BILL NUMBER: AB 2648	CHAPTERED
	BILL TEXT

	CHAPTER  681
	FILED WITH SECRETARY OF STATE  SEPTEMBER 30, 2008
	APPROVED BY GOVERNOR  SEPTEMBER 30, 2008
	PASSED THE SENATE  AUGUST 20, 2008
	PASSED THE ASSEMBLY  AUGUST 30, 2008
	AMENDED IN SENATE  AUGUST 18, 2008
	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
   (Principal coauthor: Senator Steinberg)
   (Coauthors: Assembly Members Berg, Eng, Hancock, and Portantino)

                        FEBRUARY 22, 2008

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


	LEGISLATIVE COUNSEL'S DIGEST


   AB 2648, 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 report that explores the
feasibility of expanding and establishing career multiple pathway
programs, as defined, in California. The bill would require that the
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 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 to apply for and accept grants and
receive donations, and other financial support from public or private
sources. The bill would require the Superintendent to report to the
Legislature as to the status of completing the report, and any
preliminary recommendations, by July 1, 2009. The Superintendent
would be required to submit a final report with recommendations to
the Legislature by December 1, 2009.


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

  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 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.
   (B) 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).
   (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) 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
multiple pathway programs in California, 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 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:
   (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 multiple
pathway 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 multiple pathway
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 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.
   (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.
   (K) Recommendations for supporting regional coalitions in planning
and developing programs.
   (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.
   (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
programs.
   (O) Assessment of the budgetary implications of offering all
pupils access to these 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.