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 enrolled in school district or county office of education programs. 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 enrolled in Independent Study or in-person instruction, have access to a broad, rigorous and equitable course of study.

Topics could include: successful programs that close the achievement and opportunity gaps for low-income students, students of color, English learners, homeless students, LGBTQ students, foster youth, immigrant children, special needs students, and all students impacted by the educational and wellness harms brought on by school closures; use of data to measure progress; special education; broadband access in the community; California legislative updates that impact equity in education; 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 pre-K; course access including Ethic Studies; equity issues in rural and/or small school district 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; professional development; and programs that support student identity.

The Funding and Finance strand underscores the importance of ensuring that all students enrolled in school district and county office of education programming benefit from the resources needed for a high-quality education, which includes a broad spectrum of learning opportunities via technology and in the classroom.

Topics could include: advocating for K-12 funding; the Local Control Funding Formula; increasing Local Control Funding Formula base funding; broadband funding; CalSTRS and CalPERS planning; health care and labor negotiations; collective bargaining in an Local Control Accountability Plan era; declining enrollment and ADA recovery; bond, parcel and sales tax campaigns; communicating the budget to the community; transportation funding and the small school district; new construction and modernization of facilities including green opportunities; planning for food and nutrition programs; 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; deficit spending in times of crisis; aligning fiscal resources with school district and community priorities; budget transparency and budgeting with an equity lens.

The Leadership Through Governance strand aims to equip school district and county board of education 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 school district/COE culture; teambuilding; leadership and decision making in crisis; board self-evaluation; board–superintendent relations including between an elected COE board and elected superintendent; superintendent contracts, hiring and evaluations; conflict resolution; the use of data in making decisions; school 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.

The Well-being and Mental Health strand encompasses the myriad ways wellness and mental health contribute to educating the whole child, including the social-emotional needs of school district and county office of education students, staff, teachers and families, the programs in place at different schools, and social and mental health services and partnerships between school districts and COEs and private and public entities.

Topics could include: responding to crisis; harassment prevention; mental health and the impact of the pandemic on students, families, teachers and staff; student, family, teacher and staff stress, depression and anxiety; bullying; mental health services and community partnerships; social and mental health resources for teachers; school board member mental health including stress and decision fatigue; 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 including before school, afterschool and summer programming; community schools; localized mental health services in underserved communities; suicide prevention; trauma-informed services including 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; role of school counselors; and wellness interventions.