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2021 Conference Strands
The small school district strand is structured to examine the issues that are unique to smaller communities and equip governance teams with information, strategies and resources.
Topics could include: Special Education Local Plan Area (SELPA) for small school districts; special education; developing partnerships between school districts and county offices of education; addressing transportation issues; access to technology and broadband internet; funding opportunities for small school districts; seeking grant funding; community engagement and outreach; mental health of students, families, teachers and staff.
This strand identifies the roles and responsibilities specific to county offices of education, and their relationship to school districts.
Topics could include: the role and responsibilities of county offices of education; COE services and support, including social-emotional well-being; school district and COE relations; developing partnerships with districts; charter school approval, appeals and oversight; and budget review and approval.
This strand speaks to the board member’s leadership role in building collaborative relationships with stakeholders, community partners and decision-makers to generate support for public schools and student achievement.
Topics could include: local and grassroots advocacy; lobbying the legislature; forming political partnerships; business, nonprofit and higher education partnerships; philanthropy and corporate partnerships; forming partnerships with health and wellness providers; partnerships between county offices of education and districts; Local Control and Accountability Plan and stakeholder participation; connecting with faith-based communities to reach families; marketing and promoting schools; social media and digital communications for reaching new generations of parents; crisis communications; creating identifiable brands for schools; parent and community engagement; and programs and strategies for welcoming and engaging families, including the creation of parent resource centers.
The equity and opportunity strand explores the relationships between funding for schools, student achievement and access to a meaningful diploma upon graduation for all California students. This strand also touches on how decision making through an equity lens can effectively respond to the diverse needs of students so that all students, whether they are in distance learning or learning in the classroom, have access to an equitable and rigorous broad course of study.
Topics could include: successful programs that close the opportunity gap for low-income students, students of color, English learners, homeless students, LGBTQ students, foster youth and immigrant children; special education; broadband access in the community; California legislative updates that impact equity in education; the impact of distance learning on students and families; Local Control Funding Formula and the California School Dashboard; Multi-Tiered Systems of Support; access to mental health services; college and career readiness; programs and strategies that serve vulnerable students, including alternatives to suspensions/expulsions, positive behavior interventions and school discipline practices; access to universal preK; course access; equity issues in rural communities; implicit bias; understanding the shifting needs of California’s students; strategies that address grading inequality; access to food and nutrition programs; instruction that allows a balance of learning styles and preferences; wellness interventions; strategies to align resources for equity-driven decision making; equity and curricula; and programs that support student identity.
The funding and finance strand underscores the importance of ensuring that all students benefit from the resources needed for a high-quality education, which includes a broad spectrum of learning opportunities through technology and in the classroom.
Topics could include: advocating for Full and Fair Funding; the Local Control Funding Formula; broadband funding to better support access to distance learning; safe reopening of schools; STRS and PERS planning; health care and labor negotiations; collective bargaining in an LCAP era; declining enrollment and ADA recovery; bond, parcel and sales tax campaigns; communicating the budget to the community; safety issues surrounding aging facilities and planning for new ones; planning for food and nutrition programs; construction and modernization of new facilities; impact of wildfires and other natural disasters on building materials and new construction; early education facilities; charter facilities; affordable teacher housing; local, state and federal budget issues; grant funding and philanthropy; special education funding; strategies for spending one-time funds; aligning fiscal resources with district and community priorities; and budget transparency.
This strand aims to equip board members with leadership skills, qualities, strategies and techniques to become effective agents of change in order to become a high-functioning team.
Topics could include: the art of boardsmanship; the board member role in developing a positive district culture; leadership and decision making in crisis; board self-evaluation; board–superintendent relations; superintendent contracts, hiring and evaluations; the use of data in making decisions; district and county office relations; county office of education services and support; policy and protocols to support good governance; goal setting and budget alignment; election by trustee area; leadership role of the board president; understanding and following parliamentary procedure; Form 700 and conflict of interest; ethics and transparency; California Public Records Act; the Brown Act; orienting new trustees; charter school oversight; school closures and redistricting; using data to inform decision making; candidate orientation; trustee role in negotiations; accountability; and the role of student board members.
This strand encompasses the myriad ways wellness and mental health contribute to educating the whole child, including the social-emotional needs of a district’s students, staff, teachers and families; the programs in place at different schools; and social health services and partnerships between school districts and private and public entities.
Topics could include: responding to crisis; harassment prevention; mental health and the impact of COVID-19 on students, families, teachers and staff; student stress, depression and anxiety; bullying; mental health services and community partnerships; social and mental health resources for teachers; the board member role in promoting healthy school climate; programs that address student mental, nutritional and physical health; social- emotional curriculum, including mindfulness as a discipline; wraparound services; localized mental health services in underserved communities; suicide prevention; trauma-informed schools and Adverse Childhood Experiences; school based health clinics; issues related to legalization of marijuana; human trafficking; vaping; social media use by students, teachers and schools; privacy issues and use of cameras; open dialogue with law enforcement and government agencies; partnerships with community wellness agencies; role of school counselors; and wellness interventions.
Check out our 2021 speakers
Thank you to our 2021 Sponsors
CSBA would like to thank the sponsors of the 2021 Annual Education Conference. Without their support, we would not be able to provide the high-quality speakers and events that make the conference such a success. The 2021 AEC sponsors include: