BILL ANALYSIS
SENATE COMMITTEE ON EDUCATION
Gloria Romero, Chair
2009-2010 Regular Session
BILL NO: SB 682
AUTHOR: Padilla
INTRODUCED: February 27, 2009
FISCAL COMM: No HEARING DATE: April 22, 2009
URGENCY: No CONSULTANT: Lynn Lorber
SUBJECT : Individuals with Exceptional Needs: employment
training.
SUMMARY
This bill authorizes each county office of education to
create an educational program to provide employment-related
services to individuals with autism spectrum disorders and
other disabilities or special needs.
BACKGROUND
Partnership academies are three-year programs (grades
10-12) and are structured as a school-within-a-school
model. Key components include:
1) Curriculum focused on a career-theme and coordinated
with related academic courses.
2) Activities with private sector involvement to
encourage academic and occupational preparation, such
as an integrated and project-based curriculum, a
mentor program, classroom speakers, field trips, and
exploration of postsecondary and career options.
3) Workplace learning opportunities such as job
shadowing, student internships and work experience.
The career-technical focus for an academy is determined by
an analysis of the local labor market with a focus on
fields that are growing and strong, that offer jobs with
"career ladders" and that have sufficient industry support.
The program is kept broad, focusing on industries rather
than on specific jobs. There are a number of funding
sources supporting partnership academies. There are
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currently about 380 partnership academies, serving about
57,000 pupils. Partnership academies are funded at a rate
of $540 per pupil and are funded through three separate
state funding streams. Funding for partnership academies
is not included in the categorical program flexibility
(Tier II), meaning funding for partnership academies is
subject to cuts but those funds may not be used for other
educational purposes. Partnership academy funding was
reduced by 15.38% in 2008-09, and faces an additional 4.46%
reduction in 2009-10.
Regional occupational centers and programs (ROC/Ps) provide
high school pupils 16 years of age or older, and adult
students, with career and technical education to enable
pupils to enter the workforce with the skills and
competencies needed to be successful, pursue advanced
training in postsecondary educational institutions, and
upgrade existing skills and knowledge. ROC/Ps work in
partnership with local businesses and industry to design
and provide programs for industry-based, transferable and
portable certification programs based upon job market
demand.
There are currently 74 ROC/Ps enrolling approximately
460,000 pupils each year. Pupils receive training in
regular classroom settings as well as in actual business
and industry facilities. In 2007-08, ROC/Ps received
approximately $460 million (General Fund). Funding for
ROC/Ps is included in the categorical program flexibility
(Tier III), allowing school districts to use ROC/P funding
for any educational purpose for the 2008-09 fiscal year to
the 2012-13 fiscal year. ROC/P funding was reduced by
15.38% in 2008-09, and faces an additional 4.46% reduction
in 2009-10.
The California Department of Education (CDE) developed, and
the State Board of Education (SBE) adopted, model
curriculum standards for career technical education in
2005. The career technical education frameworks were
adopted in 2007.
Current law requires that the individualized education
program (IEP) for a pupil with exceptional needs, beginning
with the IEP in effect when the pupil turns 16 years of
age, or younger if determined appropriate by the IEP team,
to include:
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1) Appropriate measurable postsecondary goals based on
assessments of training, education, employment and
independent living.
2) The transition services, including coursework, needed
to assist the pupil in reaching those goals.
Current law defines "transition services" as a coordinated
set of activities for an individual with exceptional needs
that does, among other things:
1) Is focused on improving the academic and functional
achievement of the pupil to facilitate transition to
postsecondary education, vocational education,
integrated employment, continuing adult education, and
independent living.
2) Includes instruction, related services, community
experiences, the development of employment and other
adult living objectives, and the acquisition of daily
living skills.
Project Workability I, administered by the California
Department of Education (CDE) is a job training and
placement component of transition services for pupils with
disabilities. Workability performs interagency
coordination of services, including a non-financial
interagency agreement between the Employment Development
Department, State Department of Rehabilitation and the CDE.
ANALYSIS
This bill authorizes each county office of education to
create an educational program to provide employment-related
services to individuals with autism spectrum disorders and
other disabilities or special needs. Specifically, this
bill:
1) Authorizes a program established pursuant to this bill
to do any or all of the following:
a) Include mentoring and internship programs
with a focus on employment training and
opportunities.
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b) Provide participants with both the work
skills necessary to exhibit competence on the job
and career technical training necessary for
securing employment.
c) Collaborate with a multi-purpose community
designed to offer housing, employment and
recreational opportunities.
2) Requires a program established pursuant to this bill
to include an advisory board.
STAFF COMMENTS
1) Permissive education code . This bill authorizes an
action that can already be undertaken under existing
law. Given this, the Committee may wish to consider
whether the bill is necessary.
2) What's the problem ? Pupils with special needs are not
prohibited from participating in partnership
academies, ROC/Ps or other career technical education
courses or programs. While these programs are
designed to meet the needs of all pupils, there are no
separate programs for pupils with special needs or
components addressing the specific needs of pupils
with autism spectrum disorders. The California
Legislative Blue Ribbon Commission on Autism published
a report in September of 2007 that includes policy
recommendations regarding the need for career
technical education pathways specifically designed to
meet the needs of pupils with autism spectrum
disorders. This report cited the impending boom of
people with autism spectrum disorders reaching the age
of majority and the lack of a cohesive system of
supports for adults with autism spectrum disorders.
3) Another approach . Instead of authorizing county
offices of education to create an educational program
pursuant to this bill, staff recommends an amendment
to instead establish a pilot project for the purposes
of providing combined academic and occupational
training to secondary pupils with autism spectrum
disorders and other disabilities or special needs.
4) Related legislation . SB 621 (Florez) requires the
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Superintendent of Public Instruction to include model
curriculum standards appropriate for individuals with
exceptional needs, the model curriculum standards for
a career technical education course of study. SB 621
is scheduled for hearing on April 29, 2009, in this
Committee.
SUPPORT
Special Education Local Plan Area Administrators
OPPOSITION
None received.