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 Funding^SM; 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.