Ten years after the introduction of the Local Control Funding Formula (LCFF) and the Local Control and Accountability Plan (LCAP), California’s school districts and county offices of education (COEs) continue refining their strategies to ensure resources are used effectively to support students. A critical component of this process is the involvement of school-level and district- or COE-based community advisory groups, whose input shapes mid-course revisions to the LCAP and aligns actions with student and community needs.

The LCAP operates within a continuous-improvement framework, following a cycle of planning, doing, studying and acting. This model requires ongoing feedback to assess the effectiveness of investments and adapt to emerging needs. Advisory groups provide this essential feedback, offering insights into the day-to-day realities of schools and their communities.

CSBA Governance Consultant and San Lorenzo Unified School District Superintendent Daryl Camp emphasizes the value of advisory groups in supporting continuous improvement efforts. “Their unique perspective ensures firsthand experience and the lived realities of students, families and staff inform decision-making,” he said. “This grassroots engagement is especially critical during mid-course revisions, where local educational agencies assess the success of actions and realign goals to meet student needs effectively.”

Campus-level feedback: A strategic advantage

School-level advisory groups offer valuable input due to their proximity to the daily operations of schools. Their recommendations reflect a deep understanding of challenges and successes at the ground level, making them highly credible and actionable. High-performing governance teams recognize this input as indispensable when prioritizing actions and allocating resources.

Yosemite USD Superintendent Brian Beck underscores the importance of flexibility in LCAP development. “The best plans are those that have the flexibility to adjust with student needs at the local level,” he explained. “Advisory groups often have deeper knowledge of student needs based on daily interactions and the experience of challenges that come along with actually implementing plans.” By integrating this feedback, LEAs can make real-time adjustments to LCAP goals, actions and services, ensuring they remain responsive to evolving needs.

Building a collaborative framework

Engaging advisory groups is more than a statutory requirement under the LCAP, it is a cornerstone of effective governance. Research highlights the significant benefits of meaningful community engagement in school improvement efforts, including:

• Informed decision-making: Ground-level insights help shape effective strategies.
• Increased support: Collaborative planning fosters buy-in from educational partners.
• Data-driven planning: Advisory groups provide qualitative and quantitative data to inform decisions.
• Strengthened relationships: Engagement builds trust and collaboration among stakeholders.

LEAs must document how they engage educational partners and incorporate their feedback into the LCAP. This ensures transparency and accountability, creating a feedback loop that drives strategic planning and implementation.

Navigating budgetary challenges

Declining enrollment in many California LEAs has reduced LCFF supplemental and concentration funds, requiring the reassessment of program effectiveness and impact. Advisory groups play a vital role in these deliberations, helping LEAs decide which programs to expand, realign or eliminate. Their input ensures that limited resources are directed toward actions that significantly impact student outcomes.

Districts and COEs that successfully leverage community advisory groups to build consensus and drive improvement efforts are able to align their resources and efforts with shared goals, enhancing both accountability and student outcomes.

These efforts are put into action through the LCAP, a dynamic roadmap for transforming student outcomes. Its effectiveness depends on robust engagement with school-level and district-based advisory groups, whose input ensures that actions taken are meaningful and aligned with the needs of students and families.

As California school boards navigate the complexities of budgetary constraints and shifting priorities, the voices of advisory groups remain a critical guide. Their insights, drawn from daily interactions and firsthand experiences, enable LEAs to improve continuously, ensuring that every decision supports the ultimate goal: equitable and effective education for all students.

For COE boards, clarity is equally important but more complex due to the dual nature of their role. They must ensure that their oversight does not impede the superintendent’s ability to support districts while advocating for countywide educational needs. This requires a governance team that is both cohesive and capable of strategic thinking, ensuring that the superintendent’s initiatives align with the board’s priorities and the unique needs of the county’s diverse student population.

Communication and compliance

Effective communication is the backbone of successful governance. For district boards, this means maintaining regular, transparent dialogue with the superintendent to understand the district’s challenges and opportunities. For county boards, communication is even more critical given the broader scope of their responsibilities, requiring coordination within the board, with the superintendent and with multiple districts and state agencies.

Compliance with Education Code and state regulations is another pillar of effective governance. Both district and COE governance teams must ensure their decisions adhere to legal requirements, protect the organization from legal challenges and allocate resources fairly and equitably. For county boards, this compliance is vital, as it links the state and local districts, ensuring state regulations are implemented effectively across the county.

Equitable budget decisions and student success

At the heart of every governance team’s mission is the success of all students. Making budget decisions that are equitable and focused on student success is a crucial responsibility of both district and COE boards. For district boards, this involves allocating resources in a way that addresses the needs of all students, particularly those from marginalized communities. For county boards, the challenge is even more significant, as they must balance the needs of multiple districts while ensuring that countywide initiatives are funded adequately.

Equity in budget decisions means more than equal distribution of funds; it requires a thoughtful approach, considering the unique challenges different student populations face. Whether it’s ensuring that students with disabilities have the necessary support or that schools in underserved areas receive additional resources, governance teams must prioritize decisions that enhance educational opportunities for every student.

Building strong relationships for success

Strong relationships are the foundation for effective governance in both district and COE governance teams. Research consistently shows that student achievement improves when superintendents and boards work together in a collaborative, trusting relationship. For COEs, this relationship extends beyond the boardroom, influencing the organization’s ability to advocate for students at the state level and ensuring that countywide initiatives are successful.

Clarity in roles and responsibilities, effective communication, compliance with legal requirements and a focus on equitable budget decisions are essential for successful governance teams. Whether in a district or COE setting, the relationship between the board and the superintendent is the cornerstone of success. By building and maintaining strong relationships, governance teams can ensure their decisions lead to improved educational outcomes for all students, ultimately fulfilling their mission to serve the public and support the next generation.