This document addresses creationg of advisory board that requires community engagement in school decision-making.

(A) To ensure that student and other stakeholder needs are understood and addressed, the school district or school shall: (1) Establish and communicate clear, high expectations for academic performance, attendance and conduct for all students regardless of gender, race, ethnicity, English proficiency or disability; (2) Diagnose and assess the needs of students and other stakeholders and use assessment results and the value-added progress dimension to make informed decisions about curriculum, instruction, assessment, and goals; (3) Monitor and analyze its performance index score, educational offerings, facilities, services and instructional materials to determine their effectiveness in helping students meet performance objectives; (4) Continually improve programs and policies to better meet student needs by: (a) Considering input from stakeholders; (b) Monitoring and considering the changing needs and expectations of stakeholders; (c) Regularly conducting stakeholder satisfaction evaluations using objective, reliable methods; and (d) Comparing the results of stakeholder evaluations to those of benchmark school districts or schools. (5) Communicate information about student attendance, conduct, academic performance and progress to parents on a regular basis. (B) The school district or school shall implement a curriculum and instructional program that is characterized by systematic planning, articulation, and evaluation. The school district’s curriculum shall be developed with input from and dialogue with parents, community members, and other stakeholders.

The department of education shall encourage, seek out, and publicize to the general public and the school districts of this state, innovative and exemplary school-parent and school-business partnerships. The board of education of a district involved in such a partnership shall cooperate with the department by providing information about the partnership. As used in this section: (A) “School-parent partnership” means a program that actively involves parents of students in the decision-making process of the school district or individual schools within the district; (B) “School-business partnership” means a program in this state in which businesses, labor organizations, associations, foundations, or other persons, assist local schools in preparing children for employment or higher education, and may include programs involving work experience, mentoring, tutoring, incentive grants, or the use of corporate facilities and equipment.

(A) (1) If a community learning center process is initiated under section 3302.17 of the Revised Code for any school building operated by a city, exempted village, or local school district or a community school established under Chapter 3314. of the Revised Code, the district board of education or community school governing authority shall create a school action team for the school building. ... (C) In addition to the responsibilities listed in section 3302.17 of the Revised Code, the school action team shall do all of the following: (1) Monitor and assist in the implementation of the school improvement plan, if adopted; (2) Meet with candidates for principal and other administrative positions and make recommendations to the superintendent and board of education of the district or governing authority of the community school; (3) Advise on school budgets; (4) Establish ongoing mechanisms that engage students, parents, and community members in the school; (5) Continue to collect feedback and information from parents using an annual survey; (6) Develop and approve a written parent involvement policy that outlines the role of parents and guardians in the school; (7) Monitor school progress on data related to academic achievement; attendance, suspensions, and expulsions; graduation rates; and reclassifications disaggregated by major racial and ethnic groups, English learners, economically disadvantaged students, and students with disabilities; (8) Receive regular updates from the principal on policy matters affecting the school and provide advice on such matters; (9) Meet regularly with parents and community members to discuss policy matters affecting the school.