The Local Control Funding Formula (LCFF) represents a significant shift in how California funds its schools. Established in 2013, the State of California founded LCFF on a principle of equity. Under this new law, the state uses a weighted pupil formula and allocates more money to school districts for high-need student subgroups as defined by the state: English learners (EL), foster youth (FY), and low income (LI) students. As part of LCFF, school districts are required to produce a Local Control Accountability Plan (LCAP), which documents how supplemental and concentration funds are allocated to improve student services, and academic and social emotional outcomes for the three high-need student subgroups. A key component of this process is that districts must engage parents, students, and the community as they develop their LCAP. As districts move forward in developing and implementing LCAPS, in some cases, community-based organizations play substantive roles to ensure that parents and students--especially those that represent the high-needs subgroups-- are active participants in this new era of shared decision making and school governance. The project examines the West Contra Costa Unified School District (WCCUSD) LCAP development and engagement process, focusing on the role that community based-organizations play in building capacity and supporting parents and students to work in partnership with the district. Specifically, the study focuses on The California Endowment's (TCE) Building Healthy Communities initiative and Healthy Richmond to investigate their influence in engaging stakeholders in the oversight and accountability of district-wide funding decisions. [This report was produced with Healthy Richmond.]