BILL ANALYSIS Ó
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|SENATE RULES COMMITTEE | SB 871|
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THIRD READING
Bill No: SB 871
Author: Liu (D) and De León (D)
Amended: 5/31/16
Vote: 21
SENATE EDUCATION COMMITTEE: 8-0, 3/9/16
AYES: Liu, Block, Hancock, Leyva, Mendoza, Monning, Pan, Vidak
NO VOTE RECORDED: Runner
SENATE APPROPRIATIONS COMMITTEE: 6-1, 5/27/16
AYES: Lara, Bates, Beall, Hill, McGuire, Mendoza
NOES: Nielsen
SUBJECT: California Collaborative for Educational Excellence:
professional development training: pilot program
SOURCE: Author
DIGEST: 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.
ANALYSIS:
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
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charter schools in achieving the goals set forth in a local
control and accountability plan (LCAP). (Education Code §
52074)
2) 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.
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)
3) Requires the State Board of Education (SBE) 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.
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 SPI in identifying school districts
for which intervention is warranted. (EC § 52064.5)
4) Requires the evaluation rubrics to reflect a holistic,
multidimensional assessment of school districts and
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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)
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 outcomes.
2) Requires the 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 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.
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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 CCEE, by November 1,
2018, to report to the relevant policy and fiscal committees
of the Legislature, the Director of Finance, and the
Legislative Analyst's Office about lessons learned from the
pilot program and its implications of the 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
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 process 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 utilize the evaluation rubrics, and
encourages participating LEAs to include in the training all
stakeholders that are involved in the development of a LCAP,
as specified.
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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 LCAPs, and
the related requirements for charter schools.
b) Information on how the evaluation rubrics will be
used to improve student outcomes, 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 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.
13) Requires the 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, within 30 days of adoption of the evaluation rubrics
by the SBE.
14) Requires the implementation plan to include relevant
expenditure and provider information, and a timeline to
begin training, by October 15, 2016, and requires the
implementation plan to include information on how the CCEE
will determine the appropriate sequence of which local
educational agencies will receive the professional
development training.
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
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used the evaluation rubrics to develop and implement their
LCAPs, or meet the related requirements for charter schools.
This bill authorizes the CCEE to contract with one or more
entities to develop, administer, monitor, and analyze the
survey.
Both provisions of this 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.
Comments
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 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."
Role of the Collaborative. Existing law authorizes the SP) to
direct the CCEE to advise and assist a school district, county
superintendent of schools, or charter school in specific
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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.
FISCAL EFFECT: Appropriation: No Fiscal
Com.:YesLocal: No
According to the Senate Appropriations Committee analysis, this
bill would impose costs pressure in the low to mid tens of
millions over the 2016-17 and 2017-18 fiscal years depending on
the level of services provided to LEAs (Proposition 98). The
Collaborative roughly estimates costs to be $23.5 million in the
2016-17 fiscal year and $24.5 million in the 2017-18 fiscal
year, though if this bill were enacted, the actual
implementation of its requirements could take numerous forms,
thus changing the costs incurred.
Staff notes that the Senate Budget Subcommittee on Education
recently acted to provide $45 million in one-time Proposition 98
funding to the California Collaborative for Educational
Excellence to conduct statewide training on the evaluation
rubrics and their use to inform the local control and
accountability plan with a focus on improving student outcomes
and closing the achievement gap. The funds would also be used
to establish a pilot program to provide technical assistance and
support to LEAs that volunteer to participate.
SUPPORT: (Verified5/27/16)
California Association of School Business Officials
California Federation of Teachers
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Los Angeles County Office of Education
Los Angeles Unified School District
Public Advocates
OPPOSITION: (Verified5/27/16)
None received
Prepared by:Lynn Lorber / ED. / (916) 651-4105
6/1/16 8:31:38
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