Bill Text: CA AB2307 | 2013-2014 | Regular Session | Introduced

NOTE: There are more recent revisions of this legislation. Read Latest Draft

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Bill Title: Common core academic content standards: school district opt out.

Spectrum: Partisan Bill (Republican 1-0)

Status: (Introduced - Dead) 2014-06-05 - From committee without further action pursuant to Joint Rule 62(a). [AB2307 Detail]

Download: California-2013-AB2307-Introduced.html

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BILL NUMBER: AB 2307	INTRODUCED
	BILL TEXT


INTRODUCED BY   Assembly Member Donnelly

                        FEBRUARY 21, 2014

   An act to amend Section 52372.5 of the Education Code, relating to
career technical education.


	LEGISLATIVE COUNSEL'S DIGEST


   AB 2307, as introduced, Donnelly. Career technical education:
linked learning programs.
   Existing law establishes the Linked Learning Pilot Program for the
purpose of implementing districtwide linked learning programs, and
defines linked learning program for purposes of those provisions.
   This bill would make nonsubstantive changes, including deleting
obsolete reporting requirements related to linked learning programs.

   Vote: majority. Appropriation: no. Fiscal committee: no.
State-mandated local program: no.


THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:

  SECTION 1.  Section 52372.5 of the Education Code is amended to
read:
   52372.5.   (a)     For 
purposes of this  section,   article,  a
"linked learning program" is a program that is all of the following:

   (1) 
    (a)  A multiyear, comprehensive high school program of
integrated academic and technical study that is organized around a
broad theme, interest area, or industry sector, including, but not
necessarily limited to, the industry sectors identified in the model
standards adopted by the state board pursuant to Section 51226.

   (2) 
    (b)  A program that ensures that all pupils have
curriculum choices that will prepare them for career entry and a full
range of postsecondary options, including two- and four-year
college, apprenticeship, and formal employment training. 
   (3) 
    (c)  A program that is comprised, at a minimum, of the
following components: 
   (A) 
    (1)  An integrated core curriculum that meets the
eligibility requirements for admission to the University of
California and the California State University and is delivered
through project-based learning and other engaging instructional
strategies that intentionally bring real-world context and relevance
to the curriculum where broad themes, interest areas, and career
technical education are emphasized. 
   (B) 
    (2)  An integrated technical core of a sequence of at
least four related courses, that may reflect career technical
education standards-based courses, that provide pupils with career
skills, that are aligned to and underscore academic principles, and
to the extent possible fulfill the academic core requirements listed
in  subparagraph (A)   paragraph (1)  .

   (C) 
    (3)  A series of work-based learning opportunities that
begin with mentoring and job shadowing and evolve into intensive
internships, school-based enterprises, or virtual apprenticeships.

   (D) 
    (4)  Support services, including supplemental
instruction in reading and mathematics, that help pupils master the
advanced academic and technical content that is necessary for success
in college and career. 
   (b) The Superintendent, in conjunction with the Office of the
Secretary for Education, the California Community Colleges, the
University of California, the California State University, the
Employment Development Department, both houses of the California
Legislature, teachers, chamber organizations, industry
representatives, research centers, parents, school administrators,
representatives of regional occupational centers and programs,
community-based organizations, labor organizations, and others deemed
appropriate by the Superintendent, shall develop a report that
explores the feasibility of establishing and expanding additional
linked learning programs in California, including the costs and
merits associated with expansion of these programs. Linked learning
programs created for high schools may include, but are not limited
to, California partnership academies, regional occupational centers
and programs, charter schools, academies, small learning communities,
and other career-themed small schools.  
   (c) The report described in subdivision (b) shall do all of the
following:  
   (1) Identify regulations, policies, and practices that need to be
added, deleted, or amended in order to promote the development and
expansion of linked learning programs.  
   (2) Set forth a reasonable timeline for the development and
expansion of linked learning programs.  
   (3) Include at least all of the following components: 

   (A) Assessment of the current capacity of the department for the
purpose of maximizing the development of these programs. 

   (B) Identifying the possible roles and responsibilities of other
departments or agencies to assist in developing or expanding linked
learning programs.  
   (C) An assessment of the appropriateness of school districts
fulfilling the requirements set forth in subdivisions (a) and (b) of
Section 51228 by developing industry-focused linked learning
programs, including those described in this section. 

   (D) Methods for developing and sharing models of integrated
curriculum and instruction.  
   (E) Strategies for increasing the course options and instructional
time for pupils in high school.  
   (F) Plans for increasing opportunities for high-quality learning
based on real-world applications in industry and careers. 

   (G) Methods for improving alignment of curriculum between middle
schools and high schools with career instruction, exploration, and
counseling for middle school pupils.  
   (H) Methods for improving coordination and articulation between
high schools and postsecondary institutions, including, but not
limited to, California Community Colleges, the California State
University, and the University of California.  
   (I) Recommendations for increasing the supply of teachers who can
teach effectively in a linked learning setting that aims to prepare
pupils for a full range of postsecondary options. Necessary
specialized skills include, but are not limited to, the abilities to
design interdisciplinary projects and use project-based learning as
an instructional strategy, work with other teachers in a
team-teaching arrangement, develop curriculum that effectively
integrates academic and technical content, design and utilize
high-quality work-based learning to reinforce lessons in both
academic and technical courses, and develop authentic pupil
assessments.  
   (J) Recommendations for increasing the supply of schoolsite and
district administrators who can effectively create and manage schools
that are implementing one or more industry-focused linked learning
programs. Necessary specialized skills include, but are not limited
to, the abilities to develop and sustain partnerships with industry
partners, recruit and retain uniquely qualified teachers, guide
development of integrated curriculum, understand needs for and
provide teacher professional development, guide development of
comprehensive guidance systems that integrate college advising and
career counseling, guide development of a coordinated and sequenced
work-based learning component, and utilize data to assess pupil
readiness for college and career.  
   (K) Recommendations for supporting regional coalitions in planning
and developing programs.  
   (L) Evaluation of current linked learning programs, including
partnership academies, regional occupational centers or programs and
postsecondary linked learning programs, including middle colleges and
early college models.  
   (M) Recommendations for increasing and improving in-school support
services.  
   (N) Recommendations for incorporating new measures into the state'
s accountability system to better assess the results of these linked
learning programs.  
   (O) Assessment of the budgetary implications of offering all
pupils access to these linked learning programs.  
   (d) For purposes of completing the report described in subdivision
(b), the Superintendent is authorized to use existing state
resources and federal funds. If state or federal funds are not
available or sufficient, the Superintendent may apply for and accept
grants and receive donations, and other financial support from public
or private sources for purposes of this section.  
   (e) In developing the report, the Superintendent may accept
support including, but not necessarily limited to, financial and
technical support, from high school reform advocates, teachers,
chamber organizations, industry representatives, research centers,
parents, and pupils.  
   (f) The Superintendent shall report to the Legislature as to the
status of completing the report and any preliminary recommendations
no later than July 1, 2009.  
   (g) The Superintendent shall submit a final report with
recommendations to the Legislature and the Governor no later than
December 1, 2009.