The conference planning committee is seeking proposals reflective of the current environment in which California’s schools operate. Proposals should provide relevant resources to advance the best interests of students and public education.
Workshops and table talks help board members, superintendents, and other district and county office personnel learn about successful programs and how they can be replicated in other parts of California.
The following criteria will be equally weighed by the conference planning committee members as they read and evaluate each proposal:
- Is the perspective of board members, the school governance team and its policy role clearly present?
- Is the proposal well-planned, well-written and provides a clear and realistic picture of what the intended outcomes are?
- Does the proposal contain an innovative and cutting-edge issue or is it a program that has achieved results for at least two (2) years, showcasing district and board expertise?
- Does the proposal reflect the interests of new, mid-career or veteran education leaders from urban, suburban, small or rural districts, or county offices of education?
- Is the proposal aligned with the conference strands?
- Is the presenter experienced, knowledgeable, effective and engaging?
- Can the program be replicated in a variety of school settings?
- Does the proposal address why participants need to have the proposed information and suggest the tools and strategies they will take with them?
- Does the proposal address the budget implications, cost savings, or value added?
- Is the proposed topic timely, relevant and unique?
Call for Proposals
Proposals must be approved by the school district or county office of education being represented. Should CSBA hear from a school district or county office of education that a submission was not approved, the proposal will not be accepted for consideration.
Proposals must include at least one board member, superintendent, or other staff of a current (2018-19 and 2019-20) CSBA member school district or county office of education on the panel presenters. School districts who are not members of CSBA, are not eligible to participate.
Presenters will receive a complimentary, non-transferable, one-day pass for the day of their presentation. If they wish to attend the entire conference, they must register at the full conference rate.
Workshop proposals may have up to four members on a panel and must address the governance and policy issues related to the topic. Multi-district panels are encouraged. Only one presenter per table talk is permitted.
Presenters should represent the diversity of our state, districts and counties of varying sizes, and varied points of view (e.g., business, community, principals, teachers and students where appropriate).
CSBA does not accept workshop or table talk proposals that are intended to sell a product or service. If you are a CSBA Business Affiliate or CSBA exhibitor, you may consider submitting an exhibitor table talk proposal.
Sessions are up to one hour and fifteen minutes in length and may be scheduled at any time during the three days of the conference at the discretion of CSBA.
Table talks are designed as open forum discussions among a small group of participants and are not to be utilized as sole captive audience or sales presentations. Table talk presenter make a 10-15-minute informational presentation regarding an educational program or practice to a group of up to 10 people. The subject is then opened for discussion.
All workshop proposals should provide visual reinforcement (e.g., sample handouts or multimedia presentation). The use of audio-visual equipment for table talks and exhibitor table talks is not appropriate.
Workshop and table talk presenters will be notified in July 2019 whether a proposal has been selected for inclusion in the conference program. Exhibitor table talk presenters will be notified in September 2019. If you have not heard back from us by then, please contact us directly at aec@csba.org.
The conference planning committee is seeking proposals reflective of the current environment in which California’s schools operate. Proposals should provide relevant resources to advance the best interests of students and public education.
Workshops and table talks help board members, superintendents, and other district and county office personnel learn about successful programs and how they can be replicated in other parts of California.
The following criteria will be equally weighed by the conference planning committee members as they read and evaluate each proposal:
- Is the perspective of board members, the school governance team and its policy role clearly present?
- Is the proposal well-planned, well-written and provides a clear and realistic picture of what the intended outcomes are?
- Does the proposal contain an innovative and cutting-edge issue or is it a program that has achieved results for at least two (2) years, showcasing district and board expertise?
- Does the proposal reflect the interests of new, mid-career or veteran education leaders from urban, suburban, small or rural districts, or county offices of education?
- Is the proposal aligned with the conference strands?
- Is the presenter experienced, knowledgeable, effective and engaging?
- Can the program be replicated in a variety of school settings?
- Does the proposal address why participants need to have the proposed information and suggest the tools and strategies they will take with them?
- Does the proposal address the budget implications, cost savings, or value added?
- Is the proposed topic timely, relevant and unique?
Session Types
- Workshops are up to 1 hour and 15 minute sessions and may be scheduled at any time during the three days of the conference at the discretion of CSBA.
- Workshops may have up to four members on a panel and must address the governance and policy issues related to the topic. Multi-district panels are encouraged.
- Panelists should reflect the diversity of our state, districts and counties of varying sizes, and varied points of view (e.g., business, community, principals, teachers and students, where appropriate).
- Table talks are up to 1 hour and 15 minute sessions and may be scheduled at any time during the three days of the conference at the discretion of CSBA.
- Table talks are designed as open forum discussions among a small group of participants, and are not to be utilized as sole, captive audience or sales presentations.
- Table talk presenters make a 10- to 15-minute informational presentation regarding an educational program or practice to a group of up to 10 people. The subject is then opened for discussion among the group.
- The table talk presenter serves as a facilitator and keeps the discussion on track relative to the topic. The presenter also monitors the time, allowing for input from all participants.
- Only one presenter per table talk allowed.
- Because of facility limitations, the use of audio/visual equipment is not appropriate in table talks.
- Exhibitor table talks are up to 1 hour and 15 minute sessions and may be scheduled at any time during the three days of the conference at the discretion of CSBA.
- Exhibitor table talks are designed as open forum discussions among a small group of participants, and are not to be utilized as sole, captive audience or sales presentations.
- Exhibitor table talk presenters make a 10- to 15-minute informational presentation regarding an educational program or practice to a group of up to 10 people. The subject is then opened for discussion among the group.
- The table talk presenter serves as a facilitator and keeps the discussion on track relative to the topic. The presenter also monitors the time, allowing for input from all participants.
- Only one presenter per table talk allowed.
- Because of facility limitations, the use of audio/visual equipment is not appropriate in table talks.
2020 AEC Strands
This strand speaks to the board member leadership role in building collaborative relationships with stakeholders 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; partnerships between county offices of education and districts; Local Control and Accountability Plan (LCAP) and stakeholder participation; 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, opportunity and accountability strand explores the relationships between school funding, student achievement and access to a meaningful diploma upon graduation for all California students. This strand also touches on how making decisions through an equity lens can effectively respond to the diverse needs of students so that all students have access to an equitable, rigorous and broad course of study.
Topics could include: Programs that close the opportunity gap for low-income students, the needs of students of color, English language learners, homeless students, LGBTQ students, foster youth and immigrant children; special education; Local Control Funding Formula and the California School Dashboard; Multi-Tiered Systems of Support; 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 programs; 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; and programs that support student identity.
The funding, finance and facilities 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.
Topics could include: Advocating for Full and Fair FundingSM; the Local Control Funding Formula; CalSTRS and CalPERS pension planning; health care and labor negotiations; collective bargaining in an LCAP era; declining enrollment and average daily attendance (ADA) recovery; bond, parcel and sales tax campaigns; communicating the budget to the community; safety issues surrounding aging facilities and planning for new ones; construction of new facilities and modernization; impact of wildfires and other natural disasters on building materials and new construction; early education facilities; charter school 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 the leadership skills, qualities, strategies and techniques to become effective change agents in order to become a high-functioning governance team.
Topics could include: The art of boardsmanship; board member role in developing a positive district culture; board self-evaluation; board-superintendent relations; superintendent contracts, hiring and evaluations; district and county office of education 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; meeting guidelines and parliamentary procedure; and the role of student board members.
This strand underscores the role that establishing and maintaining high expectations has on contributing to a well-rounded education, ensuring that all students are college and career ready.
Topics could include: STEM; computer science standards; ensuring teacher excellence and diversity; teacher recruitment, retention and pipeline programs; charter schools and choice; instructional materials adoption and implementation; civic education; ethnic studies requirements; summer learning opportunities; blended learning; technology in classrooms; digital and social media use by students, teachers and schools; internet access for all students; visual and performing arts education; bilingual education; early learning programs; special education; adult education; strategies to close the achievement gap; inclusion practices; alternative education; programs supporting English language learners; and extended learning programs.
This strand encompasses the myriad ways that wellness and safety contribute to educating the whole child, including the social and emotional needs of a district’s students, staff, teachers and families. It will also highlight successful programs in place at different schools, as well as social health services and partnerships between school districts and private and public entities.
Topics could include: Harassment prevention; student stress 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 and emotional curriculum, including mindfulness as a discipline; wraparound services; school safety; suicide prevention; responding to a crisis; trauma-informed schools and Adverse Childhood Experiences (ACEs); data protection and cybersecurity; issues related to legalization of marijuana; human trafficking; vaping and e-cigarettes; social media use by students, teachers and schools; privacy issues and use of cameras; secure perimeters; partnerships with law enforcement and government agencies; role of school counselors; and wellness interventions.
Presenter Types
This person will not be considered part of the panel unless also designated as a moderator or presenter. Only one submitter per proposal will be allowed.
The moderator oversees the workshop development, communicates with CSBA staff, coordinates pre-conference preparations and acts as facilitator during the actual session on-site. The moderator will be the main point of contact for all conference related correspondence between presenters and CSBA staff up to and through the Annual Education Conference. Only one moderator per proposal will be allowed. The moderator may also be the submitter. Please note that the designation of moderator and presenter are used internally to indicate points of contact. If your proposal is accepted, please note that CSBA sets each session with seating for up to 4 total presenters, including the moderator. The moderator will be published in all conference materials along with the other presenters. The names of the moderator and presenters are listed in the AEC app, without reference to role. If there is only one presenter on the panel, he/she will be the moderator.
A presenter is a panelist. If a proposal is accepted, CSBA sets each session for up to 4 total presenters, including the moderator. Presenters are encouraged to funnel all communication with CSBA through the moderator.