BILL ANALYSIS
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THIRD READING
Bill No: SB 682
Author: Padilla (D), et al
Amended: 4/28/09
Vote: 21
SENATE EDUCATION COMMITTEE : 9-0, 4/22/09
AYES: Romero, Huff, Alquist, Hancock, Liu, Maldonado,
Padilla, Simitian, Wyland
SUBJECT : Individuals with exceptional needs: employment
training:
Autism
SOURCE : Author
DIGEST : This bill establishes a pilot program, to the
extent that federal funds are made available, for the
purposes of providing combined academic and occupational
training to secondary pupils with autism spectrum disorders
and other special needs. The bill states it is the intent
of the Legislature that this pilot program model existing
career technical education programs, including, but not
limited to, partnership academies and regional occupational
programs or centers, that may be tailored to meet the
unique needs of pupils with autism spectrum disorders and
other special needs.
ANALYSIS : Partnership academies are three-year programs
(grades 10-12) and are structured as a
school-within-a-school model. Key components include:
CONTINUED
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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
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
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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 Department of Education (CDE) developed, and the State
Board of Education adopted, model curriculum standards for
career technical education in 2005. The career technical
education frameworks were adopted in 2007.
Existing 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:
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.
Existing 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.
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Project Workability I, administered by the 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.
Comments
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.
Related Legislation
SB 621 (Florez) requires the 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. In Senate Education Committee for hearing
on 4/29/09.
FISCAL EFFECT : Appropriation: No Fiscal Com.: No
Local: No
SUPPORT : (Verified 4/28/09)
Alliance of California Autism Organizations
Special Education Local Plan Area Administrators
The Help Group
Tierra del Sol
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DLW:nl 4/28/09 Senate Floor Analyses
SUPPORT/OPPOSITION: SEE ABOVE
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