BILL ANALYSIS Ó
SENATE COMMITTEE ON EDUCATION
Senator Carol Liu, Chair
2015 - 2016 Regular
Bill No: SB 871
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|Author: |Liu |
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|Version: |January 14, 2016 Hearing |
| |Date: March 9, 2016 |
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|Urgency: |No | Fiscal: | Yes |
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|Consultant:|Lynn Lorber |
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Subject: California Collaborative for Educational Excellence:
professional development training: pilot program
SUMMARY
This bill requires the California Collaborative for Educational
Excellence to establish a statewide infrastructure to implement
a pilot program of technical assistance to inform its long-term
efforts to advise and assist local educational agencies (LEAs)
in improving student achievement, and to provide professional
development to LEAs.
BACKGROUND
Existing law:
1) Establishes the California Collaborative for Educational
Excellence (CCEE) for the purpose of advising and assisting
school districts, county superintendent of schools, and
charter schools in achieving the goals set forth in a local
control and accountability plan (LCAP). (Education Code §
52074)
2) Requires the county superintendent of schools to provide
technical assistance, including any of the following, if
the county superintendent does not approve a LCAP or annual
update of a school district, or if the governing board of a
school district requests technical assistance:
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a) Identification of the school district's strengths
and weaknesses in regard to the state priorities.
b) Assignment of an academic expert or team to
assist the school district in identifying and
implementing effective programs that are designed to
improve the outcomes for all student subgroups.
c) Request that the Superintendent of Public
Instruction (SPI) assign the CCEE to provide advice
and assistance to the school district.
(EC § 52071)
3) Requires the SPI to provide technical assistance, including
any of the following, if the SPI does not approve a local
control and accountability plan (LCAP) or annual update of
a county office of education, or if the county board of
education requests technical assistance:
a) Identification of the county board of education's
strengths and weaknesses in regard to the state
priorities.
b) Assignment of an academic expert or team, or the
California Collaborative for Educational Excellence
(CCEE), to assist in identifying and implementing
effective programs that are designed to improve the
outcomes for all student subgroups. (EC § 52071.5)
4) Authorizes the Superintendent of Public Instruction (SPI)
to direct the CCEE to advise and assist a school district,
county superintendent of schools, or charter school in any
of the following circumstances:
a) If the governing board of a school district,
county board of education, or governing body or a
charter school requests the advice and assistance of
the CCEE.
b) If the county superintendent of schools
determines, following the provision of technical
assistance, that the advice and assistance of the CCEE
is necessary to help the district or charter school
accomplish the goals described in the LCAP.
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c) If the SPI determines that the advice and
assistance of the CCEE is necessary to help the school
district, county superintendent of schools, or charter
school accomplish the goals set forth in the LCAP.
(EC § 52074)
5) Requires the governing board of each school district and
each county board of education to adopt an LCAP, and to
update the plan annually. Existing law requires LCAPs to
include both of the following:
a) A description of the annual goals, for all
students and each subgroup of students, to be achieved
for each of the state priorities and for any
additional local priorities identified by the
governing board.
b) A description of the specific actions the school
district will take during each year of the LCAP to
achieve the goals, including the enumeration of any
specific actions necessary for that year to correct
any deficiencies in regard to the state priorities.
(EC § 52060 and § 52066)
6) Prohibits a school district or county board of education
from denying a petition for the establishment of a charter
school unless it makes certain findings, including that the
petition does not contain reasonably comprehensive
descriptions of, among other things, the educational
program and the annual goals for the charter
school for all students and for each subgroup of students to be
achieved in the state priorities, and specific annual actions to
achieve those goals.
(EC § 47605 and § 47605.6)
7) Requires the State Board of Education to adopt evaluation
rubrics, by October 1, 2016, for all of the following
purposes:
a) To assist a school district, county office of
education or charter school in evaluating its
strengths, weaknesses, and areas that require
improvement.
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b) To assist a county superintendent of schools in
identifying school districts and charter schools in
need of technical assistance, and the specific
priorities upon which the technical assistance should
be focused.
c) To assist the Superintendent of Public
Instruction in identifying school districts for which
intervention is warranted. (EC § 52064.5)
8) Requires the evaluation rubrics to reflect a holistic,
multidimensional assessment of school districts and
individual schoolsite performance and include all of the
state priorities. Existing law requires, as part of the
evaluation rubrics, the SBE to adopt standards for school
district and individual schoolsite performance and
expectations for improvement in regard to each of the state
priorities.
(EC § 52064.5)
ANALYSIS
This bill requires the California Collaborative for Educational
Excellence (CCEE) to establish a statewide infrastructure to
implement a pilot program of technical assistance to inform its
long-term efforts to advise and assist local educational
agencies (LEAs) in improving student achievement, and to provide
professional development to LEAs. Specifically, this bill:
Pilot program
1) Requires the CCEE, during the 2016-17 and 2017-18 fiscal
years, to implement a pilot program that will inform its
long-term efforts to advise and assist school districts,
county superintendents of schools, and charter schools in
improving student achievement.
2) Requires the Superintendent of Public Instruction (SPI) to
assign the CCEE to assist school districts, county offices
of education, and charter schools in the pilot program.
This bill requires the SPI, in making those assignments, to
consider input from the CCEE and any requests from school
districts, county superintendents of schools, or charter
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schools to participate in the pilot program.
3) Provides that participation by an LEA in the pilot program
is voluntary and participating LEAs shall not pay for any
assistance provided pursuant to the pilot program
(notwithstanding existing law that requires LEAs to pay for
assistance provided by the CCEE).
4) Requires the governing board of the CCEE, by August 15,
2016, to submit a plan for implementing the pilot program
to the relevant policy and fiscal committees of the
Legislature, the Director of Finance, and the Legislative
Analyst's Office.
5) Requires the implementation plan to describe, at a minimum,
all of the following:
a) The goals of the pilot program,
including but not limited to, improving student
outcomes related to the state priorities.
b) The major implementation activities of
the pilot program and the means for assessing whether
the goals are met.
c) An implementation timeline and a
program budget, with anticipated expenditures and
funding sources.
6) Requires the pilot program, to the extent possible, to
include school districts, county offices of education, and
charter schools from urban, suburban, and rural areas
representing all regions of the state, as well as those
with enrollment of unduplicated students and the student
subgroups.
7) Requires the governing board of the California
Collaborative for Educational Excellence (CCEE), by
November 1, 2018, to report to the relevant policy and
fiscal committees of the Legislature, the Department of
Finance, and the Legislative Analyst's Office about lessons
learned from the pilot program and its implications of the
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ongoing work of the CCEE.
8) States legislative intent that the pilot program be used to
advise the governing board of the CCEE in their efforts to
provide research-based, quality advice and assistance to
local educational agencies (LEAs).
9) Provides that nothing in this bill prohibits the CCEE from
continuing to meet the requirements of existing law
(advising and assisting LEAs) in the 2016-17 fiscal year or
in future fiscal years.
Professional development
10) Requires the CCEE, beginning with the 2016-17 school year,
to establish a statewide infrastructure to provide
professional development training to school districts,
county offices of education, and charter schools.
11) States that the purpose of the professional development is
to successfully implement the evaluation rubrics.
12) Requires the professional development training to include,
but not be limited to, all of the following:
a) Information on how the evaluation
rubrics are used for the development and
implementation of the local control and accountability
plans (LCAPs), and the related requirements for
charter schools.
b) Information on how the evaluation
rubrics will be used to increase academic achievement,
with emphasis on closing the achievement gap for
unduplicated students and the student subgroups.
c) The role of statewide and local data in
using the evaluation rubrics to inform the development
of local control and accountability plans (LCAPs) and
to communicate with stakeholders.
d) Information on how the evaluation
rubrics will be used, in conjunction with LCAPs, to
establish a system of continuous improvement.
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13) Requires the California Collaborative for Educational
Excellence (CCEE) to submit an implementation plan to the
relevant policy and fiscal committees of the Legislature,
the Director of Finance, and the Legislative Analyst's
Office, by August 15, 2016.
14) Requires the implementation plan to include relevant
expenditure and provider information, and a timeline to
begin training, by October 1, 2016.
15) Requires the CCEE to ensure that the professional
development training is provided in each region of the
state and available to all school districts, county offices
of education, and charter schools.
16) Authorizes the CCEE to contract with one or more entities
to provide the professional development training.
17) Requires the CCEE to conduct a survey of school districts,
county offices of education, and charter schools on how
they used the evaluation rubrics to develop and implement
their LCAPs, or meet the related requirements for charter
schools.
Both provisions of the bill
18) Provides that the professional development provisions and
pilot program provisions of this bill are not to be
implemented unless funding is providing for those purposes
in the annual Budget Act or another enacted statute.
STAFF COMMENTS
1) Need for the bill. According to the author, "The exact
details of the state's new accountability system have not
been finalized, yet major themes have been determined,
including ensuring the new system emphasizes a culture of
continuous support and on-going learning. In order to
build a strong accountability infrastructure, the state
must make strategic investments to build local and state
capacity to support a culture of continuous improvement.
The CCEE is in the initial stages of organization and the
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evaluation rubrics are not yet completed, but some schools
know they need assistance now. This is a perfect
opportunity for the CCEE to pilot technical assistance
delivery, which will in turn better inform development of a
statewide system of technical assistance.
"Some school districts and county offices of education
faced challenges in in developing their LCAPs. The
evaluation rubrics now being developed by the State Board
of Education (SBE) should be used to drive updates to LCAPs
and as a basis for establishing systems of continuous
improvement. Schools need ways to capitalize on lessons
learned and share best practices to accelerate learning.
The State needs to provide a system of professional
development for both county and school personnel to ensure
they have the tools necessary to use data, the evaluation
rubrics and their local control and accountability plans
(LCAPs) to implement a system of continuous improvement."
2) Author's amendments. The author wishes to amend this bill
as follows:
a) Change the timeline by which the CCEE is to
submit an implementation plan for the professional
development training from August 15, 2016, to 30 days
after the SBE adopts the evaluation rubrics. (Page 3,
line 33)
b) Require the professional development
implementation plan to include information on how the
CCEE will determine the appropriate sequence of which
local educational agencies will receive professional
development training. (Page 3, line 35)
c) Change the date by which the professional
development training is to begin from October 1, 2016,
to October 15, 2016. (Page 3, line 36)
d) Change "implementing the evaluation rubrics" to
"utilizing the evaluation rubrics" with regard to the
stated purpose of the professional development
training. (Page 3, line 3)
e) Change "increase academic achievement" to
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"improve pupil outcomes" with regard information to be
included in the professional development training.
(Page 3, line 14)
f) Change "academic achievement" to "pupil outcomes"
with regard to the goal of the pilot program. (Page
4, line 14)
g) Change "Department of Finance" to "Director of
Finance." (Page 5, line 17)
h) On page 3, line 7, strike "of" and insert "on."
3) Role of the Collaborative. Existing law authorizes the
Superintendent of Public Instruction (SPI) to direct the
CCEE to advise and assist a school district, county
superintendent of schools, or charter school in specific
circumstances, including when an LEA requests the advice
and assistance of the CCEE. While existing law provides
that LEAs may request the advice and assistance of the
CCEE, this bill establishes a pilot program to enable the
CCEE to begin to assist LEAs and to inform its long-term
work to provide technical assistance on a statewide basis.
Existing law provides that a school district or county
board of education that requests technical assistance is to
be paid for by the requesting LEA. This bill provides that
volunteering LEAs do not have to pay for the advice and
assistance of the CCEE.
4) Who will provide professional development? This bill
requires the CCEE to establish a statewide infrastructure
to provide professional development training, and
specifically authorizes the CCEE to contract with one or
more entities to provide the professional development
training. According to the author, the goal of creating a
statewide infrastructure is to ensure the professional
development is high-quality, comprehensive, and calibrated
across all LEAs.
5) Who will receive professional development? This bill
requires the California Collaborative for Educational
Excellence (CCEE) to ensure that the professional
development training is provided in each region of the
state and available to all school districts. This bill is
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silent with regard to which types of local educational
agencies (LEAs), and which types of staff, should be first
to receive professional development. Some stakeholders
believe that county offices of education should receive
professional development before school districts and
charter schools, considering the role of county offices in
approving school districts local control and accountability
plans (LCAPs). The author believes that it's also crucial
for school district personnel to receive professional
development considering their role in developing LCAPs and
to help prevent districts from needing technical assistance
or intervention.
The author is proposing an amendment, specified in Comment
#2(b), to require the CCEE's implementation plan for the
professional development training to include information on
how the CCEE will determine the appropriate sequence of
which LEAs will receive professional development training.
6) Fiscal impact. This bill would impose unknown costs for
professional development training and assistance provided
via the pilot program. This bill provides that LEAs
participating in the pilot program will not be required to
pay for their participation in the pilot program. A
trailer bill to the 2013 Budget Act appropriated $10
million for support of the CCEE; to date, approximately $2
million of that appropriation has been expended.
7) Related legislation. AB 1206 (Chu) among other things,
authorizes the Superintendent of Public Instruction to
direct the CCEE to advise and assist a LEA if a
state-appointed trustee or administrator of a school
district requests the advice and assistance of the CCEE.
AB 1206 was never heard and has been returned to the Chief
Clerk of the Assembly pursuant to Joint Rule 56.
SUPPORT
EdVoice
OPPOSITION
None received.
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