Youth Engagement and Authentic Student Voice in LCAP/LCFF Planning Processes: Emerging Best Practices

PLUS Fellows | Derrika Hunt and Casey McAlduff Clients | The California Endowment, Healthy Richmond HUB, West Contra Costa Unified School District 2016

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SSttaattee CCoonntteexxtt:: Authentic youth engagement is critical to the implementation of a democratic Local Control Funding Formula (LCFF) process in California. The passage of the LCFF laid the foundation for the development of a more equitable funding system that prioritizes the needs of the highest-need students. That said, there has been a significant lack of youth voice represented statewide in Districts’ Local Control Accountability Plans (LCAPs).

“If the youth are not aware of the issue, or the implications, or the history of these reforms and what that means now, then I’m not sure how effective their voice will be, even if they’re engaged.” ~ Feliza Ortiz-Licon, California State Board Member

While LCFF explicitly requires districts to engage parents, teachers and administrators in the LCAP process, it did not have any requirements for youth to be involved until September 2015 when the state passed a measure that required LEAs (Local Educational Agencies) to “consult with pupils.” This measure also clarified that “consulting with pupils,” means that LEAs must create a process through which youth can review and comment on the development of the LCAP. Given this exciting new development, oouurr cchhaarrggee ffoorr tthhiiss pprroojjeecctt wwaass ttoo aaddddrreessss hhooww iinnnnoovvaattiioonnss aatt tthhee ssttaattee aanndd llooccaall lleevveell aarree wwoorrkkiinngg ttoo aauutthheennttiiccaallllyy eennggaaggee yyoouutthh iinn tthhee LLCCAAPP pprroocceessss.. Including youth in the development of LCAPs stands to reverse the historic trend of youth, and especially low-income youth of color, ELLs and foster care youth being excluded from decision-making processes concerning their own education.

•  Interviews with key stakeholders (youth, WCCUSD staff, staff from CBOs, and a member of the State Board of Education).

•  Attended local meetings regarding LCAP (Parent Advisory Meetings and WCCUSD Youth Commission meetings).

•  Reviewed 9 sources on stakeholder engagement in LCFF/LCAP, and reviewed 10 sources on best practices for youth engagement outside of the LCFF/LCAP contexts.

•  Policy review of LCFF/LCAP. •  Conducted 10 site visits at WCCUSD schools and

community advocacy organizations.

BBaasseedd oonn oouurr ffiinnddiinnggss wwee aarree ssiittuuaattiinngg oouurr rreeccoommmmeennddaattiioonnss aass aa 33--ttiieerr aapppprrooaacchh wwhhiicchh wwiillll ccoommpprreehheennssiivveellyy aanndd eeffffeeccttiivveellyy cceenntteerr yyoouutthh vvooiiccee iinn LLCCAAPP//LLCCFFFF pprroocceessss.. 11..  PPrroocceessss ooff eennggaaggeemmeenntt Innovations at the state and local level. Provide an academic context for LCAP through the creation of a curriculum that provides a platform for youth participation in the LCAP process during the school day (ex: WCCUSD’s partnership with YPLAN). Capitalize on opportunities for synergy between community-based and grassroots organizations and LEAs. 22.. TTrraannssllaattiioonn ooff eennggaaggeemmeenntt iinnttoo aaccttiioonn Transparency Center youth voice, ideas, and concerns to strategically integrate them into the LCAP spending formula for districts. Use non-adultist language to make visible how youth voice has been implemented (ex: “Your LCFF Funds at Work” signs in schools to indicate what services have been improved or instated due to LCFF funding”). 33.. MMeeaassuurreedd oouuttccoommeess ooff LLCCAAPP iinnvveessttmmeennttss aanndd iinnccrreeaasseedd ddooccuummeennttaattiioonn ooff eemmeerrggiinngg bbeesstt pprraaccttiicceess Impact Share knowledge of best practices across LEAs and advocacy groups to deepen the quality of student engagement. Develop metric to measure how LCAP investments impact student achievement.

LLooccaall CCoonntteexxtt: West Contra Costa Unified School District (WCCUSD) is a robust district in that it encompasses several municipalities, including the cities of Richmond, El Cerrito, San Pablo, Pinole, and Hercules, as well as the unincorporated areas of Bayview-Montalvin Manor, East Richmond Heights, El Sobrante, Kensington, North Richmond, and Tara Hills. This poses a unique challenge to the District’s LCAP process, as these municipalities differ greatly in the number of low-income youth, foster care youth and English Language learners that they serve, with some cities having a much clearer need for LCAP dollars than others. Because of the diversity of the District and its various stakeholders, WCCUSD and Community Based Organizations within the municipalities are well-situated to become models of educational equity by establishing an LCAP structure wherein youth across municipalities--low-income youth, foster care youth and English Language Learners in particular-- can come together to actively participate and serve as consultants in the LCFF/LCAP planning processes, as dictated by the state. The WCCUSD has worked to develop and implement a model of authentic youth engagement.