ABCLCAP2021-24YearTwoLACOEApprovedRevbyChrisinGraphics8-26-2022 - Flipbook - Page 115
Purpose
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
engagement should support comprehensive strategic planning, accountability, and improvement across the state priorities and locally
identified priorities (EC Section 52064[e][1]). Engagement of educational partners is an ongoing, annual process.
This section is designed to reflect how the engagement of educational partners influenced the decisions reflected in the adopted LCAP. The
goal is to allow educational partners that participated in the LCAP development process and the broader public understand how the LEA
engaged educational partners and the impact of that engagement. LEAs are encouraged to keep this goal in the forefront when completing
this section.
Statute and regulations specify the educational partners that school districts and COEs must consult when developing the LCAP: teachers,
principals, administrators, other school personnel, local bargaining units of the LEA, parents, and students. Before adopting the LCAP, school
districts and COEs must share it with the Parent Advisory Committee and, if applicable, to its English Learner Parent Advisory Committee. The
superintendent is required by statute to respond in writing to the comments received from these committees. School districts and COEs must
also consult with the special education local plan area administrator(s) when developing the LCAP.
Statute requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and students in
developing the LCAP. The LCAP should also be shared with, and LEAs should request input from, schoolsite-level advisory groups, as
applicable (e.g., schoolsite councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between
schoolsite and district-level goals and actions.
Information and resources that support effective engagement, define student consultation, and provide the requirements for advisory group
composition, can be found under Resources on the following web page of the CDE’s website: https://www.cde.ca.gov/re/lc/.
Requirements and Instructions
Below is an excerpt from the 2018–19 Guide for Annual Audits of K–12 Local Education Agencies and State Compliance Reporting, which is
provided to highlight the legal requirements for engagement of educational partners in the LCAP development process:
Local Control and Accountability Plan:
For county offices of education and school districts only, verify the LEA:
a) Presented 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.
b) If applicable, presented 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.
2022-23 Local Control Accountability Plan for ABC Unified School District
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