52370. The governing board of any high school district may provide
for the maintenance on Saturday of special day and evening classes in
career technical training authorized and provided for by any program
of national defense of the federal government, or any agency
thereof, acting through the State Department of Education.
No apportionments from state funds based upon average daily
attendance in special day or evening classes, whether maintained on
Saturday or other days, shall be made where the total cost of the
classes is borne by the federal government, or any agency thereof.
52371. Pilot programs may be established by school districts to
provide for the maintenance on Saturday of classes in career
technical training, upon the approval of the Superintendent of Public
Instruction. Career technical training may be a part of, but is not
limited to, a program of national defense of the federal government,
or any agency thereof.
No apportionments to districts from state funds based upon average
daily attendance in these classes, whether maintained on Saturday or
other days, shall be made where the total cost of the classes is
borne by the federal government, or any agency thereof.
52372. The governing board of any high school district, subject to
the provisions of this code relating to courses of study for high
schools, the governing board of any joint powers regional
occupational center or program, or the county superintendent of
schools which conducts any county-operated regional occupational
center or program, may establish and maintain, in connection with any
high school or regional occupational center or program under its or
his or her jurisdiction, cooperative career technical education
programs or community classrooms as part of a career technical
education course in accordance with rules and regulations prescribed
by the Superintendent of Public Instruction.
52372.1. (a) The Superintendent of Public Instruction shall adopt
rules and regulations for cooperative career technical education
programs and community classrooms. The rules and regulations shall
include, but need not necessarily be limited to, all of the
following:
(1) Selection and approval of work and training stations.
(2) Related classroom instruction.
(3) Supervision of students while in training.
(4) Joint venture training agreements and plans.
(5) Student teacher ratios.
(6) Paid and unpaid on-the-job experiences.
(7) Credit for participation in cooperative career technical
education programs and community classrooms.
(b) As used in this section, "cooperative career technical
education programs" includes cooperative agreements between schools
and employers to provide students with paid on-the-job experiences,
as well as career technical education instruction contributing to the
student's education and employability.
(c) As used in this section, "community classrooms" includes
instructional methodologies which are part of a career technical
education course, and which may utilize the facilities and equipment
of a public agency or private business to provide students the
opportunity to expand competencies developed in a career technical
course in unpaid on-the-job experiences.
(d) Joint venture agreements shall be entered into between the
director and the management of the community classroom site to ensure
that students will be provided, through unpaid on-the-job
experiences, the opportunity to expand the competencies developed in
the classroom instruction portion of their training.
Each instructor, in cooperation with the business or agency in
which the student will be placed, shall develop an individualized
training plan for each pupil enrolled in a community classroom.
(e) All statutes and regulations applicable to minors in
employment relationships apply to cooperative career technical
education programs and to community classrooms.
(f) For purposes of this section, "public agency" means any public
agency capable of providing unpaid on-the-job experience meeting all
of the following requirements:
(1) The on-the-job experiences are in occupations for which there
is a local job market.
(2) The on-the-job experiences are equivalent to those which could
be received for each specific occupational area as if they were held
at a private business site.
52372.5. (a) For purposes of this section, a "multiple pathway
program" is a program that is all of the following:
(1) A multiyear, comprehensive high school program of integrated
academic and technical study that is organized around a broad theme,
interest area, or industry sector, including, but not necessarily
limited to, the industry sectors identified in the model standards
adopted by the state board pursuant to Section 51226.
(2) A program that ensures that all pupils have curriculum choices
that will prepare them for career entry and a full range of
postsecondary options, including two- and four-year college,
apprenticeship, and formal employment training.
(3) A program that is comprised, at a minimum, of the following
components:
(A) An integrated core curriculum that meets the eligibility
requirements for admission to the University of California and the
California State University and is delivered through project-based
learning and other engaging instructional strategies that
intentionally bring real-world context and relevance to the
curriculum where broad themes, interest areas, and career technical
education are emphasized.
(B) An integrated technical core of a sequence of at least four
related courses, that may reflect career technical education
standards-based courses, that provide pupils with career skills, that
are aligned to and underscore academic principles, and to the extent
possible fulfill the academic core requirements listed in
subparagraph (A).
(C) A series of work-based learning opportunities that begin with
mentoring and job shadowing and evolve into intensive internships,
school-based enterprises, or virtual apprenticeships.
(D) Support services, including supplemental instruction in
reading and mathematics, that help pupils master the advanced
academic and technical content that is necessary for success in
college and career.
(b) The Superintendent, in conjunction with the Office of the
Secretary for Education, the California Community Colleges, the
University of California, the California State University, the
Employment Development Department, both houses of the California
Legislature, teachers, chamber organizations, industry
representatives, research centers, parents, school administrators,
representatives of regional occupational centers and programs,
community-based organizations, labor organizations, and others deemed
appropriate by the Superintendent, shall develop a report that
explores the feasibility of establishing and expanding additional
multiple pathway programs in California, including the costs and
merits associated with expansion of these programs. Multiple pathway
programs created for high schools may include, but are not limited
to, California partnership academies, regional occupational centers
and programs, charter schools, academies, small learning communities,
and other career-themed small schools.
(c) The report described in subdivision (b) shall do all of the
following:
(1) Identify regulations, policies, and practices that need to be
added, deleted, or amended in order to promote the development and
expansion of multiple pathway programs.
(2) Set forth a reasonable timeline for the development and
expansion of multiple pathway programs.
(3) Include at least all of the following components:
(A) Assessment of the current capacity of the department for the
purpose of maximizing the development of these programs.
(B) Identifying the possible roles and responsibilities of other
departments or agencies to assist in developing or expanding multiple
pathway programs.
(C) An assessment of the appropriateness of school districts
fulfilling the requirements set forth in subdivisions (a) and (b) of
Section 51228 by developing industry-focused multiple pathway
programs, including those described in this section.
(D) Methods for developing and sharing models of integrated
curriculum and instruction.
(E) Strategies for increasing the course options and instructional
time for pupils in high school.
(F) Plans for increasing opportunities for high-quality learning
based on real-world applications in industry and careers.
(G) Methods for improving alignment of curriculum between middle
schools and high schools with career instruction, exploration, and
counseling for middle school pupils.
(H) Methods for improving coordination and articulation between
high schools and postsecondary institutions, including, but not
limited to, California Community Colleges, the California State
University, and the University of California.
(I) Recommendations for increasing the supply of teachers who can
teach effectively in a pathway setting that aims to prepare pupils
for a full range of postsecondary options. Necessary specialized
skills include, but are not limited to, the abilities to design
interdisciplinary projects and use project-based learning as an
instructional strategy, work with other teachers in a team-teaching
arrangement, develop curriculum that effectively integrates academic
and technical content, design and utilize high-quality work-based
learning to reinforce lessons in both academic and technical courses,
and develop authentic pupil assessments.
(J) Recommendations for increasing the supply of schoolsite and
district administrators who can effectively create and manage schools
that are implementing one or more industry focused pathway programs.
Necessary specialized skills include, but are not limited to, the
abilities to develop and sustain partnerships with industry partners,
recruit and retain uniquely qualified teachers, guide development of
integrated curriculum, understand needs for and provide teacher
professional development, guide development of comprehensive guidance
systems that integrate college advising and career counseling, guide
development of a coordinated and sequenced work-based learning
component, and utilize data to assess pupil readiness for college and
career.
(K) Recommendations for supporting regional coalitions in planning
and developing programs.
(L) Evaluation of current pathway programs, including partnership
academies, regional occupational centers or programs and
postsecondary pathway programs, including middle colleges and early
college models.
(M) Recommendations for increasing and improving in-school support
services.
(N) Recommendations for incorporating new measures into the state'
s accountability system to better assess the results of these
programs.
(O) Assessment of the budgetary implications of offering all
pupils access to these programs.
(d) For purposes of completing the report described in subdivision
(b), the Superintendent is authorized to use existing state
resources and federal funds. If state or federal funds are not
available or sufficient, the Superintendent may apply for and accept
grants and receive donations, and other financial support from public
or private sources for purposes of this section.
(e) In developing the report, the Superintendent may accept
support including, but not necessarily limited to, financial and
technical support, from high school reform advocates, teachers,
chamber organizations, industry representatives, research centers,
parents, and pupils.
(f) The Superintendent shall report to the Legislature as to the
status of completing the report and any preliminary recommendations
no later than July 1, 2009.
(g) The Superintendent shall submit a final report with
recommendations to the Legislature and the Governor no later than
December 1, 2009.
52373. (a) The governing board of any high school district
maintaining an agriculture course may transport pupils, instructors,
or supervisors of classes to and from any classes or places where the
work of the classes is being done, whether within or without the
district, in the same manner and subject to the same limitations as
in transporting pupils to and from school.
(b) No pupil shall be required to pay any fee or charge for
transportation associated with activities of career technical student
organizations which are a part of a career technical class or course
of instruction offered for credit, when those activities are
integral to assisting the pupil to achieve the career objectives of
the class or course.
52374. The duties, powers, purposes, responsibilities, and
jurisdiction of the governing board of any high school district with
respect to any high school established in the district prior to
August 14, 1929, and not supported in whole or in part by any funds
derived from the levy of any district tax may, with the approval of
the State Board of Education, acting upon the recommendation of the
Superintendent of Public Instruction, be transferred to the Chief of
the Division of Vocational Education in the Department of Education
who may appoint any qualified person to exercise immediate
supervision over the school.
52375. No pupil shall be required to pay any fee or charge for
enrollment or participation in activities of career technical student
organizations which are a part of a career technical class or course
of instruction offered for credit, when those activities are
integral to assisting the pupil to achieve the career objectives of
the class or course. This section shall apply to activities which
occur during or outside of the regular schoolday.
This section does not constitute a change in, but is declaratory
of, existing law. Furthermore, this section shall not be construed to
authorize a fee or charge for any pupil to enroll or participate in
any activity other than career technical student organizations.
52376. (a) The governing board of any school district that
maintains a high school may expend supplemental funding apportioned
pursuant to Section 54761 for the purposes of this section. Any
governing board that expends supplemental grant funding pursuant to
this section or accepts other funds made available for purposes of
this section shall do all of the following:
(1) By May 1, 1991, establish procedures and policies required
pursuant to subdivision (b).
(2) By July 1, 1992, establish a program required pursuant to
subdivision (c).
(b) The governing board of each school district that elects to
utilize supplemental grant funding or accept other funds for the
purposes of this section shall do the following:
(1) Establish district policies and procedures to systematically
review career technical education classes offered by the district to
determine the degree to which each class may offer an alternative
means for completing and receiving credit for specific portions of
the district's prescribed course of study to graduate from high
school. The governing board shall ensure that those classes are
equivalent, in terms of content and rigor, to the courses prescribed
in subdivision (a) of Section 51225.3.
(2) Establish district policies and procedures to compare, not
less than every three years, the local curriculum, course content,
and course sequence of career technical education programs in the
district with the state model curriculum standards for career
technical education.
(c) Each governing board expending supplemental grant funding or
accepting other funds made available for the purposes of this section
shall develop and implement, in consultation with the regional
occupational center or program and community college serving the
geographic area of the school district, a career technical education
program that meets at least the following criteria:
(1) Provides a series of career technical education programs, each
of which offers a sequence of courses leading to specific
competencies that will enable pupils to manage personal and work life
and attain entry level employment in business or industry upon
graduation from high school. The plan to provide a series of career
technical education programs shall be consistent with local
agreements with regional occupational centers and programs and
community colleges regarding the responsibilities for the provision
and articulation of services among those local agencies. Each
governing board shall also develop and implement plans for
articulation of career technical courses, or both career technical
and technical courses, with the community colleges to extend the
sequence of courses through grades 13 and 14.
(2) Conducts or obtains access to needs data and assessment of
local business and industry to ensure that the career technical
education programs offered will prepare pupils in competencies for
which employment opportunities exist.
(3) Provides counseling and guidance services to pupils to help
them meet all necessary requirements for high school graduation and
make informed career preparation choices. Counseling and guidance
services provided to promote the purposes of this section may include
counseling for pupils in grades 6 to 12, inclusive.
(4) Involves business and industry in cooperative projects with
the schools to provide work experience opportunities, instructors
from business and industry, assistance with needs assessments and
program evaluations, and access to business and industry employment
placement services.
(5) Provides access to employment placement services to help
graduating pupils obtain employment.
(6) Includes a system of data collection to report annually to the
governing board on the success or failure of each career technical
education program in terms of all of the following:
(A) Pupils achieving the desired competencies.
(B) Pupils securing employment, particularly in jobs related to
the area of their career technical preparation.
(C) Pupils proceeding to advanced education and training at the
postsecondary level.
(D) Number and types of career technical classes offered and the
number of those classes that qualify as alternative means to complete
the prescribed course of study pursuant to subdivision (b) of
Section 51225.3.
(E) Number of pupils enrolled in career technical classes.
52377. Any reference to "vocational" education, skill training,
instruction, or training in this code shall be deemed to be a
reference to "career technical" education, skill training,
instruction, or training.
52370. The governing board of any high school district may provide
for the maintenance on Saturday of special day and evening classes in
career technical training authorized and provided for by any program
of national defense of the federal government, or any agency
thereof, acting through the State Department of Education.
No apportionments from state funds based upon average daily
attendance in special day or evening classes, whether maintained on
Saturday or other days, shall be made where the total cost of the
classes is borne by the federal government, or any agency thereof.
52371. Pilot programs may be established by school districts to
provide for the maintenance on Saturday of classes in career
technical training, upon the approval of the Superintendent of Public
Instruction. Career technical training may be a part of, but is not
limited to, a program of national defense of the federal government,
or any agency thereof.
No apportionments to districts from state funds based upon average
daily attendance in these classes, whether maintained on Saturday or
other days, shall be made where the total cost of the classes is
borne by the federal government, or any agency thereof.
52372. The governing board of any high school district, subject to
the provisions of this code relating to courses of study for high
schools, the governing board of any joint powers regional
occupational center or program, or the county superintendent of
schools which conducts any county-operated regional occupational
center or program, may establish and maintain, in connection with any
high school or regional occupational center or program under its or
his or her jurisdiction, cooperative career technical education
programs or community classrooms as part of a career technical
education course in accordance with rules and regulations prescribed
by the Superintendent of Public Instruction.
52372.1. (a) The Superintendent of Public Instruction shall adopt
rules and regulations for cooperative career technical education
programs and community classrooms. The rules and regulations shall
include, but need not necessarily be limited to, all of the
following:
(1) Selection and approval of work and training stations.
(2) Related classroom instruction.
(3) Supervision of students while in training.
(4) Joint venture training agreements and plans.
(5) Student teacher ratios.
(6) Paid and unpaid on-the-job experiences.
(7) Credit for participation in cooperative career technical
education programs and community classrooms.
(b) As used in this section, "cooperative career technical
education programs" includes cooperative agreements between schools
and employers to provide students with paid on-the-job experiences,
as well as career technical education instruction contributing to the
student's education and employability.
(c) As used in this section, "community classrooms" includes
instructional methodologies which are part of a career technical
education course, and which may utilize the facilities and equipment
of a public agency or private business to provide students the
opportunity to expand competencies developed in a career technical
course in unpaid on-the-job experiences.
(d) Joint venture agreements shall be entered into between the
director and the management of the community classroom site to ensure
that students will be provided, through unpaid on-the-job
experiences, the opportunity to expand the competencies developed in
the classroom instruction portion of their training.
Each instructor, in cooperation with the business or agency in
which the student will be placed, shall develop an individualized
training plan for each pupil enrolled in a community classroom.
(e) All statutes and regulations applicable to minors in
employment relationships apply to cooperative career technical
education programs and to community classrooms.
(f) For purposes of this section, "public agency" means any public
agency capable of providing unpaid on-the-job experience meeting all
of the following requirements:
(1) The on-the-job experiences are in occupations for which there
is a local job market.
(2) The on-the-job experiences are equivalent to those which could
be received for each specific occupational area as if they were held
at a private business site.
52372.5. (a) For purposes of this section, a "multiple pathway
program" is a program that is all of the following:
(1) A multiyear, comprehensive high school program of integrated
academic and technical study that is organized around a broad theme,
interest area, or industry sector, including, but not necessarily
limited to, the industry sectors identified in the model standards
adopted by the state board pursuant to Section 51226.
(2) A program that ensures that all pupils have curriculum choices
that will prepare them for career entry and a full range of
postsecondary options, including two- and four-year college,
apprenticeship, and formal employment training.
(3) A program that is comprised, at a minimum, of the following
components:
(A) An integrated core curriculum that meets the eligibility
requirements for admission to the University of California and the
California State University and is delivered through project-based
learning and other engaging instructional strategies that
intentionally bring real-world context and relevance to the
curriculum where broad themes, interest areas, and career technical
education are emphasized.
(B) An integrated technical core of a sequence of at least four
related courses, that may reflect career technical education
standards-based courses, that provide pupils with career skills, that
are aligned to and underscore academic principles, and to the extent
possible fulfill the academic core requirements listed in
subparagraph (A).
(C) A series of work-based learning opportunities that begin with
mentoring and job shadowing and evolve into intensive internships,
school-based enterprises, or virtual apprenticeships.
(D) Support services, including supplemental instruction in
reading and mathematics, that help pupils master the advanced
academic and technical content that is necessary for success in
college and career.
(b) The Superintendent, in conjunction with the Office of the
Secretary for Education, the California Community Colleges, the
University of California, the California State University, the
Employment Development Department, both houses of the California
Legislature, teachers, chamber organizations, industry
representatives, research centers, parents, school administrators,
representatives of regional occupational centers and programs,
community-based organizations, labor organizations, and others deemed
appropriate by the Superintendent, shall develop a report that
explores the feasibility of establishing and expanding additional
multiple pathway programs in California, including the costs and
merits associated with expansion of these programs. Multiple pathway
programs created for high schools may include, but are not limited
to, California partnership academies, regional occupational centers
and programs, charter schools, academies, small learning communities,
and other career-themed small schools.
(c) The report described in subdivision (b) shall do all of the
following:
(1) Identify regulations, policies, and practices that need to be
added, deleted, or amended in order to promote the development and
expansion of multiple pathway programs.
(2) Set forth a reasonable timeline for the development and
expansion of multiple pathway programs.
(3) Include at least all of the following components:
(A) Assessment of the current capacity of the department for the
purpose of maximizing the development of these programs.
(B) Identifying the possible roles and responsibilities of other
departments or agencies to assist in developing or expanding multiple
pathway programs.
(C) An assessment of the appropriateness of school districts
fulfilling the requirements set forth in subdivisions (a) and (b) of
Section 51228 by developing industry-focused multiple pathway
programs, including those described in this section.
(D) Methods for developing and sharing models of integrated
curriculum and instruction.
(E) Strategies for increasing the course options and instructional
time for pupils in high school.
(F) Plans for increasing opportunities for high-quality learning
based on real-world applications in industry and careers.
(G) Methods for improving alignment of curriculum between middle
schools and high schools with career instruction, exploration, and
counseling for middle school pupils.
(H) Methods for improving coordination and articulation between
high schools and postsecondary institutions, including, but not
limited to, California Community Colleges, the California State
University, and the University of California.
(I) Recommendations for increasing the supply of teachers who can
teach effectively in a pathway setting that aims to prepare pupils
for a full range of postsecondary options. Necessary specialized
skills include, but are not limited to, the abilities to design
interdisciplinary projects and use project-based learning as an
instructional strategy, work with other teachers in a team-teaching
arrangement, develop curriculum that effectively integrates academic
and technical content, design and utilize high-quality work-based
learning to reinforce lessons in both academic and technical courses,
and develop authentic pupil assessments.
(J) Recommendations for increasing the supply of schoolsite and
district administrators who can effectively create and manage schools
that are implementing one or more industry focused pathway programs.
Necessary specialized skills include, but are not limited to, the
abilities to develop and sustain partnerships with industry partners,
recruit and retain uniquely qualified teachers, guide development of
integrated curriculum, understand needs for and provide teacher
professional development, guide development of comprehensive guidance
systems that integrate college advising and career counseling, guide
development of a coordinated and sequenced work-based learning
component, and utilize data to assess pupil readiness for college and
career.
(K) Recommendations for supporting regional coalitions in planning
and developing programs.
(L) Evaluation of current pathway programs, including partnership
academies, regional occupational centers or programs and
postsecondary pathway programs, including middle colleges and early
college models.
(M) Recommendations for increasing and improving in-school support
services.
(N) Recommendations for incorporating new measures into the state'
s accountability system to better assess the results of these
programs.
(O) Assessment of the budgetary implications of offering all
pupils access to these programs.
(d) For purposes of completing the report described in subdivision
(b), the Superintendent is authorized to use existing state
resources and federal funds. If state or federal funds are not
available or sufficient, the Superintendent may apply for and accept
grants and receive donations, and other financial support from public
or private sources for purposes of this section.
(e) In developing the report, the Superintendent may accept
support including, but not necessarily limited to, financial and
technical support, from high school reform advocates, teachers,
chamber organizations, industry representatives, research centers,
parents, and pupils.
(f) The Superintendent shall report to the Legislature as to the
status of completing the report and any preliminary recommendations
no later than July 1, 2009.
(g) The Superintendent shall submit a final report with
recommendations to the Legislature and the Governor no later than
December 1, 2009.
52373. (a) The governing board of any high school district
maintaining an agriculture course may transport pupils, instructors,
or supervisors of classes to and from any classes or places where the
work of the classes is being done, whether within or without the
district, in the same manner and subject to the same limitations as
in transporting pupils to and from school.
(b) No pupil shall be required to pay any fee or charge for
transportation associated with activities of career technical student
organizations which are a part of a career technical class or course
of instruction offered for credit, when those activities are
integral to assisting the pupil to achieve the career objectives of
the class or course.
52374. The duties, powers, purposes, responsibilities, and
jurisdiction of the governing board of any high school district with
respect to any high school established in the district prior to
August 14, 1929, and not supported in whole or in part by any funds
derived from the levy of any district tax may, with the approval of
the State Board of Education, acting upon the recommendation of the
Superintendent of Public Instruction, be transferred to the Chief of
the Division of Vocational Education in the Department of Education
who may appoint any qualified person to exercise immediate
supervision over the school.
52375. No pupil shall be required to pay any fee or charge for
enrollment or participation in activities of career technical student
organizations which are a part of a career technical class or course
of instruction offered for credit, when those activities are
integral to assisting the pupil to achieve the career objectives of
the class or course. This section shall apply to activities which
occur during or outside of the regular schoolday.
This section does not constitute a change in, but is declaratory
of, existing law. Furthermore, this section shall not be construed to
authorize a fee or charge for any pupil to enroll or participate in
any activity other than career technical student organizations.
52376. (a) The governing board of any school district that
maintains a high school may expend supplemental funding apportioned
pursuant to Section 54761 for the purposes of this section. Any
governing board that expends supplemental grant funding pursuant to
this section or accepts other funds made available for purposes of
this section shall do all of the following:
(1) By May 1, 1991, establish procedures and policies required
pursuant to subdivision (b).
(2) By July 1, 1992, establish a program required pursuant to
subdivision (c).
(b) The governing board of each school district that elects to
utilize supplemental grant funding or accept other funds for the
purposes of this section shall do the following:
(1) Establish district policies and procedures to systematically
review career technical education classes offered by the district to
determine the degree to which each class may offer an alternative
means for completing and receiving credit for specific portions of
the district's prescribed course of study to graduate from high
school. The governing board shall ensure that those classes are
equivalent, in terms of content and rigor, to the courses prescribed
in subdivision (a) of Section 51225.3.
(2) Establish district policies and procedures to compare, not
less than every three years, the local curriculum, course content,
and course sequence of career technical education programs in the
district with the state model curriculum standards for career
technical education.
(c) Each governing board expending supplemental grant funding or
accepting other funds made available for the purposes of this section
shall develop and implement, in consultation with the regional
occupational center or program and community college serving the
geographic area of the school district, a career technical education
program that meets at least the following criteria:
(1) Provides a series of career technical education programs, each
of which offers a sequence of courses leading to specific
competencies that will enable pupils to manage personal and work life
and attain entry level employment in business or industry upon
graduation from high school. The plan to provide a series of career
technical education programs shall be consistent with local
agreements with regional occupational centers and programs and
community colleges regarding the responsibilities for the provision
and articulation of services among those local agencies. Each
governing board shall also develop and implement plans for
articulation of career technical courses, or both career technical
and technical courses, with the community colleges to extend the
sequence of courses through grades 13 and 14.
(2) Conducts or obtains access to needs data and assessment of
local business and industry to ensure that the career technical
education programs offered will prepare pupils in competencies for
which employment opportunities exist.
(3) Provides counseling and guidance services to pupils to help
them meet all necessary requirements for high school graduation and
make informed career preparation choices. Counseling and guidance
services provided to promote the purposes of this section may include
counseling for pupils in grades 6 to 12, inclusive.
(4) Involves business and industry in cooperative projects with
the schools to provide work experience opportunities, instructors
from business and industry, assistance with needs assessments and
program evaluations, and access to business and industry employment
placement services.
(5) Provides access to employment placement services to help
graduating pupils obtain employment.
(6) Includes a system of data collection to report annually to the
governing board on the success or failure of each career technical
education program in terms of all of the following:
(A) Pupils achieving the desired competencies.
(B) Pupils securing employment, particularly in jobs related to
the area of their career technical preparation.
(C) Pupils proceeding to advanced education and training at the
postsecondary level.
(D) Number and types of career technical classes offered and the
number of those classes that qualify as alternative means to complete
the prescribed course of study pursuant to subdivision (b) of
Section 51225.3.
(E) Number of pupils enrolled in career technical classes.
52377. Any reference to "vocational" education, skill training,
instruction, or training in this code shall be deemed to be a
reference to "career technical" education, skill training,
instruction, or training.
52370. The governing board of any high school district may provide
for the maintenance on Saturday of special day and evening classes in
career technical training authorized and provided for by any program
of national defense of the federal government, or any agency
thereof, acting through the State Department of Education.
No apportionments from state funds based upon average daily
attendance in special day or evening classes, whether maintained on
Saturday or other days, shall be made where the total cost of the
classes is borne by the federal government, or any agency thereof.
52371. Pilot programs may be established by school districts to
provide for the maintenance on Saturday of classes in career
technical training, upon the approval of the Superintendent of Public
Instruction. Career technical training may be a part of, but is not
limited to, a program of national defense of the federal government,
or any agency thereof.
No apportionments to districts from state funds based upon average
daily attendance in these classes, whether maintained on Saturday or
other days, shall be made where the total cost of the classes is
borne by the federal government, or any agency thereof.
52372. The governing board of any high school district, subject to
the provisions of this code relating to courses of study for high
schools, the governing board of any joint powers regional
occupational center or program, or the county superintendent of
schools which conducts any county-operated regional occupational
center or program, may establish and maintain, in connection with any
high school or regional occupational center or program under its or
his or her jurisdiction, cooperative career technical education
programs or community classrooms as part of a career technical
education course in accordance with rules and regulations prescribed
by the Superintendent of Public Instruction.
52372.1. (a) The Superintendent of Public Instruction shall adopt
rules and regulations for cooperative career technical education
programs and community classrooms. The rules and regulations shall
include, but need not necessarily be limited to, all of the
following:
(1) Selection and approval of work and training stations.
(2) Related classroom instruction.
(3) Supervision of students while in training.
(4) Joint venture training agreements and plans.
(5) Student teacher ratios.
(6) Paid and unpaid on-the-job experiences.
(7) Credit for participation in cooperative career technical
education programs and community classrooms.
(b) As used in this section, "cooperative career technical
education programs" includes cooperative agreements between schools
and employers to provide students with paid on-the-job experiences,
as well as career technical education instruction contributing to the
student's education and employability.
(c) As used in this section, "community classrooms" includes
instructional methodologies which are part of a career technical
education course, and which may utilize the facilities and equipment
of a public agency or private business to provide students the
opportunity to expand competencies developed in a career technical
course in unpaid on-the-job experiences.
(d) Joint venture agreements shall be entered into between the
director and the management of the community classroom site to ensure
that students will be provided, through unpaid on-the-job
experiences, the opportunity to expand the competencies developed in
the classroom instruction portion of their training.
Each instructor, in cooperation with the business or agency in
which the student will be placed, shall develop an individualized
training plan for each pupil enrolled in a community classroom.
(e) All statutes and regulations applicable to minors in
employment relationships apply to cooperative career technical
education programs and to community classrooms.
(f) For purposes of this section, "public agency" means any public
agency capable of providing unpaid on-the-job experience meeting all
of the following requirements:
(1) The on-the-job experiences are in occupations for which there
is a local job market.
(2) The on-the-job experiences are equivalent to those which could
be received for each specific occupational area as if they were held
at a private business site.
52372.5. (a) For purposes of this section, a "multiple pathway
program" is a program that is all of the following:
(1) A multiyear, comprehensive high school program of integrated
academic and technical study that is organized around a broad theme,
interest area, or industry sector, including, but not necessarily
limited to, the industry sectors identified in the model standards
adopted by the state board pursuant to Section 51226.
(2) A program that ensures that all pupils have curriculum choices
that will prepare them for career entry and a full range of
postsecondary options, including two- and four-year college,
apprenticeship, and formal employment training.
(3) A program that is comprised, at a minimum, of the following
components:
(A) An integrated core curriculum that meets the eligibility
requirements for admission to the University of California and the
California State University and is delivered through project-based
learning and other engaging instructional strategies that
intentionally bring real-world context and relevance to the
curriculum where broad themes, interest areas, and career technical
education are emphasized.
(B) An integrated technical core of a sequence of at least four
related courses, that may reflect career technical education
standards-based courses, that provide pupils with career skills, that
are aligned to and underscore academic principles, and to the extent
possible fulfill the academic core requirements listed in
subparagraph (A).
(C) A series of work-based learning opportunities that begin with
mentoring and job shadowing and evolve into intensive internships,
school-based enterprises, or virtual apprenticeships.
(D) Support services, including supplemental instruction in
reading and mathematics, that help pupils master the advanced
academic and technical content that is necessary for success in
college and career.
(b) The Superintendent, in conjunction with the Office of the
Secretary for Education, the California Community Colleges, the
University of California, the California State University, the
Employment Development Department, both houses of the California
Legislature, teachers, chamber organizations, industry
representatives, research centers, parents, school administrators,
representatives of regional occupational centers and programs,
community-based organizations, labor organizations, and others deemed
appropriate by the Superintendent, shall develop a report that
explores the feasibility of establishing and expanding additional
multiple pathway programs in California, including the costs and
merits associated with expansion of these programs. Multiple pathway
programs created for high schools may include, but are not limited
to, California partnership academies, regional occupational centers
and programs, charter schools, academies, small learning communities,
and other career-themed small schools.
(c) The report described in subdivision (b) shall do all of the
following:
(1) Identify regulations, policies, and practices that need to be
added, deleted, or amended in order to promote the development and
expansion of multiple pathway programs.
(2) Set forth a reasonable timeline for the development and
expansion of multiple pathway programs.
(3) Include at least all of the following components:
(A) Assessment of the current capacity of the department for the
purpose of maximizing the development of these programs.
(B) Identifying the possible roles and responsibilities of other
departments or agencies to assist in developing or expanding multiple
pathway programs.
(C) An assessment of the appropriateness of school districts
fulfilling the requirements set forth in subdivisions (a) and (b) of
Section 51228 by developing industry-focused multiple pathway
programs, including those described in this section.
(D) Methods for developing and sharing models of integrated
curriculum and instruction.
(E) Strategies for increasing the course options and instructional
time for pupils in high school.
(F) Plans for increasing opportunities for high-quality learning
based on real-world applications in industry and careers.
(G) Methods for improving alignment of curriculum between middle
schools and high schools with career instruction, exploration, and
counseling for middle school pupils.
(H) Methods for improving coordination and articulation between
high schools and postsecondary institutions, including, but not
limited to, California Community Colleges, the California State
University, and the University of California.
(I) Recommendations for increasing the supply of teachers who can
teach effectively in a pathway setting that aims to prepare pupils
for a full range of postsecondary options. Necessary specialized
skills include, but are not limited to, the abilities to design
interdisciplinary projects and use project-based learning as an
instructional strategy, work with other teachers in a team-teaching
arrangement, develop curriculum that effectively integrates academic
and technical content, design and utilize high-quality work-based
learning to reinforce lessons in both academic and technical courses,
and develop authentic pupil assessments.
(J) Recommendations for increasing the supply of schoolsite and
district administrators who can effectively create and manage schools
that are implementing one or more industry focused pathway programs.
Necessary specialized skills include, but are not limited to, the
abilities to develop and sustain partnerships with industry partners,
recruit and retain uniquely qualified teachers, guide development of
integrated curriculum, understand needs for and provide teacher
professional development, guide development of comprehensive guidance
systems that integrate college advising and career counseling, guide
development of a coordinated and sequenced work-based learning
component, and utilize data to assess pupil readiness for college and
career.
(K) Recommendations for supporting regional coalitions in planning
and developing programs.
(L) Evaluation of current pathway programs, including partnership
academies, regional occupational centers or programs and
postsecondary pathway programs, including middle colleges and early
college models.
(M) Recommendations for increasing and improving in-school support
services.
(N) Recommendations for incorporating new measures into the state'
s accountability system to better assess the results of these
programs.
(O) Assessment of the budgetary implications of offering all
pupils access to these programs.
(d) For purposes of completing the report described in subdivision
(b), the Superintendent is authorized to use existing state
resources and federal funds. If state or federal funds are not
available or sufficient, the Superintendent may apply for and accept
grants and receive donations, and other financial support from public
or private sources for purposes of this section.
(e) In developing the report, the Superintendent may accept
support including, but not necessarily limited to, financial and
technical support, from high school reform advocates, teachers,
chamber organizations, industry representatives, research centers,
parents, and pupils.
(f) The Superintendent shall report to the Legislature as to the
status of completing the report and any preliminary recommendations
no later than July 1, 2009.
(g) The Superintendent shall submit a final report with
recommendations to the Legislature and the Governor no later than
December 1, 2009.
52373. (a) The governing board of any high school district
maintaining an agriculture course may transport pupils, instructors,
or supervisors of classes to and from any classes or places where the
work of the classes is being done, whether within or without the
district, in the same manner and subject to the same limitations as
in transporting pupils to and from school.
(b) No pupil shall be required to pay any fee or charge for
transportation associated with activities of career technical student
organizations which are a part of a career technical class or course
of instruction offered for credit, when those activities are
integral to assisting the pupil to achieve the career objectives of
the class or course.
52374. The duties, powers, purposes, responsibilities, and
jurisdiction of the governing board of any high school district with
respect to any high school established in the district prior to
August 14, 1929, and not supported in whole or in part by any funds
derived from the levy of any district tax may, with the approval of
the State Board of Education, acting upon the recommendation of the
Superintendent of Public Instruction, be transferred to the Chief of
the Division of Vocational Education in the Department of Education
who may appoint any qualified person to exercise immediate
supervision over the school.
52375. No pupil shall be required to pay any fee or charge for
enrollment or participation in activities of career technical student
organizations which are a part of a career technical class or course
of instruction offered for credit, when those activities are
integral to assisting the pupil to achieve the career objectives of
the class or course. This section shall apply to activities which
occur during or outside of the regular schoolday.
This section does not constitute a change in, but is declaratory
of, existing law. Furthermore, this section shall not be construed to
authorize a fee or charge for any pupil to enroll or participate in
any activity other than career technical student organizations.
52376. (a) The governing board of any school district that
maintains a high school may expend supplemental funding apportioned
pursuant to Section 54761 for the purposes of this section. Any
governing board that expends supplemental grant funding pursuant to
this section or accepts other funds made available for purposes of
this section shall do all of the following:
(1) By May 1, 1991, establish procedures and policies required
pursuant to subdivision (b).
(2) By July 1, 1992, establish a program required pursuant to
subdivision (c).
(b) The governing board of each school district that elects to
utilize supplemental grant funding or accept other funds for the
purposes of this section shall do the following:
(1) Establish district policies and procedures to systematically
review career technical education classes offered by the district to
determine the degree to which each class may offer an alternative
means for completing and receiving credit for specific portions of
the district's prescribed course of study to graduate from high
school. The governing board shall ensure that those classes are
equivalent, in terms of content and rigor, to the courses prescribed
in subdivision (a) of Section 51225.3.
(2) Establish district policies and procedures to compare, not
less than every three years, the local curriculum, course content,
and course sequence of career technical education programs in the
district with the state model curriculum standards for career
technical education.
(c) Each governing board expending supplemental grant funding or
accepting other funds made available for the purposes of this section
shall develop and implement, in consultation with the regional
occupational center or program and community college serving the
geographic area of the school district, a career technical education
program that meets at least the following criteria:
(1) Provides a series of career technical education programs, each
of which offers a sequence of courses leading to specific
competencies that will enable pupils to manage personal and work life
and attain entry level employment in business or industry upon
graduation from high school. The plan to provide a series of career
technical education programs shall be consistent with local
agreements with regional occupational centers and programs and
community colleges regarding the responsibilities for the provision
and articulation of services among those local agencies. Each
governing board shall also develop and implement plans for
articulation of career technical courses, or both career technical
and technical courses, with the community colleges to extend the
sequence of courses through grades 13 and 14.
(2) Conducts or obtains access to needs data and assessment of
local business and industry to ensure that the career technical
education programs offered will prepare pupils in competencies for
which employment opportunities exist.
(3) Provides counseling and guidance services to pupils to help
them meet all necessary requirements for high school graduation and
make informed career preparation choices. Counseling and guidance
services provided to promote the purposes of this section may include
counseling for pupils in grades 6 to 12, inclusive.
(4) Involves business and industry in cooperative projects with
the schools to provide work experience opportunities, instructors
from business and industry, assistance with needs assessments and
program evaluations, and access to business and industry employment
placement services.
(5) Provides access to employment placement services to help
graduating pupils obtain employment.
(6) Includes a system of data collection to report annually to the
governing board on the success or failure of each career technical
education program in terms of all of the following:
(A) Pupils achieving the desired competencies.
(B) Pupils securing employment, particularly in jobs related to
the area of their career technical preparation.
(C) Pupils proceeding to advanced education and training at the
postsecondary level.
(D) Number and types of career technical classes offered and the
number of those classes that qualify as alternative means to complete
the prescribed course of study pursuant to subdivision (b) of
Section 51225.3.
(E) Number of pupils enrolled in career technical classes.
52377. Any reference to "vocational" education, skill training,
instruction, or training in this code shall be deemed to be a
reference to "career technical" education, skill training,
instruction, or training.
