Bill Text: CA SB614 | 2019-2020 | Regular Session | Amended
Bill Title: Teacher credentialing: reading instruction.
Spectrum: Partisan Bill (Democrat 4-0)
Status: (Engrossed - Dead) 2020-08-20 - August 20 hearing: Held in committee and under submission. [SB614 Detail]
Download: California-2019-SB614-Amended.html
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Amended
IN
Assembly
June 18, 2019 |
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Amended
IN
Senate
May 17, 2019 |
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Amended
IN
Senate
April 11, 2019 |
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Amended
IN
Senate
April 01, 2019 |
| Senate Bill | No. 614 |
| Introduced by Senator Rubio |
February 22, 2019 |
LEGISLATIVE COUNSEL'S DIGEST
The Child Care and Development Services Act, administered by the State Department of Education, requires the Superintendent of Public Instruction to administer childcare and development programs that offer a full range of services to eligible children from infancy to 13 years of age. Existing law establishes the Inclusive Early Education Expansion Program for the purpose of increasing access to inclusive early care and education programs. The program requires the department to award grants to local educational agencies, as defined, on a competitive basis, and requires the department’s Special Education Division and Early Education and Support Division to work collaboratively to administer the program. The program requires a grant to be used for one-time infrastructure costs only.
This bill would, contingent upon an appropriation by the Legislature for these purposes, establish the Inclusive Early Childhood Education Grant Program
for the purpose of increasing access to early childhood education programs. The bill would require the department’s Special Education Division and Early Learning and Care Division, in consultation and coordination with the State Department of Developmental Services, to administer the program, including developing criteria for proposals, selecting grantees, and collecting specified data. The bill would require an applicant to be a county office of education and to include specified information in its grant application. The bill would require grants to be awarded on a competitive basis, with priority given to applicants that meet any of specified criteria. The bill would require grants to be used only for outreach coordinators, placement navigators, coordination and provision of resources, adaptive equipment, professional development, assessment or evaluation of tools and licenses, training for parents, and certain specialists. The bill would require the department to create an evaluation plan for county
offices of education that receive grants, as provided. The bill would delay implementation of these provisions until June 30, 2020.
The bill would also make changes to the findings and declarations for the Inclusive Early Education Expansion Program and nonsubstantive changes to other provisions of that program.
Digest Key
Vote: MAJORITY Appropriation: NO Fiscal Committee: YES Local Program: NOBill Text
The people of the State of California do enact as follows:
SECTION 1.
Section 44252.6 of the Education Code is amended to read:44252.6.
(a) The commission, no later than July 1, 2007, shall ensure that the California Subject Examinations for Teachers (CSET): Multiple Subjects be modified to add an assessment of basic writing skills at least as comprehensively and to the level of rigor that basic writing skills are assessed by the state basic skills proficiency test.(c)The commission shall conduct a public study session to consider the implications of incorporating the assessment of ability, skills, and knowledge related to effective reading instruction that is assessed by the Reading Instruction Competence Assessment (RICA) within the teacher performance assessment set forth in Section 44320.2 and shall report on the outcome of that session to the Legislature and the Governor no later than July 1, 2007. At the study session, the commission shall provide an opportunity for teachers, teacher educators, reading specialists, testing specialists, representatives of teachers, administrators, governing board members, parents of pupils, and the public to comment on the implications, costs, and validity of consolidating these assessments.
(d)The commission shall convene a public study session to discuss the implications of modifying the single subject California Subject Examinations for Teachers (CSET) to assess basic skills in reading, writing, and mathematics. The commission, no later than October 1, 2007, shall report to the Legislature on the outcome of that session of modifying the CSET in single subjects to assess basic skills in the subjects of basic reading, writing, and mathematics, at least as comprehensively and to the level that these skills are assessed by the state basic skills proficiency test. At the study session, the commission shall provide an opportunity for teachers, teacher educators, reading specialists, testing specialists, representatives of teachers, administrators, governing board members, parents of pupils, and the public to comment on the implications, costs, and validity of modifying these assessments.
(e)
SEC. 2.
Section 44259 of the Education Code is amended to read:44259.
(a) Except as provided in subparagraphs (A) and (C) of paragraph (3) of subdivision (b),(A)Commencing January 1, 1997, satisfactory completion of comprehensive reading
instruction that is research based and includes all of the following:
(i)The study of organized, systematic, explicit skills including phonemic awareness, direct, systematic, explicit phonics, and decoding skills.
(ii)A strong literature, language, and comprehension component with a balance of oral and written language.
(iii)Ongoing diagnostic techniques that inform teaching and assessment.
(iv)Early intervention techniques.
(v)Guided practice in a clinical setting.
(B)For purposes of this section, “direct, systematic, explicit phonics”
means phonemic awareness, spelling patterns, the direct instruction of sound/symbol codes and practice in connected text, and the relationship of direct, systematic, explicit phonics to the components set forth in clauses (i) to (v), inclusive, of subparagraph (A).
A program for the multiple subjects credential also shall include the study of integrated methods of teaching language arts.
SEC. 3.
Section 44268.5 of the Education Code is repealed.(a)A teacher who does not hold a specialist credential to teach pupils with mild to moderate disabilities in a special day class setting may teach in a special day class setting that consists of pupils with mild to moderate disabilities if the teacher consents to the assignment and meets all of the following conditions:
(1)The teacher has been teaching in a special day class setting for a minimum of 10 years, as of January 1, 2000.
(2)The teacher holds one of the following:
(A)A services credential with a specialization in clinical or rehabilitative services with special class authorization.
(B)A Standard Teaching Credential with the Minor - Speech and Hearing Handicapped.
(C)A Restricted Special Education Credential - Speech and Hearing Therapy.
(D)A Limited Specialized Preparation Credential - Speech and Hearing Handicapped.
(E)A Special Secondary Credential - Correction of Speech Defects.
(F)An Exceptional Children Credential - Speech Correction and Lip Reading.
(3)Concurrently with the teaching assignment, the teacher annually completes 6 units or the equivalent thereof of professional development in core subjects.
(4)The teacher passes the reading instruction competence assessment administered by the commission pursuant to Section 44283 within one year of the beginning of the school year. Passage of the assessment shall be considered evidence of the teacher’s competence in reading instruction.
(b)This section shall remain in effect only until January 1, 2005, and as of that date is repealed, unless a later enacted statute, that is enacted before January 1, 2005, deletes or extends that date.
SEC. 4.
Section 44283 of the Education Code is amended to read:44283.
(a) The Legislature hereby recognizes that teacher competence in reading instruction and literacy is essential to the progress and achievement of pupils learning to read in elementary and secondary schools. It is the intent of the Legislature that the commission(b)The commission shall develop, adopt, and administer a reading instruction competence assessment consisting of one or more instruments to measure an individual’s knowledge, skill, and ability relative to effective reading instruction. The reading instruction competence assessment shall measure the knowledge, skill, and ability of first-time credential applicants who are not credentialed in any state that the commission determines to be essential to reading instruction and shall be consistent with the state’s reading curriculum framework adopted after July 1, 1996, and the Reading Program Advisory published by the State Department of Education in 1996. The commission shall perform the following duties with respect to the reading instruction competence assessment:
(1)Develop, adopt, and administer the assessment.
(2)Initially and periodically analyze the validity and reliability of the content of the assessment.
(3)Establish and implement appropriate passing scores on the assessment.
(4)Analyze possible sources of bias on the assessment.
(5)Collect and analyze background information provided by first-time credential applicants who are not credentialed in any state who participate in the assessment.
(6)Report and interpret individual and aggregated assessment results.
(7)Convene a task force to advise the commission on the design, content, and administration of the assessment. Not less than one-third of the members of the task force shall be classroom teachers with recent experience in teaching reading in the early elementary grades.
(8)Prior to requiring successful passage of the assessment for the preliminary multiple subject teaching credential, certify that all of the teacher education programs approved by the commission pursuant to Section 44227 offer instruction in the knowledge, skills, and abilities required by the assessment.
(c)Commencing on the earliest feasible date, as determined by the commission, the requirements for issuance of the preliminary multiple subject teaching credential, as set forth in subdivision (b) of Section 44259, shall include successful passage of one of the following components of the reading instruction competence assessment:
(1)A comprehensive examination of the knowledge and skill pertaining to effective reading instruction of the credential applicant.
(2)An authentic assessment of teaching skills and classroom abilities of the credential applicant pertaining to the provision of effective reading instruction.
(d)The reading instruction competence assessment is subject to the provisions of Sections 44235.1 and 44298.
SEC. 5.
Section 44283.2 of the Education Code is repealed.(a)Commencing on January 1, 2000, prior to the initial issuance of a specialist teaching credential in special education pursuant to Section 44265, except as provided in subdivision (b) a first time credential applicant who is not credentialed in any state shall be required to demonstrate that he or she passed the reading instruction competence assessment developed pursuant to Section 44283.
(b)This section shall not apply to an applicant for an Early Childhood Special Education Certificate or Early Childhood Special Education Credential, which authorizes the holder to provide educational services to children from birth through prekindergarten who are eligible for early intervention special education and related services.
SEC. 6.
Section 44468 of the Education Code is amended to read:44468.
(a) An internship program, established pursuant to Article 7.5 (commencing with Section 44325) of Chapter 2 or this article, that is accredited by the commission shall provide interns who meet entrance criteria and are accepted to a multiple subject teaching credential program, a single subject teaching credential program, or a level 1 education specialist credential program that provides instruction to individuals with mild to moderate disabilities, the opportunity to choose an early program completion option, culminating in a five-year preliminary teaching credential. The early program completion option shall be made available to interns who meet the following requirements:(3)Pass the reading instruction competence assessment described in Section 44283, unless the written assessment adopted by the commission pursuant to paragraph (1) is validated as covering content equivalent to the reading assessment.
(4)
(a)The Legislature finds and declares all of the following:
(1)Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and their families, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and positive developmental, social, and attitudinal outcomes. The defining features of inclusion that can be used to identify high-quality early
childhood programs and services are access, participation, and supports.
(2)In accordance with the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.), all young children with exceptional needs should have access to inclusive high-quality early childhood education programs where they are able to learn alongside children who do not have exceptional needs and are provided with individualized and appropriate supports to enable them to meet high expectations.
(3)Inclusive early childhood education programs can improve a child’s developmental progress and educational outcomes, especially for children with exceptional needs.
(4)Interventions provided to children with exceptional needs, including
children who are at risk of requiring services as pupils with exceptional needs, can be more effective when a child is younger.
(5)Access to inclusive early childhood education programs benefits communities and families, especially when programs are coordinated with identified early intervention services and supports.
(b)The Inclusive Early Education Expansion Program is hereby established for the purpose of increasing access to inclusive early childhood education programs.
(c)The sum of one hundred sixty-seven million two hundred forty-two thousand dollars ($167,242,000) is hereby appropriated from the General Fund to the Superintendent for allocation to local educational agencies for the Inclusive Early Education
Expansion Program pursuant to this section. These funds shall be available for encumbrance until June 30, 2023.
(d)The department’s Special Education Division and Early Education and Support Division shall work collaboratively to administer the program, including developing criteria for the selection of grantees.
(e)At a minimum, an applicant shall be a local educational agency and shall include all of the following information in its grant application:
(1)A proposal to increase access to subsidized inclusive early childhood education programs for children up to five years of age, including those defined as “children with exceptional needs” pursuant to Section 8208, in low-income and high-need communities.
“High-need” shall be defined pursuant to the county childcare needs assessment specified in Section 8499.5. The proposal shall quantify the number of additional subsidized children proposed to be served, including children with exceptional needs.
(2)A plan to fiscally sustain subsidized spaces or programs created by grant funds beyond the grant period. Subsidies may be funded with private, local, state, or federal funds, but shall be able to demonstrate a reasonable expectation of sustainability.
(3)The identification of local resources to contribute 33 percent of the total award amount. The total award amount shall include state and local resources. Local resources may include in-kind contributions.
(4)The identification
of resources necessary to support lead agency professional development to allow staff to develop the knowledge and skills required to implement effective inclusive practices and fiscal sustainability.
(5)A description of the special education expertise that will be used to ensure the funds are used in a high-quality, inclusive manner.
(f)This section does not prohibit a local educational agency from applying on behalf of a consortium of providers within the local educational agency’s program area, including public and private agencies that will provide inclusive early childhood education programs on behalf of the applicant.
(g)Grants shall be awarded on a competitive basis. Priority shall be given to all of the
following:
(1)Applicants with a demonstrated need for expanded access to inclusive early childhood education.
(2)Applicants in low-income communities and applicants that represent a consortium of local partners, including local special education partners and those with expertise in inclusive early learning and care environments.
(3)Applicants who demonstrate the ability to serve a broad range of disabilities.
(4)Applicants who do or plan to serve children with disabilities in proportion to their rate of identification similar to local educational agencies in their region.
(h)Grants may be
used for one-time infrastructure costs only, including, but not limited to, adaptive and universal design facility renovations, adaptive equipment, and professional development. Funds shall not be used for ongoing expenditures.
(i)A grant recipient shall commit to provide program data and participate in overall program evaluation to ensure expanded access to inclusive environments, as specified by the department, as a condition of the receipt of grant funding.
(j)The department may reserve up to 1 percent of the program funds to support an evaluation to address improved access, participation, and supports to inclusive early learning and care programs and program and child outcomes.
(k)Commencing in the 2018–19 fiscal
year, the department shall convene a stakeholder workgroup that includes, but is not limited to, representatives from the relevant divisions in the department, the State Department of Developmental Services, the State Interagency Coordinating Council on Early Intervention, local educational agencies, appropriate county agencies, regional centers, and resource and referral agencies. The workgroup shall be maintained through June 30, 2023, with the goal of providing continuous improvement in the inclusion of children with exceptional needs in early childhood education settings. The department shall include representatives of local educational agencies participating in the Inclusive Early Education Expansion Program established in this section and county offices of education participating in the Inclusive Early Care Pilot Program, established pursuant to Section 136 of the act adding this section, in
this workgroup, when appropriate, to share challenges, barriers, and best practices.
(l)For purposes of making the computations required by Section 8 of Article XVI of the California Constitution, the amount appropriated in subdivision (c) shall be deemed to be “General Fund revenues appropriated for school districts,” as defined in subdivision (c) of Section 41202, for the 2017–18 fiscal year, and included within the “total allocations to school districts and community college districts from General Fund proceeds of taxes appropriated pursuant to Article XIII B,” as defined in subdivision (e) of Section 41202, for the 2017–18 fiscal year.
(a)Contingent upon an appropriation by the Legislature for purposes of this section, the Inclusive Early Childhood Education Grant Program shall be established for the purpose of increasing access to inclusive early childhood education programs.
(b)The State Department of Education’s Special Education Division and Early Learning and Care Division, in consultation and coordination with the State Department of Developmental Services, shall administer the program, including developing criteria for proposals, selecting grantees, and collecting data as described in subdivision (g). The criteria for proposals shall include, but is not limited to, reporting on
referral pathways and transitions.
(c)At a minimum, an applicant shall be a county office of education and shall include all of the following information in its grant application:
(1)A proposal to increase access to subsidized inclusive early childhood education programs for children up to five years of age, including children with exceptional needs, as defined in Section 8208, in low-income and high-need communities. “High-need” shall be defined pursuant to the county childcare needs assessment specified in Section 8499.5. The proposal shall quantify the number of additional subsidized children proposed to be served, including children with exceptional needs.
(2)A proposal that demonstrates coordination and collaboration with local partners, which may include, but are not limited to, other county agencies, school districts, regional centers, and resource and referral agencies.
(3)Demonstration of coordination and the leveraging of other state funds directed toward supporting children with exceptional needs.
(d)Grants shall be awarded on a competitive basis. Priority shall be given to applicants that meet any of the following criteria:
(1)Applicants with a demonstrated need for expanded access to inclusive early childhood education.
(2)Applicants in low-income communities and applicants that represent a consortium of local partners, including local special education partners and those with expertise in inclusive early childhood education environments.
(3)Applicants who demonstrate the ability to serve children with a broad range of disabilities.
(4)Applicants who serve, or plan to serve, children with exceptional needs in proportion to their presence in the general population.
(e)Grants shall be used only for outreach coordinators, placement navigators, coordination and
provision of resources, adaptive equipment, professional development, assessment or evaluation of tools and licenses, training for parents, and specialists, including coaches and behavioral or mental health consultants.
(f)A grant recipient shall commit to providing program data and participating in overall program evaluation to ensure expanded access to inclusive environments, as specified by the department, as a condition of the receipt of grant funding.
(g)The department shall create an evaluation plan for county offices of education that receive grants pursuant to this section that addresses both of the following:
(1)Improved access, participation, and supports for
inclusive early childhood education programs.
(2)Program and child outcomes.
(h)This section shall become operative on June 30, 2020.
