Student success is NOT all about academics. In 2013 the California Department of Education implemented the Local Control Funding Formula (LCFF) and Local Control and Accountability Plan (LCAP) which expanded the focus to include both engagement (parent, student, and school climate) and conditions of learning (basic services, state standards, course access, expelled youth and foster youth). 

 

The Local Control Funding Formula (LCFF) is hallmark legislation that fundamentally changed how all local educational agencies (LEAs) in the state are funded, how they are measured for results, and the services and supports they receive to allow all students to succeed to their greatest potential.

 

The Local Control and Accountability Plan (LCAP)  is a tool for local educational agencies to set goals, plan actions, and leverage resources to meet those goals to improve student outcomes.

 

“Both research and reports of promising practice have emphasized the critical role that districts play in efforts to engage families” (Westmoreland, Rosenberg, Lopes, & Weiss, 2009). Engagement includes students, staff, families, and communities. How districts create a shared understanding of the governance team’s value and definition of engagement is an essential component to setting the direction and clear expectations. Engagement begins in the boardroom, as you are leading during meetings, the questions you are asking, and the response to presentations and information brought to the board’s attention. The demeanor of the board and district leaders have a powerful impact, both positive and negative, on the staff and their ability to carry out the board’s direction. Ways to create an approachable board include public comment, staff reports, and board study sessions. While these might seem simple – board alignment in how each of these components happen is critical to ensure the public/staff feels heard. To further explain, board alignment is shown in the way they treat public comment, staff reports, and board study sessions. Exhibiting respect and behavior that shows appreciation for those speaking or providing information provides a climate of trust and mutual respect through positive communication. Hearing public comment goes beyond a space on the agenda, it includes board behavior. Are staff reports read and recognized by the board? Is the board reflecting on the engagement activities and taking time to hear what is being shared by their community? As stated by Campbell and Fullan in The Governance Core, “When trustees, superintendent, staff, faculty, and parents all operate with the same broad understanding of the moral imperative, the district can accomplish amazing learning — year after year.”  

 

Taking time to visit school sites and programs on a regular basis is part of truly understanding the conditions of learning. Board reports can confirm teacher credentials and serve as a box checked on a form BUT seeing the condition of facilities, standards-based lessons delivered, and walking through the process for accessing courses provides a depth of understanding to the board. Boards can improve their understanding by looking at your current board agenda to ensure students are the focus of your time. “Internal accountability occurs when the board and superintendent together ensure that individual and collective responsibility is built into the culture of the district.” (The Governance Core)

 

“The ultimate test of success is what happens in the classroom, but the public’s understanding will be enhanced by open, authentic, communication from the board.”  (The Governance Core, p 133).  Are you prepared to educate others and advocate for the programs offered in your district?