BILL NUMBER: AB 2648	AMENDED
	BILL TEXT

	AMENDED IN ASSEMBLY  MAY 23, 2008
	AMENDED IN ASSEMBLY  APRIL 22, 2008
	AMENDED IN ASSEMBLY  APRIL 8, 2008

INTRODUCED BY   Assembly Members Bass, Carter, and Furutani
   (Coauthors: Assembly Members  Eng  
  and Hancock   Berg,   Eng,
  Hancock,   and Portantino  )

                        FEBRUARY 22, 2008

   An act to  amend Section 51228 of, and to add Section
52372.5 to,   add Section 52372.5 to  the Education
Code, relating to career technical education.


	LEGISLATIVE COUNSEL'S DIGEST


   AB 2648, as amended, Bass. Career technical education.
    Existing law encourages school districts to provide all pupils
with a rigorous academic curriculum that integrates academic and
career skills, incorporates applied learning in all disciplines, and
prepares all pupils for high school graduation and career entry.
Existing law provides for the establishment of various programs for
career technical education in the public schools, including, but not
limited to, regional occupational centers and programs for the
purpose of, among other things, providing pupils with an opportunity
to acquire entry-level career technical skills.
   This bill would require the Superintendent of Public Instruction
to develop, in conjunction with the Office of the Secretary for
Education, the community colleges, the University of California, the
California State University, the Legislature, the Employment
Development Department, teachers, chamber organizations, industry
representatives, research centers, parents, school administrators,
 representatives of regional occupational centers and programs,
 community-based organizations,  labor organizations, 
and others as deemed appropriate by the Superintendent, a 
5-year action plan for the purposes   report that
explores the feasibility  of expanding and establishing career
multiple pathway programs, as defined, in high schools. The bill
would require that the  plan   report 
include specified components, including, but not limited to, methods
for developing and sharing models of integrated curriculum and
instruction, strategies for increasing the course options and
instructional time for pupils in high school, and recommendations for
supporting regional coalitions in planning and developing the
programs. The bill would  specify that if funds are not
available for developing the plan,   authorize the
Superintendent   to use existing state resources and federal
funds to complete the report. If state or federal funds are not
available or sufficient, the bill would authorize  the
Superintendent  may   to  apply for and
accept grants and receive donations, and other financial support
 as specified   from public or private sources
 . The bill would require the Superintendent to report to the
Legislature as to the status of  completing  the 
plan   report  , and any preliminary
recommendations, by July 1, 2009. The Superintendent would be
required to  present the   submit a  final
 plan   report with recommendations  to the
Legislature by December 1, 2009. 
   The bill would encourage school districts to fulfill the
requirement that they provide pupils with the opportunity to attain
entry-level employment skills by developing industry-focused multiple
pathway programs. 
   Vote: majority. Appropriation: no. Fiscal committee: yes.
State-mandated local program: no.


THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:
   
  SECTION 1.    Section 51228 of the Education Code
is amended to read:
   51228.  (a) A school district maintaining any of grades 7 to 12,
inclusive, shall offer to all otherwise qualified pupils in those
grades a course of study fulfilling the requirements and
prerequisites for admission to the California public institutions of
postsecondary education and shall provide a timely opportunity to
each of those pupils to enroll within a four-year period in each
course necessary to fulfill those requirements and prerequisites
prior to graduation from high school.
   (b) A school district maintaining any of grades 7 to 12,
inclusive, shall offer to all otherwise qualified pupils in those
grades a course of study that provides an opportunity for those
pupils to attain entry-level employment skills in business or
industry upon graduation from high school. Districts are encouraged
to provide all pupils with a rigorous academic curriculum that
integrates academic and career skills, incorporates applied learning
in all disciplines, and prepares all pupils for high school
graduation and career entry.
   (c) School districts are encouraged to fulfill the requirements
described in subdivisions (a) and (b) by developing industry-focused
multiple pathway programs, such as those described in Section 52372.5

   (d) A school district that adopts a required curriculum that meets
or exceeds the model standards developed and adopted by the state
board pursuant to Section 51226 shall be deemed to have fulfilled its
responsibilities pursuant to subdivision (b).
   (e) A school district that adopts a required curriculum pursuant
to subdivision (d) that meets or exceeds the model standards
developed by the state board pursuant to Section 51226, or that
adopts alternative means for pupils to complete the prescribed course
of study pursuant to subdivision (b) of Section 51225.3, may
substitute pupil demonstration of competence in the prescribed
subjects through a practical demonstration of these skills in a
regional occupational center or program, work experience,
interdisciplinary study, independent study, credit earned at a
postsecondary institution, or other outside school experience, as
prescribed by Section 51225. 
   SEC. 2.   SECTION 1.   Section 52372.5
is added to the Education Code, to read:
   52372.5.  (a) For purposes of this section, a "multiple pathway
program" is a program that is all of the following:
   (1) 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) A program that ensures that all pupils  are prepared
  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) A program that is comprised, at a minimum, of the following
components:
   (A) 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.  The academic core shall, at a
minimum, be comprised of the following courses:  
   (i) Two years of history.  
   (ii) Four years of English.  
   (iii) Three years of mathematics, that may include algebra,
geometry, algebra II, and statistics.  
   (iv) Two years of laboratory science, that may include biology,
chemistry, and physics.  
   (v) Two years of a foreign language.  
   (vi) One year of visual and performing arts. 
   (B) An integrated technical core of a sequence of at least
 two   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).
   (C) 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) 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)  Using funds available for career technical education,
the Superintendent shall develop   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,
 community-based organizations,  
representatives of regional occupational centers and programs,
community-based organizations, labor organizations,  and others
deemed appropriate by the Superintendent, a  five-year action
plan for the purposes   shall develop a report that
explores the feasibility  of establishing and expanding multiple
pathway programs in California high schools  , including the
costs and merits associated with expansion of these programs.
Multiple pathway 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 action plan shall identify regulations, policies, and
practices that need to be added, deleted, or amended in order to
promote the development and expansion of multiple pathway programs.
The action plan shall also set forth a timeline for the development
and expansion of multiple pathway programs.  
   (d) Multiple pathway programs created for high schools may
include, but are not limited to, California partnership academies,
regional occupational centers or programs, charter schools,
academies, small learning communities, and other career themed small
schools.  
   (e) The action plan shall include at least all of the following
components:  
   (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 multiple pathway programs.  
   (2) Set forth a reasonable timeline for the development and
expansion of multiple pathway programs.  
   (3) Include at least all of the following components: 

   (1) 
    (A) Assessment of the current structure of the
department for the purpose of maximizing the development of these
programs. 
   (2) 
    (B)  Identifying a lead department or agency to
implement aspects  of the plan.   of a multiple
pathways program.  
   (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 multiple pathway
programs, including those described in this section.  
   (3) 
    (D)  Methods for developing and sharing models of
integrated curriculum and instruction. 
   (4) 
    (E)  Strategies for increasing the course options and
instructional time for pupils in high school. 
   (5) 
    (F)  Plans for increasing opportunities for high-quality
learning based on real-world applications in industry and careers.

   (6) 
    (G)  Methods for improving alignment of curriculum
between middle schools and high schools with career 
exploration  instruction, exploration,  and
counseling for middle school pupils. 
   (7) 
    (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. 
   (8) 
    (I)  Recommendations for increasing the supply of
teachers who can teach effectively in a pathway 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. 
   (9) 
    (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
pathway 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. 
   (10) 
    (K)  Recommendations for supporting regional coalitions
in planning and developing programs. 
   (11) 
    (L)  Evaluation of current pathway programs, including
partnership academies, regional occupational centers or programs 
and  postsecondary pathway programs, including middle colleges
and early college models. 
   (12) 
    (M)  Recommendations for increasing and improving
in-school support services. 
   (13) 
    (N)  Recommendations for incorporating new measures into
the state's accountability system to better assess the results of
these programs. 
   (14) 
    (O)  Assessment of the budgetary implications 
for ensuring   of offering  all pupils 
have  access to these programs. 
   (f) If funds are not available, the Superintendent 
    (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. 
   (g) In establishing the plan 
    (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. 
   (h) 
    (f)  The Superintendent shall report to the Legislature
as to the status of  the plan   completing the
report  and any preliminary recommendations no later than July
1, 2009. 
   (i) The Superintendent shall report on the final plan 
    (g)     The Superintendent shall submit a
final report with recommendations  to the Legislature and the
Governor no later than December 1, 2009.