Building Background
Each local educational agency (LEA) is required to develop a Local Control and Accountability Plan (LCAP). The LCAP development process serves three distinct, but related functions:
- Meaningful engagement of educational partners
- Comprehensive strategic planning Accountability and compliance
The legal requirements for engagement of educational partners in the LCAP development process (based on the 2018-19 Guide for annual Audits of K-12 Local Education Agencies and State Compliance Reporting):
Local Control and Accountability Plan requirements for county offices of education and school districts only:
- Present the local control and accountability plan to the parent advisory committee in accordance with Education Code section 52062(a)(1) or 52068(a)(1), as appropriate.
- If applicable, present the local control and accountability plan to the English learner parent advisory committee, in accordance with Education Code section 52062(a)(2) or 52068(a)(2), as appropriate.
- Notify members of the public of the opportunity to submit comments regarding specific actions and expenditures proposed to be included in the local control and accountability plan in accordance with Education Code section 52062(a)(3) or 52068(a)(3), as appropriate.
- Hold at least one public hearing in accordance with Education Code section 52062(b)(1) or 52068(b)(1), as appropriate.
- Adopt the local control and accountability plan in a public meeting in accordance with Education Code section 52062(b)(2) or 52068(b)(2), as appropriate.
Engaging Educational Partners - LCAP Development Resource
Engaging educational partners is an essential part of the LCAP development and annual update process. Years of research in school improvement have documented numerous benefits of engaging local community members such as:
- Access to more comprehensive input to inform the identification of needs, planning, and program implementation
- More informed decision-making
Increased engagement of educational partners in implementing local plans - Development of long-term relationships with individuals and organizations that can support student learning and development
- Increased empowerment of educational partners Improved family-school partnerships
As LEAs plan for educational partner engagement, it is important to keep in mind that LEAs are not limited to engaging only those educational partner groups required by statute. Rather, LEAs are encouraged to consider engaging additional educational partner groups that may not be in statute in order to address the needs of students in the LEA’s community. The goal is for local communities to work collaboratively to develop plans that provide the conditions/supports necessary for improved student outcomes.
LCAP Template Prompts:
- A summary of the process used to engage educational partners and how this engagement was considered before finalizing the LCAP.
- A summary of the feedback provided by specific educational partners.
- A description of the aspects of the LCAP that were influenced by specific input from educational partners.
Significant and purposeful engagement of parents, students, educators, and other educational partners, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. Consistent with statute, such educational partners engagement should support comprehensive strategic planning, accountability, and improvement across the state priorities and locally identified priorities (EC 52064(e)(1)). Educational partner engagement is an ongoing, annual process.
Statute specifies the educational partners that school districts and COEs must consult when developing the LCAP
- Students-24/25 also must be on PAC
- Parents
- Teachers
- Principals
- Administrators
- Other School Personnel
- Local Bargaining units of the LEA (not charters)
- SELPA
- Parents or legal guardians of currently enrolled pupils with disabilities in the school district” (District and COEs only)
Before adopting the LCAP, LEAs and COEs must share the LCAP with the following:
- Parent Advisory Committee (PAC)
- English Learner Parent Advisory Committee (if applicable)
Communication is Key!
Statute specifically requires the governing board of the LEA to establish the PAC, so if the governing board is going to pass that responsibility off to the LEA, it needs to communicate that information.
PAC meetings are public meetings that any public member may attend and address items on the agenda, consistent with the open meeting requirements in EC Section 35147.
The key to success is open communication between the governing board, the LEA, and the community.
