BILL NUMBER: SB 511AMENDED BILL TEXT AMENDED IN SENATE MARCH 25, 2011 INTRODUCED BY Senator Price FEBRUARY 17, 2011An act relating to low-performing schools.An act to add Chapter 3.4 (commencing with Section 58550) to Part 31 of Division 4 of Title 2 of the Education Code, relating to the Educational Innovation Pilot Program. LEGISLATIVE COUNSEL'S DIGEST SB 511, as amended, Price.Low-performing schools.Educational Innovation Pilot Program. Existing law establishes various programs and procedures for the purposes of identifying and assisting low-performing schools and school districts. This bill would establish the Educational Innovation Pilot Program for the purposes of promoting and implementing innovative research-based practices within selected schools in the state. School districts with specified low-performing schools would be eligible to apply for grants to establish an innovation program, commencing with the 2013-14 school year, within the school. The Superintendent of Public Instruction would be required to administer the pilot program, and to award grants to applicants based on certain criteria relating to the proposed innovation program. The program would be funded by existing state and federal resources, and the Superintendent would be authorized to accept financial assistance from public and private sources for purposes of administering the program. Each school district that is awarded a grant would be required to annually evaluate its innovation program pursuant to an evaluation developed by the Superintendent. The bill would require the State Department of Education to maintain, on its Internet Web site, a database consisting of descriptions of effective innovation programs developed pursuant to these provisions, as specified. The bill would require the department to submit to the Legislature an interim report, and a final report, based on the evaluations of the innovation programs, by March 1, 2015, and March 1, 2017, respectively.This bill would state the Legislature's intent to enact legislation that would develop policies to target resources and assistance for the purposes of improving instruction and educational outcomes at persistently low-performing schools through the utilization of best practices and strategies.Vote: majority. Appropriation: no. Fiscal committee:noyes . State-mandated local program: no. THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS: SECTION 1. The Legislature finds and declares all of the following: (a) Sustained efforts towards raising pupil achievement and improving the educational experience of pupils has led to the development and implementation of reform strategies and innovation across the state and nation. (b) Studies have shown that, in innovative and high-performing schools, administrators, teachers, pupils, and parents share and commit to clearly articulated and understood common goals based on the fundamental belief that all pupils can learn and improve their performance. (c) Innovative and high-performing schools include teachers who believe that all pupils can learn and staff members who are dedicated to helping every pupil achieve challenging state and local standards. In innovative and high-performing schools, all pupils are engaged in an appropriately ambitious and rigorous course of study in which the high standards of performance are clear and consistent and the conditions for learning are modified and differentiated. This results in all pupils being prepared for success in the workplace, postsecondary education, and civic responsibilities. (d) In innovative and high-performing schools, school leadership is focused on enhancing the skills, knowledge, and motivation of the people in the organization and creating a common culture of high expectations based on the use of skills and knowledge to improve the performance of all pupils. Leadership fosters a collaborative atmosphere between the school and the community while establishing positive systems to improve leadership, teaching, and pupil performance. (e) In innovative and high-performing schools, supportive learning environments provide positive personalized relationships for all pupils while engaging them in rigorous and relevant learning. (f) In innovative and high-performing schools, parents and community members help develop, understand, and support a clear and common focus on core academic, social, and personal goals contributing to improved pupil performance, and have a meaningful and authentic role in achieving these goals. The school community works together to actively solve problems and create solutions. (g) In innovative and high-performing schools, teaching and learning are continually adjusted on the basis of data collected through a variety of valid and reliable methods that indicate pupil progress and needs. The assessment results are interpreted and applied appropriately to improve individual pupil performance and the instructional program. (h) Innovative and high-performing schools have aligned curriculum with core learning expectations to improve the performance of all pupils. Pupils achieve high standards through rigorous, challenging learning. Staff deliver an aligned curriculum and implement research-based teaching and learning strategies. Pupils are actively involved in their learning through inquiry, in-depth learning, and performance assessments. (i) Ongoing professional development aligned with the school's common focus and high expectations to improve the performance of all pupils are critical in innovative and high-performing schools. These professional development offerings are focused and informed by research and school- or classroom-based assessments. Appropriate instructional support and resources are provided to implement approaches and techniques learned through professional development. (j) Innovative and high-performing schools are flexibly structured to maximize the use of time and accommodate the varied lives of their pupils, staff, and community in order to improve the performance of all pupils. The structure of programs extends beyond the traditional schoolday and year as well as beyond the school building. The programs draw on the entire community's resources to foster pupil achievement. (k) Innovation is central to our state education reform efforts, including effective teachers and principals, improved use of data, high standards, and high quality assessments, and turnaround of persistently low-performing schools. (l) Successful innovations improve pupil achievement, close achievement gaps, decrease dropout rates, increase high school graduation rates, and increase college enrollment and completion. SEC. 2. Chapter 3.4 (commencing with Section 58550) is added to Part 31 of Division 4 of Title 2 of the Education Code , to read: CHAPTER 3.4. EDUCATIONAL INNOVATION PILOT PROGRAM 58550. This chapter shall be known and may be cited as the Educational Innovation Pilot Program Act of 2011. 58551. (a) It is the intent of the Legislature in enacting this chapter to establish a pilot program in order to promote and implement innovative research-based practices within selected schools in the state. (b) It is further the intent of the Legislature in enacting this chapter to rebuild a quality K-12 education system in California that will prepare today's children for tomorrow's workforce, putting the state on the path to a sustainable economic recovery. 58552. (a) The Superintendent shall administer this chapter. (b) A persistently lowest-achieving school that has been selected for intervention pursuant to Section 53202 may submit an application to the Superintendent to receive a grant to establish an innovation program, commencing with the 2013-14 school year, pursuant to this chapter. By July 1, 2012, the Superintendent shall provide to each school district with an eligible school information relating to the school's eligibility for the pilot program, as well as all relevant deadlines and application information. (c) An applicant school shall develop an application in consultation with businesses, postsecondary educational institutions, public and private nonprofit organizations, public social service and health agencies, classroom teachers, school level administrators, classified employees, parents, and the exclusive bargaining representative for certificated and classified employees of the school district. The proposal shall be submitted jointly, no later than November 1, 2012, by the applicant school and the exclusive bargaining representative of the certificated employees of the school district. (d) An application shall include at least all of the following: (1) A description of the innovative program that will be used within the school. (2) Proof that agreement has been reached by the governing board of the school district and the exclusive bargaining representative of the certificated employees of the school district. (3) A spending plan for program funds, including evidence of the incorporation of local funds, and, to the extent feasible, private funds, into the innovation program. (4) An agreement by the school district to cooperate with the evaluation prescribed pursuant to Section 58553. (5) Proof that the innovation program proposed by the school has a basis in evidence-based research. (6) A description of how the applicant's plan of implementation facilitates replication by other schools or school districts. (7) Any other information required by the Superintendent. (e) The Superintendent shall evaluate applications submitted pursuant to this chapter, and shall award grants to accepted applicants. Innovation programs funded pursuant to these provisions may include, but are not limited to, any of the following components: (1) Staff development for school personnel, including, but not limited to, teachers and administrators, that is designed to support curriculum and instruction necessary for pupils to exceed districtwide standards for pupil achievement and state-recommended model curriculum standards. (2) Coordinated services among schools, social services organizations, and health agencies, including protective services, juvenile justice centers, non-school-based preschool services, and health care services. It is the intent of the Legislature that this coordination be based upon joint planning among these agencies and comprehensive assessment of the need to provide services, coordinate service delivery, close gaps in existing services, and collaborate to address the provision of needed services. (3) Expanded schoolday or school year for the purpose of providing opportunities for increased instructional time, tutoring by staff, pupils, and volunteers, an environment conducive to learning before and after school, and personalized instruction and mentoring. (4) Smaller class sizes. (5) Other best practices, as determined by the Superintendent. (f) For purposes of this pilot program, the Superintendent may 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 the purposes of this chapter. (g) Each school district that receives a grant pursuant to this chapter shall do both of the following: (1) Develop and adopt a plan to ensure the equitable distribution of highly qualified teachers, as defined by the No Child Left Behind Act of 2001 (20 U.S.C. Sec. 6301 et seq.). (2) Specifically address the diverse cultural and linguistic needs of pupils in the school in implementing its innovation program. 58553. (a) The Superintendent shall create an evaluation for innovation programs established pursuant to this chapter. School districts that receive grants pursuant to this chapter shall use this evaluation to assess the effectiveness of their programs. The evaluation shall include at least all of the following: (1) A measure of pupil academic progress. The evaluation shall determine any changes in learning outcomes of pupils in participating schools and school districts, and in particular, the learning outcomes for underperforming pupils and for numerically significant pupil subgroups, including race, ethnicity, gender, linguistic, and socioeconomic background. (2) An assessment of the nature and quality of instruction to pupils in participating schools. (3) An assessment of the school environment, as measured by school attendance, discipline, and dropout data. (4) An assessment of the degree of implementation, and measures of effectiveness, of innovative school program components, particularly as the implementation affects measures of pupil learning and pupil, parent, teacher, administrator, and community satisfaction with participating schools. (5) An assessment of the funding level required to support the innovative school program, including identification of an appropriate funding level to support both initial planning and ongoing costs, an assessment of whether and to what extent existing resources may fund ongoing costs of restructuring, and an evaluation of the use and integration of federal, state, local, and private funding to support the program. (b) Evaluations conducted pursuant to this section shall be done annually for the duration of the innovation program. 58554. (a) The department shall maintain, on its Internet Web site, a database of innovation programs that have been deemed to be effective programs pursuant to Section 58553. The purpose of this database is to provide models for school districts to replicate effective programs. The database shall contain the following information about the implementation of each program: (1) School statistics including, but not limited to, the number of pupils, demographics of pupils, and adequate yearly progress (AYP) data. (2) Local needs that were identified in the decision to implement the particular program. (3) Funding sources. (4) Improvement data. (5) Steps for implementation, including milestones and checklists. (6) Lesson plans, if applicable. (7) Methods to best incorporate businesses, colleges or universities, other organizations as appropriate, classroom teachers, school level administrators, other school personnel, including employees, parents, and exclusive bargaining representatives of the employees in the school district. (8) Outside resources to guide other schools in their efforts to replicate programs. (9) Other information as determined by the department. (b) From the evaluations submitted pursuant to subdivision (a), the department shall develop a preliminary report to be submitted to the Legislature on or before March 1, 2015, and a final report to be submitted to Legislature on or before March 1, 2017. (c) (1) The requirement for submitting a report imposed under subdivision (b) is inoperative on March 1, 2021. (2) A report to be submitted pursuant to subdivision (b) shall be submitted in compliance with Section 9795 of the Government Code.SECTION 1.It is the intent of the Legislature to enact legislation that would develop policies to target resources and assistance for the purposes of improving instruction and educational outcomes at persistently low-performing schools through the utilization of best practices and strategies.