BILL ANALYSIS
AB 2694
Page 1
CONCURRENCE IN SENATE AMENDMENTS
AB 2694 (Blumenfield)
As Amended June 30, 2010
Majority vote
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|ASSEMBLY: |72-0 |(May 20, 2010) |SENATE: |35-0 |(August 24, |
| | | | | |2010) |
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Original Committee Reference: ED.
SUMMARY : Revises the definition of "supplementary instructional
materials" and authorizes schools to include relevant
technology-based materials when adopting instructional
materials.
The Senate amendments are technical to cross reference relevant
code sections.
EXISTING LAW :
1)Defines "supplementary instructional materials" as
instructional materials designed to serve, but not be limited
to, one or more of the following purposes, for a given
subject, at a given grade level:
a) To provide more complete coverage of a subject or
subjects included in a given course;
b) To provide for meeting the various learning ability
levels of pupils in a given age group or grade level;
c) To provide for meeting the diverse educational needs of
pupils with a language disability in a given age group or
grade level; or,
d) To provide for meeting the diverse educational needs of
pupils reflective of a condition of cultural pluralism.
2)Defines "technology-based materials" as basic or supplemental
instructional materials that are designed for use by pupils
and teachers as learning resources and that require the
availability of electronic equipment in order to be used as a
learning resource and specifies that technology-based
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materials include, but are not limited to, software programs,
video disks, compact disks, optical disks, video and audio
tapes, lesson plans, and data bases.
3)Provides that technology-based materials do not include the
electronic equipment required to make use of those materials,
unless that equipment is used by pupils and teachers as a
learning resource.
AS PASSED BY THE ASSEMBLY , this bill was substantially similar
to the version passed by the Senate.
FISCAL EFFECT : This bill is keyed non-fiscal by Legislative
Counsel.
COMMENTS : The State Board of Education (SBE) adopts
instructional materials for use in K-8 and local school
districts adopt instructional materials for use in grades 9-12,
inclusive. The SBE-adopted instructional materials must be
consistent with the criteria and standards of quality prescribed
in the adopted curriculum frameworks. Funding from the
Instructional Materials Realignment Fund (IMRF) program must be
used to purchase materials that have been adopted by the SBE and
may be used to purchase supplementary instructional materials
once the district has certified that each pupil has been
provided instructional materials in the core areas. This bill
modifies the definition of supplementary instructional materials
and it requires districts to include technological instructional
materials when adopting instructional materials.
Supplementary instructional materials: This bill modifies the
definition of "supplementary instructional materials" to include
instructional materials designed "to use current, relevant
technology that further engages interactive learning in the
classroom and beyond." The existing definition of supplementary
instructional materials focuses on the content and the purpose
that these materials should serve and not the format in which
those materials should be made available. Additionally, the
definition of "technology-based materials" already includes
supplemental instructional materials, essentially allowing for
the development and use of electronic versions of supplementary
instructional materials. Thus, a change in the definition of
supplementary instructional materials may not be necessary.
Use of electronic instructional materials: This bill authorizes
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governing boards of school districts, when adopting
instructional materials, to include the use of relevant
technological instructional materials if the materials are both
available and comparable to other, equivalent instructional
materials.
A review of the SBE adoption lists for the core subject,
standards-aligned adoptions since 2005 shows that the number of
electronic editions of adopted instructional materials has
increased significantly. For example, the 2007 math adoption
includes 22 basic programs, 10 of which are available in an
optical disk, two are available as online texts, and one program
has an integrated electronic component. In reading-language
arts, nine basic programs were adopted, three of which are
available in an optical disk, four are available as online
texts, and one program has an integrated electronic component.
A recent survey by the Public Policy Institute of California
(PPIC) finds that the share of Californians with Internet access
at home is up 4 points (67% today compared to 63% in 2008) and
that overall Internet use rose 6 points (76% today compared to
70% in 2008). Additionally, the survey shows that computer
ownership is up 3 points (75% today compared to 72% in 2008).
Despite these improvements, the PPIC reports that "a digital
divide still persists," and notes that "just over half of
Latinos (52%) say they have home computers, far lower than the
percentage of Asians (89%), whites (87%), and blacks (75%) who
do. Only 39 percent of Latinos have a home broadband
connection, compared to 75 percent of whites, 74 percent of
Asians, and 62 percent of blacks." Ensuring equal access to the
equipment and infrastructure necessary to make use of
technology-based materials is perhaps the greatest challenge in
expanding use of technology-based materials. Students will need
access to the instructional content both at school and at home,
and most electronic formats will most likely require that
students have access to a personal computer in both locations,
and perhaps access to a broadband Internet connection. As noted
by the PPIC report, there are still significant gaps in access.
The author states, "AB 2694 was introduced to encourage schools
to make a conscientious effort at engaging all students in their
day-to-day instruction through the use of current, relevant
technology as supplemental instructional materials when and
where it is appropriate." The author further states, "It is not
our intent to burden schools with mandates, requirements, or
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costly upgrades; it is our intent to ensure that our schools
make an effort to incorporate current, relevant technology when
considering supplemental instructional materials; not only for
the purposes of engaging all students but for preparing them for
the technology employed in today's world."
Analysis Prepared by : Marisol Avina / ED. / (916) 319-2087
FN: 0005210