2019 AEC Strands
This strand speaks to the board member’s leadership role in building collaborative relationships with stakeholders to generate support for student achievement and make visible the work of the public schools.
Topics could include: local and grassroots advocacy; lobbying the legislature; forming political partnerships; business, non-profit and higher education partnerships; philanthropy and corporate partnerships; partnerships between county offices of education and districts; California School Dashboard, Local Control Funding Formula and Local Control Accountability Plan (LCAP); LCAP and stakeholder participation; media training for board members; marketing and promoting schools; bringing attention to public education’s successes; parent and community engagement; social media and digital communications for reaching new generations of parents.
The Equity, opportunity and access 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 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 language learners, homeless students, LGBTQ students, foster youth and immigrant children; special education; Local Control Funding Formula and the 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; programs that support attendance; access to universal pre-k; course access; equity issues in rural communities; charter schools and choice; implicit bias; and understanding shifting California demographics.
The funding, finance and facilities strand underscores the importance of ensuring that all students benefit from the resources needed for a high-quality education and includes a broad spectrum of learning opportunities.
Topics could include: advocating for full and fair funding; the Local Control Funding Formula; 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; creative and innovative strategies for budgeting in good and bad times; communicating the budget to the community; safety issues surrounding aging facilities and planning for new ones; 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 housing; local, state and federal budget issues; classroom design for optimum student achievement; private and grant funding; and foundations.
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 and engaging in courageous conversations; the board member role in developing a positive district culture; board self-evaluation; board–superintendent relations; superintendent contracts, hiring and evaluations; district and county office relations; county office of education services and support; policy and protocols to support good governance; developing a governance calendar and handbooks; 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; California Public Records Act; the Brown Act; orienting new trustees; charter school oversight; school closures and redistricting; Local Control and Accountability Plans as a tool for continuous improvement; and using data to inform decision making.
This strand underscores the role that establishing and maintaining high expectations has on contributing to a well-rounded education, ensuring all students are college or career ready.
Topics could include: STEM; computer science standards; ensuring teacher excellence and diversity; teacher recruitment, retention and pipeline programs; pipeline for substitute teachers; teacher professional development; charter schools and choice; instructional materials adoption and implementation; civic education; ethnic study requirements; summer learning opportunities; causes of achievement gaps and how to address these factors; Career Technical Education and Pathways; blended learning; technology in classrooms; digital and social media use by students, teachers and schools; visual and performing arts education; bilingual education; early learning programs; special education; and brain research as it relates to student achievement.
The wellness and safety 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, the programs in place at different schools, and social health services and partnerships between school districts and private and public entities.
Topics could include: restorative justice; harassment prevention; student stress and anxiety; bullying; foster youth; 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 crisis; trauma informed schools; social media and cyber security; issues related to legalization of marijuana; impact of drug epidemic on communities; environmental health and facilities; and issues related to human trafficking.