn
For LUSD, one of the most valuable aspects of participating in the network has been having dedicated time to reflect on its implementation.
Guiding questions from CCEE helped district leaders look more closely at their progress and consider where adjustments were needed. Network convenings also created opportunities to learn from peer districts and bring new ideas back to Lompoc.
One on one coaching with CCEE and Open Access provided another layer of support, helping the district stay focused on its action items, communication strategies, and overall direction.
Slowing Down to Strengthen the Work
One of LUSD’s most important shifts was recognizing that scaling UDL did not necessarily mean moving faster.
Instead, the district intentionally slowed its implementation to give educators more time to examine classroom data and reflect on their practice. This helped LUSD move away from a one size fits all approach to professional learning and develop opportunities that better reflected the priorities of individual school sites.
Student perception data also became an important part of the process. By considering student feedback alongside educator reflection, district leaders gained a more complete picture of what was happening across schools and could use that information to guide future decisions.
Looking at Progress from Multiple Angles
LUSD is using several measures to understand how implementation is progressing.
One early indicator is participation in professional learning. While attendance has historically declined after the district’s first professional development day, participation remained considerably stronger throughout 2025 to 2026. Attendance increased from 69.8% to 85% on the second professional development day and from 73.6% to 87.3% on the third.
The district is also looking at broader student and staff indicators. Compared with the previous school year, LUSD reported:
- A 2.6% increase in staff attendance during instructional days
- A 5% increase in students with disabilities spending 80% or more of their day in general education classrooms
- A 2.5% increase in student attendance, with increases across every significant subgroup
- An 18% decrease in referrals for classroom concerns
These measures are influenced by many factors across a school system, but they provide LUSD with important information to consider as the district continues to monitor and refine its UDL implementation.
A Lesson for Other LEAs
Lompoc’s experience highlights an important lesson for other districts working to implement UDL at scale. Sustainable implementation is not simply about providing more training. It requires time to reflect, consistent communication, opportunities to learn from others, and a willingness to adjust based on what the data and people closest to the work are saying.
Through the network, LUSD has strengthened its communication around UDL and become more intentional about using data to guide its action plan. At the same time, the district has created more space for educators and students to inform how the work moves forward.
