5.1. When a community takes an interest in a school it shows and when a school truly is part of the community it shows. LSICs play a key role in establishing and maintaining that reciprocal relationship. By virtue of their position in the community, LSIC members have an established level of trust and respect; therefore, they can activate resources, rally support, effect change, and broadcast data and results. 5.2. Each LSIC shall operate from a concise and targeted action agenda that guides them in accomplishing and realizing their goals. The action agenda can be used to encourage collaboration with other school and community groups (e.g., PTA, PTO, boosters, faith-based community, civic groups) to achieve measurable outcomes. 5.2.a. The LSIC shall utilize data: student achievement, discipline, parent, student, staff and community surveys, the school's strategic plan, and other pertinent data to drive their action agenda. 5.2.b. The action agenda shall include high yield strategies that result in measureable school growth, improved student achievement, and innovation. These strategies shall foster the following guiding principles: 5.2.b.1. Providing a respectful, inclusive school community that welcomes all parents, families, community members and businesses to participate in all students' education. 5.2.b.2. Using many different modes of communication, including 21st century technology tools, to interact with parents and the broader community about education issues and ensuring parents, families, business and community members are encouraged to communicate with the school. 5.2.b.3. Developing more effective forms of school-to-home and home-to-school communications with all families each year about school programs and their children's progress. 5.2.b.4. Working together to support families' parenting skills and activities that prepare young children for school and promote ongoing achievement. 5.2.b.5. Providing information and ideas to parents and families about how to establish home environments to support children as students such as reading with children, engaging them in educational activities, helping them with homework and other curricular-related activities, decisions and planning. 5.2.b.6. Providing educational opportunities for educators about current research, model programs and best practices for engaging parents, families, and community members in improving student achievement.

7.1. Each county board of education shall meet with each LSIC at least annually. The local board identifies the issues they wish the LSIC to address (W. Va. Code §18-5-14(a)(1)(D)). The LSIC may also provide other information, comments or suggestions the council wishes to bring to the county board's attention. All information presented during the meeting shall also be submitted to the county board in writing. 7.1.a. Each county board shall report details of their meetings with LSICs to the state board at the conclusion of the school year, but no later than the first day of September each year (W. Va. Code §18-5-14 D (2)). 7.2. Each county board of education shall adopt and implement a policy that provides for parent, family, business and community involvement in the schools. 7.2.a. Each county policy shall promote parents, families, community and business members, through a variety of means, to become involved in children's education. 7.2.b. Each county policy shall meet the criteria for compliance with federal programs. 7.2.c. Each county policy shall be developed by a committee consisting of, but not limited to, classroom teachers, parents/family members of school-age children, community members, business members, principals and other school personnel. The committee shall be representative of a variety of schools and shall include representation from early, middle and adolescent levels. 7.2.d. Each county shall provide training for teachers, parents and administrators, in cooperation with state and local agencies that would help realize the objectives set forth in the county policy.

The professional teaching Standard are the basis for teacher preparation, assessment, and professional development, and includes family and community engagement.