Riverside County
Assessment Network (RCAN) Meeting
October 23, 2015 – 9:00 a.m.
Riverside County Office of Education
Conference Center
CLOSING THE BOOKS ON 2015
By the numbers…
• 2,631 total bills introduced in 2015
• 941 bills reached the governor’s desk
• 808 bills signed by the governor; 133 vetoed
• 596 bills amending the Education Code reached the
governor’s desk—the most of any other code section
• 569 bills were signed; 27 vetoed
Education “wins” again with 596 bills
Notable bills
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AB 288 (Holden) College and Career Access Pathways partnerships
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SB 172 (Liu) CAHSEE suspension
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SB 359 (Mitchell) California Mathematics Placement Act of 2015
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SB 750 (Mendoza) English language education
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AB 575 (O’Donnell)/SB 499 (Liu) Teacher Evaluation
AB 288-College & Career
Pathways Partnerships
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Authorizes school district and CCC boards to enter into a College and Career Pathways
partnership, with the goal of developing seamless pathways from high school to CCC for CTE or
preparation for transfer
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Sunsets the CCAP authority on January 1, 2022
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Specifies the conditions that must be met prior to the adoption of the CCAP agreement, including
public comment at a public board meeting
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Authorizes CCC districts to assign priority enrollment and registration, limit enrollment in a
course only offered at a HS campus, and caps special part-time students to 15 units per term
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Requires school districts to outline the terms of the partnership, including the total number served,
number students to be claimed by CCC district, courses offered, protocols for sharing information
and facilities, parental consent, and school point of contact
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Prohibits CCC districts from:
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entering into a CCAP agreement with a school district outside its service area unless there is an
agreement between the CCC districts
providing PE courses that do not assist in attaining the goals of the CCAP
assessing students a course fee
AB 288…continued
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Establishes requirements relative to instructors, agreements shall certify:
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No CCC instructors teaching a course on a HS campus have been convicted of any sex offense or controlled
substance abuse
No CCC instructors/HS teachers have been displaced / terminated as a result of the same course taught by
their counterpart
No reduction in access to the same course at the CCC
Both the CCC and school district comply with local bargaining agreements
Which district is the employer
Remedial courses taught by CCC faculty at the HS campus will only be offered to students who do not meet
their grade level standard in math, English, or both at 10th or 11th grade interim assessments; and requires
both faculty and teachers to work together to deliver innovative remedial intervention
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Specifies funding provisions
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Requires CCC districts and school districts to report specified information to the CCC
Chancellor on an annual basis
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Authorizes the CCC Chancellor to void any CCAP not in compliance; and, requires
CCC Chancellor to prepare a report by January 1, 2021 for the Legislature, SPI, and
DOF
SB 172--CAHSEE suspension
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Suspends the administration, and requirement to pass, the exit exam as a condition of
receiving a graduation diploma or high school graduation for the 2015-16, 2016-17,
and 2017-18 school years.
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Requires LEA governing bodies to grant a graduation diploma to any student who
completed grade 12 in the 2003-04 or subsequent school year and met all the
graduation requirements other than passing CAHSEE; sunsets this provision on
July 31, 2018.
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Requires the SPI to convene an advisory panel to provide recommendations on the
continuation of the exit exam and on alternative pathways to satisfy high school
graduation requirements; specifies the make up of the panel.
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Requires the recommendations to be included in the SPI’s report on the expansion of
the state’s assessment system, which is due to the SBE, legislative policy and fiscal
committees, and DOF by March 1, 2016.
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For FAQs go to http://www.cde.ca.gov/ta/tg/hs/cahseesuspendfaq.asp
SB 359--California Mathematics
Placement Act of 2015
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Enacts the California Mathematics Placement Act of 2015
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Requires, on or before the 2016-17 school year, a school district’s governing
board that serves students entering grade 9 to develop and adopt a fair, objective,
and transparent Math Placement Policy at a regularly scheduled meeting, and to
post the policy on the LEA’s website.
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Requires the Math Placement Policy to:
– Take multiple objective academic measures of student performance into
consideration, such as the statewide mathematics assessments, including
interim and summative assessments, placement tests aligned to state-adopted
content standards in mathematics, classroom assignment and grades, and
report cards.
– Include at least one placement checkpoint within the first month of the school
year to ensure accurate placement and permit reevaluation of individual
student progress.
SB 359—continued…
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Requires an analysis of aggregate student placement data annually to ensure that
students who are qualified to progress in math courses based on their performance on
objective academic measures are not held back in a disproportionate manner on the
basis of their race, ethnicity, gender, or socioeconomic background. The LEA shall
report the aggregate results of this examination to the governing board or body of the
local educational agency.
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Offers clear and timely recourse for each student and his or her parent or legal
guardian who questions the pupil’s placement.
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Addresses, for non-unified school districts, the consistency of math placement policies
between elementary and high school districts.
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Authorizes governing boards to adopt similar policy for students transitioning between
elementary and middle school or elementary and junior high school.
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Applies to LEAs that don’t have a policy that meets this criteria as of January 1, 2016
SB 750--English language education
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Expands the definition of “long-term English learner” to include students:
– enrolled in school for 6 years or more (rather than more than 6 years)
– who have regressed to a lower English language proficiency level on the state adopted test
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Expands the definition of “an English learner at risk of becoming a long-term English leaner,” by
expanding the:
– grade level of students eligible to be classified from 5-11 to 3-12
– number of year of U.S. school enrollment from 4 to 5 years
– authority for the SPI to determine the appropriate scores on any successor English language
proficiency and English language arts standards based achievement tests for the purpose of
identifying “an English learner at risk of becoming a long-term English learner.”
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Prohibits the exclusion of students from the report of “long-term English learners” or “English learners at
risk of becoming a long-term English learners” based upon an absence of English language standards test
results.
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Encourages the SPI to revisit the determined successor test scores for these purposes after 3 years of
assessment data on the successor test.
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Expands the CDE notice requirements to include the posting of the statewide number of “long-term
English learners” and “English learners at risk of becoming long-term” on the department’s website.
Teacher evaluation bills
AB 575 (O’Donnell) and SB 499 (Liu) are both two-year bills.
AB 575 would require the governing board of each school district and the governing
body of each county office of education to adopt and implement a best practices
teacher and administrator evaluation system by July 1, 2018.
SB 499 would repeal and replace various provisions of existing law governing the
evaluation of certificated employees and, beginning July 1, 2018, would require
school districts to implement a best practices teacher evaluation system. This bill
would also repeal and replace provisions of existing law regarding school
administrator evaluations.
Key point: The criteria for developing the evaluation is subject to the collective
bargaining agreement.
KEY ISSUES TO ANTICIPATE IN 2016
Fiscal outlook for 2016
DOF – YTD $692 million above Budget Act forecast
SCO – First quarter revenues outpacing estimates – 7.5% ahead of last year at this time
UCLA Anderson Forecast–
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Forecast for national economy in next two years is healthy
California real personal income will outpace the nation
California labor market will outperform national market
Affordable housing in California will remain problematic
Temporary tax extension initiatives
Version 1: “School Funding and Budget Stability Act”
– Sponsored by CTA and others
– Maintain high-income surtax through 2030 and allow ¼ cent sales tax to expire
Version 2: “Invest in California’s Children Act”
– Sponsored by California Hospital Association, SEIU-United Healthcare Workers West,
Common Sense Kids Action
– Maintain high-income surtax (in perpetuity) and establish even higher rates for “super
earner couples” earning more than $2 million per year
– Half of revenues would be dedicated to K-14 education
– 40 percent would be dedicated to California’s Medi-Cal program
– 10 percent would be dedicated to Pre-K and early childhood development programs
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If both qualify for ballot, initiative with highest vote total would go into effect (assuming
both are approved by voters)
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Latest polls show nearly half of California voters favor temporarily extending Prop. 30’s
sales and income tax hikes, but support falls to just 32% when asked if they should be made
permanent
Kindergarten through Community College Public
Education Facilities Bond Act of 2016
Sponsored by CASH and CA Building Industry Association
Eligible for November 2016 ballot
$9 billion school facilities bond
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$3 billion for K-12 modernization
$3 billion for K-12 new construction
$2 billion for Community Colleges
$500 million for charter schools
$500 million for Career Technical Education
Makes no changes to existing State School Facilities program
Faces political challenges
– CTA likely to oppose
– Governor and key legislators do not support maintaining the existing program
Additional policy issues in 2016
Teacher Evaluation
– AB 575 and SB 499 still eligible to advance
– Vergara case may impact many discussions
Local Reserve Cap
– SB 799-Key issue: Manage budgets under existing statutory
restrictions, or accept “watered down” legislative solution?
Assessment & Accountability
– State Board
– CCEE
– Legislature
Thank you!
Jeff Vaca, jvaca@rcoe.us
Leticia Garcia, lgarcia@rcoe.us
Cindy Livers, clivers@rcoe.us