Amended IN Assembly April 21, 2025 Amended IN Assembly March 24, 2025 CALIFORNIA LEGISLATURE 20252026 REGULAR SESSION Assembly Bill No. 560Introduced by Assembly Member AddisFebruary 12, 2025 An act to amend Sections 56364.2 and 56441.7 of, to amend, repeal, and add Sections 56362 and 56363.3 of, and to add Section 56364 Section 56362 of, and to add Section 56364.3 to, the Education Code, relating to special education. LEGISLATIVE COUNSEL'S DIGESTAB 560, as amended, Addis. Special education: caseload limits: pupil-to-teacher ratios: Special Education Teams. resource specialists: special classes.(1) Existing law requires local educational agencies agencies, as defined, to identify, locate, and assess individuals with exceptional needs and to provide those pupils with a free appropriate public education in the least restrictive environment, with special education and related services as reflected in an individualized education program. Existing law requires each special education local plan area to ensure that a continuum of program options is available to meet the needs of individuals with exceptional needs for special education and related services, as required by federal law. Existing law requires the continuum of program options to include, among other options, a resource specialist program, designated instruction and services, and special classes, as provided.This bill would require each public agency, on or before July 1, 2026, to establish a Special Education Team at the beginning of the school year at each schoolsite, as provided. The bill would require the Special Education Team to, among other things, hold at least one meeting per month for specified purposes, meet at least 2 times per year to focus on inclusive practices, as provided, and develop an annual calendar for individualized education program planning meetings. By imposing additional duties on local officials, the bill would impose a state-mandated local program.(2)ExistingExisting law requires the resource specialist program to provide, among other things, monitoring of pupil progress on a regular basis, participation in the review and revision of individualized education programs, as appropriate, and referral of pupils who do not demonstrate appropriate progress to the individualized education program team. Existing law requires caseloads for resource specialists to be stated in specified local policies and in accordance with regulations established by the State Board of Education, and prohibits a resource specialist from having a caseload that exceeds 28 pupils. Existing law prohibits the average caseload for language, speech, and hearing specialists in special education local plan areas from exceeding 55 cases, unless the local plan specifies a higher average caseload and the reasons for the greater average caseload.This bill, commencing July 1, 2026, would require the resource specialist program to include conducting initial assessments and would instead prohibit a resource specialist from having a caseload that exceeds 20 pupils, including initial assessments. The bill, commencing July 1, 2026, would repeal the average caseload limit of 55 for language, speech, and hearing specialists and would instead establish various caseload limits for designated instruction and related services, as specified. By imposing additional duties on local officials, the bill would impose a state-mandated local program.This bill would require local educational agencies to take all reasonable steps to distribute the workload associated with initial assessments across all resource specialists employed by the local educational agency in an equal manner, unless otherwise collectively bargained. By imposing additional duties on local officials, the bill would impose a state-mandated local program.(3)(2) Existing law requires special classes that serve pupils with similar and more intensive educational needs to be available, and authorizes special classes to enroll pupils only when the nature or severity of the disability of the individual with exceptional needs is such that education in the regular classes with the use of supplementary aids and services, including curriculum modification and behavioral support, cannot be achieved satisfactorily.This bill, commencing July 1, 2026, would establish pupil-to-credentialed teacher class size ratios for certain pupils in special classes, as specified. To the extent the bill would impose additional duties on local officials, the bill would impose a state-mandated local program.This bill would require the Superintendent of Public Instruction, on or before July 1, 2027, to establish a maximum recommended adult-to-pupil staffing ratio for those special classes, as provided, and to post the recommendation on the departments internet website. The bill would require the Superintendent to report their recommendations to the appropriate policy and fiscal committees of the Legislature and the state board on or before April 1, 2027, as specified.(4)(3) The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.Digest Key Vote: MAJORITY Appropriation: NO Fiscal Committee: YES Local Program: YES Bill TextThe people of the State of California do enact as follows:SECTION 1. Section 56362 of the Education Code is amended to read:56362. (a) The resource specialist program shall provide, but not be limited to, all of the following:(1) Provision for a resource specialist or specialists who shall provide instruction and services for those pupils whose needs have been identified in an individualized education program developed by the individualized education program team and who are assigned to regular classroom teachers for a majority of a schoolday.(2) Provision of information and assistance to individuals with exceptional needs and their parents.(3) Provision of consultation, resource information, and material regarding individuals with exceptional needs to their parents and to regular staff members.(4) Coordination of special education services with the regular school programs for each individual with exceptional needs enrolled in the resource specialist program.(5) Monitoring of pupil progress on a regular basis, participation in the review and revision of individualized education programs, as appropriate, and referral of pupils who do not demonstrate appropriate progress to the individualized education program team.(6) Emphasis at the secondary school level on academic achievement, career and vocational development, and preparation for adult life.(b) The resource specialist program shall be under the direction of a resource specialist who is a credentialed special education teacher, or who has a clinical services credential with a special class authorization, who has had three or more years of teaching experience, including both regular and special education teaching experience, as defined by rules and regulations of the Commission on Teacher Credentialing, and who has demonstrated the competencies for a resource specialist, as established by the Commission on Teacher Credentialing.(c) Caseloads for resource specialists shall be stated in the local policies developed pursuant to Section 56195.8 and in accordance with regulations established by the board. No resource specialist shall have a caseload which that exceeds 28 pupils.(d) Resource specialists shall not simultaneously be assigned to serve as resource specialists and to teach regular classes.(e) Resource specialists shall not enroll a pupil for a majority of a schoolday without approval by the pupils individualized education program team.(f) At least 80 percent of the resource specialists within a local plan shall be provided with an instructional aide.(g)This section shall become inoperative on July 1, 2026, and, as of January 1, 2027, is repealed.(g) Local educational agencies shall take all reasonable steps to distribute the workload associated with initial assessments across all resource specialists employed by the local educational agency in an equal manner, unless otherwise collectively bargained.SEC. 2.Section 56362 is added to the Education Code, to read:56362.(a)The resource specialist program shall provide, but not be limited to, all of the following:(1)Provision for a resource specialist or specialists who shall provide instruction and services for those pupils whose needs have been identified in an individualized education program developed by the individualized education program team and who are assigned to regular classroom teachers for a majority of a schoolday.(2)Provision of information and assistance to individuals with exceptional needs and their parents.(3)Provision of consultation, resource information, and material regarding individuals with exceptional needs to their parents and to regular staff members.(4)Coordination of special education services with the regular school programs for each individual with exceptional needs enrolled in the resource specialist program.(5)Monitoring of pupil progress on a regular basis, participation in the review and revision of individualized education programs, as appropriate, and referral of pupils who do not demonstrate appropriate progress to the individualized education program team.(6)Emphasis at the secondary school level on academic achievement, career and vocational development, and preparation for adult life.(7)Conducting initial assessments.(b)The resource specialist program shall be under the direction of a resource specialist who is a credentialed special education teacher, or who has a clinical services credential with a special class authorization, who has had three or more years of teaching experience, including both regular and special education teaching experience, as defined by rules and regulations of the Commission on Teacher Credentialing, and who has demonstrated the competencies for a resource specialist, as established by the Commission on Teacher Credentialing.(c)Caseloads for resource specialists shall be stated in the local policies developed pursuant to Section 56195.8 and in accordance with regulations established by the board. A resource specialist shall not have a caseload that exceeds 20 pupils, including initial assessments.(d)Resource specialists shall not simultaneously be assigned to serve as resource specialists and to teach regular classes.(e)Resource specialists shall not enroll a pupil for a majority of a schoolday without approval by the pupils individualized education program team.(f)At least 80 percent of the resource specialists within a local plan shall be provided with an instructional aide.(g)This section shall become operative on July 1, 2026.SEC. 3.Section 56363.3 of the Education Code is amended to read:56363.3.(a)The average caseload for language, speech, and hearing specialists in special education local plan areas shall not exceed 55 cases, unless the local plan specifies a higher average caseload and the reasons for the greater average caseload.(b)This section shall become inoperative on July 1, 2026, and, as of January 1, 2027, is repealed.SEC. 4.Section 56363.3 is added to the Education Code, to read:56363.3.(a)Notwithstanding any other law, the following designated instruction and related services and caseload limits shall apply to a public agency:(1)For speech and language specialists, as follows:(A)For early education services pursuant to Chapter 4.4 (commencing with Section 56425), not more than 15 pupils.(B)For early education services pursuant to Chapter 4.45 (commencing with Section 56440), not more than 25 pupils.(C)For pupils in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive, not more than 40 pupils.(2)For adapted physical education, not more than 45 pupils.(3)For psychological services, as follows:(A)For assessment caseload, including gifted and talented education, not more than 45 pupils.(B)For counseling, not more than 22 pupils.(4)For hearing itinerant, not more than 12 pupils.(5)For orientation and mobility, not more than 12 pupils.(6)For inclusion specialists, not more than 10 pupils.(b)This section shall become operative on July 1, 2026.SEC. 5.Section 56364 is added to the Education Code, to read:56364.(a)On or before July 1, 2026, each public agency shall establish a Special Education Team at the beginning of the school year at each schoolsite composed of a site administrator and all schoolsite special education unit members, including support members.(b)Each Special Education Team shall hold at least one meeting per month for purposes of discussing updates within the special education unit, conducting logistical planning as it relates to scheduling individualized education program meetings, and reviewing the progress of individual pupils with an individualized education program.(c)(1)Each Special Education Team shall meet at least two times per year to focus on inclusive practices, to be known as inclusive practice meetings, which may count a monthly Special Education Team meeting for purposes of subdivision (b). The inclusive practice meetings shall include at least one general education teacher, selected by the schoolsites credentialed employees, and shall include planning for all of the following:(A)The distribution of any individualized education program summary documents to all general education teachers.(B)The placement of pupils with an individualized education program for the master schedule planning.(C)The inclusion of pupils with an individualized education program in activities, including, but not limited to, field trips and assemblies.(2)The first inclusive practice meeting shall be held within the first month of the school year and the second meeting shall be held from March 1 to May 1, inclusive.(d)Each Special Education Team shall develop an annual calendar for individualized education program planning meetings. To the extent possible, individualized education program planning meetings shall be scheduled by considering the schedules and needs of pupils, teachers, other staff, and parents or legal guardians.SEC. 6.Section 56364.2 of the Education Code is amended to read:56364.2.(a)Special classes that serve pupils with similar and more intensive educational needs shall be available. The special classes may enroll pupils only when the nature or severity of the disability of the individual with exceptional needs is such that education in the regular classes with the use of supplementary aids and services, including curriculum modification and behavioral support, cannot be achieved satisfactorily. These requirements also apply to separate schooling, or other removal of individuals with exceptional needs from the regular educational environment.(b)In providing or arranging for the provision of activities, each public agency shall ensure that each individual with exceptional needs participates in those activities with nondisabled pupils to the maximum extent appropriate to the needs of the individual with exceptional needs, including nonacademic and extracurricular services and activities. Special classes shall meet standards adopted by the board.(c)(1)Notwithstanding any other law, commencing July 1, 2026, special classes pursuant to this section shall comply with the following pupil-to-credentialed teacher class size ratios:(A)For special classes serving pupils younger than five years of age:(i)For intensive, 6 to 1.(ii)For nonintensive, 10 to 1.(B)For special classes serving pupils 5 years of age to 22 years of age, inclusive:(i)For autism, 6 to 1.(ii)For moderate-severe, 8 to 1.(iii)For mild-moderate, 10 to 1.(iv)For blended, 12 to 1.(v)For emotionally disturbed, 6 to 1.(vi)For low incidence, as follows:(I)For hard-of-hearing or deaf, 8 to 1.(II)For low vision and blind: 8 to 1.(III)For deaf and blind: 6 to 1.(IV)For orthopedically challenged: 8 to 1.(2)The ratios prescribed in paragraph (1) shall apply to all pupils for whom ongoing direct service or consultation is provided, including identified pupils with an individualized educational program and nonidentified pupils, and shall be enforced on a per-class basis.(d)This section shall only apply to special education local plan areas that have had a revised local plan approved pursuant to Section 56836.03.SEC. 7.Section 56441.7 of the Education Code is amended to read:56441.7.(a)(1)The maximum caseload for a speech and language specialist providing services exclusively to individuals with exceptional needs, between the ages of three and five years, inclusive, as defined in Section 56441.11 or 56026, shall not exceed a count of 40.(2)Paragraph (1) shall not apply on and after July 1, 2026, and as of that date the maximum caseload shall be as prescribed pursuant to Section 56363.3.(b)The superintendent shall issue caseload guidelines or proposed regulations to local educational agencies for individuals with exceptional needs between the ages of three and five years, inclusive, by January 1, 1988.SEC. 2. Section 56364.3 is added to the Education Code, to read:56364.3. (a) On or before July 1, 2027, the Superintendent shall establish a maximum recommended adult-to-pupil staffing ratio for special classes authorized pursuant to Section 56364.2 for pupils 3 to 22 years of age, inclusive, and post the recommendation on the departments internet website.(b) In establishing the recommendation required pursuant to subdivision (a), the Superintendent shall do both of the following:(1) Consult with all of the following individuals:(A) Current credentialed education specialists teaching in a special class setting. A majority of the individuals consulted pursuant to this paragraph shall meet this requirement.(B) Administrators serving at schoolsites, school districts, county offices of education, and special education local plan areas.(C) Paraprofessionals serving in special class settings.(D) Parents of pupils with exceptional needs who are served in special class settings.(2) Consider all of the following:(A) The varying needs of pupils, including pupils with mild to moderate support needs and pupils with extensive support needs.(B) The varying needs of pupils by age.(C) The types of school settings, including preschools, elementary schools, secondary schools, and nonpublic schools.(D) Existing practices among local educational agencies.(E) Other states adult-to-pupil ratios for special classes.(F) Other constraints, including, but not limited to, workforce and facility needs, and conditions in small and rural local educational agencies.(G) The effects on the education of pupils with disabilities in the least restrictive environment, as required by the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.).(c) Notwithstanding Section 10231.5 of the Government Code, the Superintendent shall report their recommendations to the appropriate policy and fiscal committees of the Legislature and the state board on or before April 1, 2027, consistent with the requirements of Section 9795 of the Government Code.SEC. 8.SEC. 3. If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
Amended IN Assembly April 21, 2025 Amended IN Assembly March 24, 2025 CALIFORNIA LEGISLATURE 20252026 REGULAR SESSION Assembly Bill No. 560Introduced by Assembly Member AddisFebruary 12, 2025 An act to amend Sections 56364.2 and 56441.7 of, to amend, repeal, and add Sections 56362 and 56363.3 of, and to add Section 56364 Section 56362 of, and to add Section 56364.3 to, the Education Code, relating to special education. LEGISLATIVE COUNSEL'S DIGESTAB 560, as amended, Addis. Special education: caseload limits: pupil-to-teacher ratios: Special Education Teams. resource specialists: special classes.(1) Existing law requires local educational agencies agencies, as defined, to identify, locate, and assess individuals with exceptional needs and to provide those pupils with a free appropriate public education in the least restrictive environment, with special education and related services as reflected in an individualized education program. Existing law requires each special education local plan area to ensure that a continuum of program options is available to meet the needs of individuals with exceptional needs for special education and related services, as required by federal law. Existing law requires the continuum of program options to include, among other options, a resource specialist program, designated instruction and services, and special classes, as provided.This bill would require each public agency, on or before July 1, 2026, to establish a Special Education Team at the beginning of the school year at each schoolsite, as provided. The bill would require the Special Education Team to, among other things, hold at least one meeting per month for specified purposes, meet at least 2 times per year to focus on inclusive practices, as provided, and develop an annual calendar for individualized education program planning meetings. By imposing additional duties on local officials, the bill would impose a state-mandated local program.(2)ExistingExisting law requires the resource specialist program to provide, among other things, monitoring of pupil progress on a regular basis, participation in the review and revision of individualized education programs, as appropriate, and referral of pupils who do not demonstrate appropriate progress to the individualized education program team. Existing law requires caseloads for resource specialists to be stated in specified local policies and in accordance with regulations established by the State Board of Education, and prohibits a resource specialist from having a caseload that exceeds 28 pupils. Existing law prohibits the average caseload for language, speech, and hearing specialists in special education local plan areas from exceeding 55 cases, unless the local plan specifies a higher average caseload and the reasons for the greater average caseload.This bill, commencing July 1, 2026, would require the resource specialist program to include conducting initial assessments and would instead prohibit a resource specialist from having a caseload that exceeds 20 pupils, including initial assessments. The bill, commencing July 1, 2026, would repeal the average caseload limit of 55 for language, speech, and hearing specialists and would instead establish various caseload limits for designated instruction and related services, as specified. By imposing additional duties on local officials, the bill would impose a state-mandated local program.This bill would require local educational agencies to take all reasonable steps to distribute the workload associated with initial assessments across all resource specialists employed by the local educational agency in an equal manner, unless otherwise collectively bargained. By imposing additional duties on local officials, the bill would impose a state-mandated local program.(3)(2) Existing law requires special classes that serve pupils with similar and more intensive educational needs to be available, and authorizes special classes to enroll pupils only when the nature or severity of the disability of the individual with exceptional needs is such that education in the regular classes with the use of supplementary aids and services, including curriculum modification and behavioral support, cannot be achieved satisfactorily.This bill, commencing July 1, 2026, would establish pupil-to-credentialed teacher class size ratios for certain pupils in special classes, as specified. To the extent the bill would impose additional duties on local officials, the bill would impose a state-mandated local program.This bill would require the Superintendent of Public Instruction, on or before July 1, 2027, to establish a maximum recommended adult-to-pupil staffing ratio for those special classes, as provided, and to post the recommendation on the departments internet website. The bill would require the Superintendent to report their recommendations to the appropriate policy and fiscal committees of the Legislature and the state board on or before April 1, 2027, as specified.(4)(3) The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.Digest Key Vote: MAJORITY Appropriation: NO Fiscal Committee: YES Local Program: YES
Amended IN Assembly April 21, 2025 Amended IN Assembly March 24, 2025
Amended IN Assembly April 21, 2025
Amended IN Assembly March 24, 2025
CALIFORNIA LEGISLATURE 20252026 REGULAR SESSION
Assembly Bill
No. 560
Introduced by Assembly Member AddisFebruary 12, 2025
Introduced by Assembly Member Addis
February 12, 2025
An act to amend Sections 56364.2 and 56441.7 of, to amend, repeal, and add Sections 56362 and 56363.3 of, and to add Section 56364 Section 56362 of, and to add Section 56364.3 to, the Education Code, relating to special education.
LEGISLATIVE COUNSEL'S DIGEST
## LEGISLATIVE COUNSEL'S DIGEST
AB 560, as amended, Addis. Special education: caseload limits: pupil-to-teacher ratios: Special Education Teams. resource specialists: special classes.
(1) Existing law requires local educational agencies agencies, as defined, to identify, locate, and assess individuals with exceptional needs and to provide those pupils with a free appropriate public education in the least restrictive environment, with special education and related services as reflected in an individualized education program. Existing law requires each special education local plan area to ensure that a continuum of program options is available to meet the needs of individuals with exceptional needs for special education and related services, as required by federal law. Existing law requires the continuum of program options to include, among other options, a resource specialist program, designated instruction and services, and special classes, as provided.This bill would require each public agency, on or before July 1, 2026, to establish a Special Education Team at the beginning of the school year at each schoolsite, as provided. The bill would require the Special Education Team to, among other things, hold at least one meeting per month for specified purposes, meet at least 2 times per year to focus on inclusive practices, as provided, and develop an annual calendar for individualized education program planning meetings. By imposing additional duties on local officials, the bill would impose a state-mandated local program.(2)ExistingExisting law requires the resource specialist program to provide, among other things, monitoring of pupil progress on a regular basis, participation in the review and revision of individualized education programs, as appropriate, and referral of pupils who do not demonstrate appropriate progress to the individualized education program team. Existing law requires caseloads for resource specialists to be stated in specified local policies and in accordance with regulations established by the State Board of Education, and prohibits a resource specialist from having a caseload that exceeds 28 pupils. Existing law prohibits the average caseload for language, speech, and hearing specialists in special education local plan areas from exceeding 55 cases, unless the local plan specifies a higher average caseload and the reasons for the greater average caseload.This bill, commencing July 1, 2026, would require the resource specialist program to include conducting initial assessments and would instead prohibit a resource specialist from having a caseload that exceeds 20 pupils, including initial assessments. The bill, commencing July 1, 2026, would repeal the average caseload limit of 55 for language, speech, and hearing specialists and would instead establish various caseload limits for designated instruction and related services, as specified. By imposing additional duties on local officials, the bill would impose a state-mandated local program.This bill would require local educational agencies to take all reasonable steps to distribute the workload associated with initial assessments across all resource specialists employed by the local educational agency in an equal manner, unless otherwise collectively bargained. By imposing additional duties on local officials, the bill would impose a state-mandated local program.(3)(2) Existing law requires special classes that serve pupils with similar and more intensive educational needs to be available, and authorizes special classes to enroll pupils only when the nature or severity of the disability of the individual with exceptional needs is such that education in the regular classes with the use of supplementary aids and services, including curriculum modification and behavioral support, cannot be achieved satisfactorily.This bill, commencing July 1, 2026, would establish pupil-to-credentialed teacher class size ratios for certain pupils in special classes, as specified. To the extent the bill would impose additional duties on local officials, the bill would impose a state-mandated local program.This bill would require the Superintendent of Public Instruction, on or before July 1, 2027, to establish a maximum recommended adult-to-pupil staffing ratio for those special classes, as provided, and to post the recommendation on the departments internet website. The bill would require the Superintendent to report their recommendations to the appropriate policy and fiscal committees of the Legislature and the state board on or before April 1, 2027, as specified.(4)(3) The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.
(1) Existing law requires local educational agencies agencies, as defined, to identify, locate, and assess individuals with exceptional needs and to provide those pupils with a free appropriate public education in the least restrictive environment, with special education and related services as reflected in an individualized education program. Existing law requires each special education local plan area to ensure that a continuum of program options is available to meet the needs of individuals with exceptional needs for special education and related services, as required by federal law. Existing law requires the continuum of program options to include, among other options, a resource specialist program, designated instruction and services, and special classes, as provided.
This bill would require each public agency, on or before July 1, 2026, to establish a Special Education Team at the beginning of the school year at each schoolsite, as provided. The bill would require the Special Education Team to, among other things, hold at least one meeting per month for specified purposes, meet at least 2 times per year to focus on inclusive practices, as provided, and develop an annual calendar for individualized education program planning meetings. By imposing additional duties on local officials, the bill would impose a state-mandated local program.
(2)Existing
Existing law requires the resource specialist program to provide, among other things, monitoring of pupil progress on a regular basis, participation in the review and revision of individualized education programs, as appropriate, and referral of pupils who do not demonstrate appropriate progress to the individualized education program team. Existing law requires caseloads for resource specialists to be stated in specified local policies and in accordance with regulations established by the State Board of Education, and prohibits a resource specialist from having a caseload that exceeds 28 pupils. Existing law prohibits the average caseload for language, speech, and hearing specialists in special education local plan areas from exceeding 55 cases, unless the local plan specifies a higher average caseload and the reasons for the greater average caseload.
This bill, commencing July 1, 2026, would require the resource specialist program to include conducting initial assessments and would instead prohibit a resource specialist from having a caseload that exceeds 20 pupils, including initial assessments. The bill, commencing July 1, 2026, would repeal the average caseload limit of 55 for language, speech, and hearing specialists and would instead establish various caseload limits for designated instruction and related services, as specified. By imposing additional duties on local officials, the bill would impose a state-mandated local program.
This bill would require local educational agencies to take all reasonable steps to distribute the workload associated with initial assessments across all resource specialists employed by the local educational agency in an equal manner, unless otherwise collectively bargained. By imposing additional duties on local officials, the bill would impose a state-mandated local program.
(3)
(2) Existing law requires special classes that serve pupils with similar and more intensive educational needs to be available, and authorizes special classes to enroll pupils only when the nature or severity of the disability of the individual with exceptional needs is such that education in the regular classes with the use of supplementary aids and services, including curriculum modification and behavioral support, cannot be achieved satisfactorily.
This bill, commencing July 1, 2026, would establish pupil-to-credentialed teacher class size ratios for certain pupils in special classes, as specified. To the extent the bill would impose additional duties on local officials, the bill would impose a state-mandated local program.
This bill would require the Superintendent of Public Instruction, on or before July 1, 2027, to establish a maximum recommended adult-to-pupil staffing ratio for those special classes, as provided, and to post the recommendation on the departments internet website. The bill would require the Superintendent to report their recommendations to the appropriate policy and fiscal committees of the Legislature and the state board on or before April 1, 2027, as specified.
(4)
(3) The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.
This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.
## Digest Key
## Bill Text
The people of the State of California do enact as follows:SECTION 1. Section 56362 of the Education Code is amended to read:56362. (a) The resource specialist program shall provide, but not be limited to, all of the following:(1) Provision for a resource specialist or specialists who shall provide instruction and services for those pupils whose needs have been identified in an individualized education program developed by the individualized education program team and who are assigned to regular classroom teachers for a majority of a schoolday.(2) Provision of information and assistance to individuals with exceptional needs and their parents.(3) Provision of consultation, resource information, and material regarding individuals with exceptional needs to their parents and to regular staff members.(4) Coordination of special education services with the regular school programs for each individual with exceptional needs enrolled in the resource specialist program.(5) Monitoring of pupil progress on a regular basis, participation in the review and revision of individualized education programs, as appropriate, and referral of pupils who do not demonstrate appropriate progress to the individualized education program team.(6) Emphasis at the secondary school level on academic achievement, career and vocational development, and preparation for adult life.(b) The resource specialist program shall be under the direction of a resource specialist who is a credentialed special education teacher, or who has a clinical services credential with a special class authorization, who has had three or more years of teaching experience, including both regular and special education teaching experience, as defined by rules and regulations of the Commission on Teacher Credentialing, and who has demonstrated the competencies for a resource specialist, as established by the Commission on Teacher Credentialing.(c) Caseloads for resource specialists shall be stated in the local policies developed pursuant to Section 56195.8 and in accordance with regulations established by the board. No resource specialist shall have a caseload which that exceeds 28 pupils.(d) Resource specialists shall not simultaneously be assigned to serve as resource specialists and to teach regular classes.(e) Resource specialists shall not enroll a pupil for a majority of a schoolday without approval by the pupils individualized education program team.(f) At least 80 percent of the resource specialists within a local plan shall be provided with an instructional aide.(g)This section shall become inoperative on July 1, 2026, and, as of January 1, 2027, is repealed.(g) Local educational agencies shall take all reasonable steps to distribute the workload associated with initial assessments across all resource specialists employed by the local educational agency in an equal manner, unless otherwise collectively bargained.SEC. 2.Section 56362 is added to the Education Code, to read:56362.(a)The resource specialist program shall provide, but not be limited to, all of the following:(1)Provision for a resource specialist or specialists who shall provide instruction and services for those pupils whose needs have been identified in an individualized education program developed by the individualized education program team and who are assigned to regular classroom teachers for a majority of a schoolday.(2)Provision of information and assistance to individuals with exceptional needs and their parents.(3)Provision of consultation, resource information, and material regarding individuals with exceptional needs to their parents and to regular staff members.(4)Coordination of special education services with the regular school programs for each individual with exceptional needs enrolled in the resource specialist program.(5)Monitoring of pupil progress on a regular basis, participation in the review and revision of individualized education programs, as appropriate, and referral of pupils who do not demonstrate appropriate progress to the individualized education program team.(6)Emphasis at the secondary school level on academic achievement, career and vocational development, and preparation for adult life.(7)Conducting initial assessments.(b)The resource specialist program shall be under the direction of a resource specialist who is a credentialed special education teacher, or who has a clinical services credential with a special class authorization, who has had three or more years of teaching experience, including both regular and special education teaching experience, as defined by rules and regulations of the Commission on Teacher Credentialing, and who has demonstrated the competencies for a resource specialist, as established by the Commission on Teacher Credentialing.(c)Caseloads for resource specialists shall be stated in the local policies developed pursuant to Section 56195.8 and in accordance with regulations established by the board. A resource specialist shall not have a caseload that exceeds 20 pupils, including initial assessments.(d)Resource specialists shall not simultaneously be assigned to serve as resource specialists and to teach regular classes.(e)Resource specialists shall not enroll a pupil for a majority of a schoolday without approval by the pupils individualized education program team.(f)At least 80 percent of the resource specialists within a local plan shall be provided with an instructional aide.(g)This section shall become operative on July 1, 2026.SEC. 3.Section 56363.3 of the Education Code is amended to read:56363.3.(a)The average caseload for language, speech, and hearing specialists in special education local plan areas shall not exceed 55 cases, unless the local plan specifies a higher average caseload and the reasons for the greater average caseload.(b)This section shall become inoperative on July 1, 2026, and, as of January 1, 2027, is repealed.SEC. 4.Section 56363.3 is added to the Education Code, to read:56363.3.(a)Notwithstanding any other law, the following designated instruction and related services and caseload limits shall apply to a public agency:(1)For speech and language specialists, as follows:(A)For early education services pursuant to Chapter 4.4 (commencing with Section 56425), not more than 15 pupils.(B)For early education services pursuant to Chapter 4.45 (commencing with Section 56440), not more than 25 pupils.(C)For pupils in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive, not more than 40 pupils.(2)For adapted physical education, not more than 45 pupils.(3)For psychological services, as follows:(A)For assessment caseload, including gifted and talented education, not more than 45 pupils.(B)For counseling, not more than 22 pupils.(4)For hearing itinerant, not more than 12 pupils.(5)For orientation and mobility, not more than 12 pupils.(6)For inclusion specialists, not more than 10 pupils.(b)This section shall become operative on July 1, 2026.SEC. 5.Section 56364 is added to the Education Code, to read:56364.(a)On or before July 1, 2026, each public agency shall establish a Special Education Team at the beginning of the school year at each schoolsite composed of a site administrator and all schoolsite special education unit members, including support members.(b)Each Special Education Team shall hold at least one meeting per month for purposes of discussing updates within the special education unit, conducting logistical planning as it relates to scheduling individualized education program meetings, and reviewing the progress of individual pupils with an individualized education program.(c)(1)Each Special Education Team shall meet at least two times per year to focus on inclusive practices, to be known as inclusive practice meetings, which may count a monthly Special Education Team meeting for purposes of subdivision (b). The inclusive practice meetings shall include at least one general education teacher, selected by the schoolsites credentialed employees, and shall include planning for all of the following:(A)The distribution of any individualized education program summary documents to all general education teachers.(B)The placement of pupils with an individualized education program for the master schedule planning.(C)The inclusion of pupils with an individualized education program in activities, including, but not limited to, field trips and assemblies.(2)The first inclusive practice meeting shall be held within the first month of the school year and the second meeting shall be held from March 1 to May 1, inclusive.(d)Each Special Education Team shall develop an annual calendar for individualized education program planning meetings. To the extent possible, individualized education program planning meetings shall be scheduled by considering the schedules and needs of pupils, teachers, other staff, and parents or legal guardians.SEC. 6.Section 56364.2 of the Education Code is amended to read:56364.2.(a)Special classes that serve pupils with similar and more intensive educational needs shall be available. The special classes may enroll pupils only when the nature or severity of the disability of the individual with exceptional needs is such that education in the regular classes with the use of supplementary aids and services, including curriculum modification and behavioral support, cannot be achieved satisfactorily. These requirements also apply to separate schooling, or other removal of individuals with exceptional needs from the regular educational environment.(b)In providing or arranging for the provision of activities, each public agency shall ensure that each individual with exceptional needs participates in those activities with nondisabled pupils to the maximum extent appropriate to the needs of the individual with exceptional needs, including nonacademic and extracurricular services and activities. Special classes shall meet standards adopted by the board.(c)(1)Notwithstanding any other law, commencing July 1, 2026, special classes pursuant to this section shall comply with the following pupil-to-credentialed teacher class size ratios:(A)For special classes serving pupils younger than five years of age:(i)For intensive, 6 to 1.(ii)For nonintensive, 10 to 1.(B)For special classes serving pupils 5 years of age to 22 years of age, inclusive:(i)For autism, 6 to 1.(ii)For moderate-severe, 8 to 1.(iii)For mild-moderate, 10 to 1.(iv)For blended, 12 to 1.(v)For emotionally disturbed, 6 to 1.(vi)For low incidence, as follows:(I)For hard-of-hearing or deaf, 8 to 1.(II)For low vision and blind: 8 to 1.(III)For deaf and blind: 6 to 1.(IV)For orthopedically challenged: 8 to 1.(2)The ratios prescribed in paragraph (1) shall apply to all pupils for whom ongoing direct service or consultation is provided, including identified pupils with an individualized educational program and nonidentified pupils, and shall be enforced on a per-class basis.(d)This section shall only apply to special education local plan areas that have had a revised local plan approved pursuant to Section 56836.03.SEC. 7.Section 56441.7 of the Education Code is amended to read:56441.7.(a)(1)The maximum caseload for a speech and language specialist providing services exclusively to individuals with exceptional needs, between the ages of three and five years, inclusive, as defined in Section 56441.11 or 56026, shall not exceed a count of 40.(2)Paragraph (1) shall not apply on and after July 1, 2026, and as of that date the maximum caseload shall be as prescribed pursuant to Section 56363.3.(b)The superintendent shall issue caseload guidelines or proposed regulations to local educational agencies for individuals with exceptional needs between the ages of three and five years, inclusive, by January 1, 1988.SEC. 2. Section 56364.3 is added to the Education Code, to read:56364.3. (a) On or before July 1, 2027, the Superintendent shall establish a maximum recommended adult-to-pupil staffing ratio for special classes authorized pursuant to Section 56364.2 for pupils 3 to 22 years of age, inclusive, and post the recommendation on the departments internet website.(b) In establishing the recommendation required pursuant to subdivision (a), the Superintendent shall do both of the following:(1) Consult with all of the following individuals:(A) Current credentialed education specialists teaching in a special class setting. A majority of the individuals consulted pursuant to this paragraph shall meet this requirement.(B) Administrators serving at schoolsites, school districts, county offices of education, and special education local plan areas.(C) Paraprofessionals serving in special class settings.(D) Parents of pupils with exceptional needs who are served in special class settings.(2) Consider all of the following:(A) The varying needs of pupils, including pupils with mild to moderate support needs and pupils with extensive support needs.(B) The varying needs of pupils by age.(C) The types of school settings, including preschools, elementary schools, secondary schools, and nonpublic schools.(D) Existing practices among local educational agencies.(E) Other states adult-to-pupil ratios for special classes.(F) Other constraints, including, but not limited to, workforce and facility needs, and conditions in small and rural local educational agencies.(G) The effects on the education of pupils with disabilities in the least restrictive environment, as required by the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.).(c) Notwithstanding Section 10231.5 of the Government Code, the Superintendent shall report their recommendations to the appropriate policy and fiscal committees of the Legislature and the state board on or before April 1, 2027, consistent with the requirements of Section 9795 of the Government Code.SEC. 8.SEC. 3. If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
The people of the State of California do enact as follows:
## The people of the State of California do enact as follows:
SECTION 1. Section 56362 of the Education Code is amended to read:56362. (a) The resource specialist program shall provide, but not be limited to, all of the following:(1) Provision for a resource specialist or specialists who shall provide instruction and services for those pupils whose needs have been identified in an individualized education program developed by the individualized education program team and who are assigned to regular classroom teachers for a majority of a schoolday.(2) Provision of information and assistance to individuals with exceptional needs and their parents.(3) Provision of consultation, resource information, and material regarding individuals with exceptional needs to their parents and to regular staff members.(4) Coordination of special education services with the regular school programs for each individual with exceptional needs enrolled in the resource specialist program.(5) Monitoring of pupil progress on a regular basis, participation in the review and revision of individualized education programs, as appropriate, and referral of pupils who do not demonstrate appropriate progress to the individualized education program team.(6) Emphasis at the secondary school level on academic achievement, career and vocational development, and preparation for adult life.(b) The resource specialist program shall be under the direction of a resource specialist who is a credentialed special education teacher, or who has a clinical services credential with a special class authorization, who has had three or more years of teaching experience, including both regular and special education teaching experience, as defined by rules and regulations of the Commission on Teacher Credentialing, and who has demonstrated the competencies for a resource specialist, as established by the Commission on Teacher Credentialing.(c) Caseloads for resource specialists shall be stated in the local policies developed pursuant to Section 56195.8 and in accordance with regulations established by the board. No resource specialist shall have a caseload which that exceeds 28 pupils.(d) Resource specialists shall not simultaneously be assigned to serve as resource specialists and to teach regular classes.(e) Resource specialists shall not enroll a pupil for a majority of a schoolday without approval by the pupils individualized education program team.(f) At least 80 percent of the resource specialists within a local plan shall be provided with an instructional aide.(g)This section shall become inoperative on July 1, 2026, and, as of January 1, 2027, is repealed.(g) Local educational agencies shall take all reasonable steps to distribute the workload associated with initial assessments across all resource specialists employed by the local educational agency in an equal manner, unless otherwise collectively bargained.
SECTION 1. Section 56362 of the Education Code is amended to read:
### SECTION 1.
56362. (a) The resource specialist program shall provide, but not be limited to, all of the following:(1) Provision for a resource specialist or specialists who shall provide instruction and services for those pupils whose needs have been identified in an individualized education program developed by the individualized education program team and who are assigned to regular classroom teachers for a majority of a schoolday.(2) Provision of information and assistance to individuals with exceptional needs and their parents.(3) Provision of consultation, resource information, and material regarding individuals with exceptional needs to their parents and to regular staff members.(4) Coordination of special education services with the regular school programs for each individual with exceptional needs enrolled in the resource specialist program.(5) Monitoring of pupil progress on a regular basis, participation in the review and revision of individualized education programs, as appropriate, and referral of pupils who do not demonstrate appropriate progress to the individualized education program team.(6) Emphasis at the secondary school level on academic achievement, career and vocational development, and preparation for adult life.(b) The resource specialist program shall be under the direction of a resource specialist who is a credentialed special education teacher, or who has a clinical services credential with a special class authorization, who has had three or more years of teaching experience, including both regular and special education teaching experience, as defined by rules and regulations of the Commission on Teacher Credentialing, and who has demonstrated the competencies for a resource specialist, as established by the Commission on Teacher Credentialing.(c) Caseloads for resource specialists shall be stated in the local policies developed pursuant to Section 56195.8 and in accordance with regulations established by the board. No resource specialist shall have a caseload which that exceeds 28 pupils.(d) Resource specialists shall not simultaneously be assigned to serve as resource specialists and to teach regular classes.(e) Resource specialists shall not enroll a pupil for a majority of a schoolday without approval by the pupils individualized education program team.(f) At least 80 percent of the resource specialists within a local plan shall be provided with an instructional aide.(g)This section shall become inoperative on July 1, 2026, and, as of January 1, 2027, is repealed.(g) Local educational agencies shall take all reasonable steps to distribute the workload associated with initial assessments across all resource specialists employed by the local educational agency in an equal manner, unless otherwise collectively bargained.
56362. (a) The resource specialist program shall provide, but not be limited to, all of the following:(1) Provision for a resource specialist or specialists who shall provide instruction and services for those pupils whose needs have been identified in an individualized education program developed by the individualized education program team and who are assigned to regular classroom teachers for a majority of a schoolday.(2) Provision of information and assistance to individuals with exceptional needs and their parents.(3) Provision of consultation, resource information, and material regarding individuals with exceptional needs to their parents and to regular staff members.(4) Coordination of special education services with the regular school programs for each individual with exceptional needs enrolled in the resource specialist program.(5) Monitoring of pupil progress on a regular basis, participation in the review and revision of individualized education programs, as appropriate, and referral of pupils who do not demonstrate appropriate progress to the individualized education program team.(6) Emphasis at the secondary school level on academic achievement, career and vocational development, and preparation for adult life.(b) The resource specialist program shall be under the direction of a resource specialist who is a credentialed special education teacher, or who has a clinical services credential with a special class authorization, who has had three or more years of teaching experience, including both regular and special education teaching experience, as defined by rules and regulations of the Commission on Teacher Credentialing, and who has demonstrated the competencies for a resource specialist, as established by the Commission on Teacher Credentialing.(c) Caseloads for resource specialists shall be stated in the local policies developed pursuant to Section 56195.8 and in accordance with regulations established by the board. No resource specialist shall have a caseload which that exceeds 28 pupils.(d) Resource specialists shall not simultaneously be assigned to serve as resource specialists and to teach regular classes.(e) Resource specialists shall not enroll a pupil for a majority of a schoolday without approval by the pupils individualized education program team.(f) At least 80 percent of the resource specialists within a local plan shall be provided with an instructional aide.(g)This section shall become inoperative on July 1, 2026, and, as of January 1, 2027, is repealed.(g) Local educational agencies shall take all reasonable steps to distribute the workload associated with initial assessments across all resource specialists employed by the local educational agency in an equal manner, unless otherwise collectively bargained.
56362. (a) The resource specialist program shall provide, but not be limited to, all of the following:(1) Provision for a resource specialist or specialists who shall provide instruction and services for those pupils whose needs have been identified in an individualized education program developed by the individualized education program team and who are assigned to regular classroom teachers for a majority of a schoolday.(2) Provision of information and assistance to individuals with exceptional needs and their parents.(3) Provision of consultation, resource information, and material regarding individuals with exceptional needs to their parents and to regular staff members.(4) Coordination of special education services with the regular school programs for each individual with exceptional needs enrolled in the resource specialist program.(5) Monitoring of pupil progress on a regular basis, participation in the review and revision of individualized education programs, as appropriate, and referral of pupils who do not demonstrate appropriate progress to the individualized education program team.(6) Emphasis at the secondary school level on academic achievement, career and vocational development, and preparation for adult life.(b) The resource specialist program shall be under the direction of a resource specialist who is a credentialed special education teacher, or who has a clinical services credential with a special class authorization, who has had three or more years of teaching experience, including both regular and special education teaching experience, as defined by rules and regulations of the Commission on Teacher Credentialing, and who has demonstrated the competencies for a resource specialist, as established by the Commission on Teacher Credentialing.(c) Caseloads for resource specialists shall be stated in the local policies developed pursuant to Section 56195.8 and in accordance with regulations established by the board. No resource specialist shall have a caseload which that exceeds 28 pupils.(d) Resource specialists shall not simultaneously be assigned to serve as resource specialists and to teach regular classes.(e) Resource specialists shall not enroll a pupil for a majority of a schoolday without approval by the pupils individualized education program team.(f) At least 80 percent of the resource specialists within a local plan shall be provided with an instructional aide.(g)This section shall become inoperative on July 1, 2026, and, as of January 1, 2027, is repealed.(g) Local educational agencies shall take all reasonable steps to distribute the workload associated with initial assessments across all resource specialists employed by the local educational agency in an equal manner, unless otherwise collectively bargained.
56362. (a) The resource specialist program shall provide, but not be limited to, all of the following:
###### 56362.
(1) Provision for a resource specialist or specialists who shall provide instruction and services for those pupils whose needs have been identified in an individualized education program developed by the individualized education program team and who are assigned to regular classroom teachers for a majority of a schoolday.
(2) Provision of information and assistance to individuals with exceptional needs and their parents.
(3) Provision of consultation, resource information, and material regarding individuals with exceptional needs to their parents and to regular staff members.
(4) Coordination of special education services with the regular school programs for each individual with exceptional needs enrolled in the resource specialist program.
(5) Monitoring of pupil progress on a regular basis, participation in the review and revision of individualized education programs, as appropriate, and referral of pupils who do not demonstrate appropriate progress to the individualized education program team.
(6) Emphasis at the secondary school level on academic achievement, career and vocational development, and preparation for adult life.
(b) The resource specialist program shall be under the direction of a resource specialist who is a credentialed special education teacher, or who has a clinical services credential with a special class authorization, who has had three or more years of teaching experience, including both regular and special education teaching experience, as defined by rules and regulations of the Commission on Teacher Credentialing, and who has demonstrated the competencies for a resource specialist, as established by the Commission on Teacher Credentialing.
(c) Caseloads for resource specialists shall be stated in the local policies developed pursuant to Section 56195.8 and in accordance with regulations established by the board. No resource specialist shall have a caseload which that exceeds 28 pupils.
(d) Resource specialists shall not simultaneously be assigned to serve as resource specialists and to teach regular classes.
(e) Resource specialists shall not enroll a pupil for a majority of a schoolday without approval by the pupils individualized education program team.
(f) At least 80 percent of the resource specialists within a local plan shall be provided with an instructional aide.
(g)This section shall become inoperative on July 1, 2026, and, as of January 1, 2027, is repealed.
(g) Local educational agencies shall take all reasonable steps to distribute the workload associated with initial assessments across all resource specialists employed by the local educational agency in an equal manner, unless otherwise collectively bargained.
(a)The resource specialist program shall provide, but not be limited to, all of the following:
(1)Provision for a resource specialist or specialists who shall provide instruction and services for those pupils whose needs have been identified in an individualized education program developed by the individualized education program team and who are assigned to regular classroom teachers for a majority of a schoolday.
(2)Provision of information and assistance to individuals with exceptional needs and their parents.
(3)Provision of consultation, resource information, and material regarding individuals with exceptional needs to their parents and to regular staff members.
(4)Coordination of special education services with the regular school programs for each individual with exceptional needs enrolled in the resource specialist program.
(5)Monitoring of pupil progress on a regular basis, participation in the review and revision of individualized education programs, as appropriate, and referral of pupils who do not demonstrate appropriate progress to the individualized education program team.
(6)Emphasis at the secondary school level on academic achievement, career and vocational development, and preparation for adult life.
(7)Conducting initial assessments.
(b)The resource specialist program shall be under the direction of a resource specialist who is a credentialed special education teacher, or who has a clinical services credential with a special class authorization, who has had three or more years of teaching experience, including both regular and special education teaching experience, as defined by rules and regulations of the Commission on Teacher Credentialing, and who has demonstrated the competencies for a resource specialist, as established by the Commission on Teacher Credentialing.
(c)Caseloads for resource specialists shall be stated in the local policies developed pursuant to Section 56195.8 and in accordance with regulations established by the board. A resource specialist shall not have a caseload that exceeds 20 pupils, including initial assessments.
(d)Resource specialists shall not simultaneously be assigned to serve as resource specialists and to teach regular classes.
(e)Resource specialists shall not enroll a pupil for a majority of a schoolday without approval by the pupils individualized education program team.
(f)At least 80 percent of the resource specialists within a local plan shall be provided with an instructional aide.
(g)This section shall become operative on July 1, 2026.
(a)The average caseload for language, speech, and hearing specialists in special education local plan areas shall not exceed 55 cases, unless the local plan specifies a higher average caseload and the reasons for the greater average caseload.
(b)This section shall become inoperative on July 1, 2026, and, as of January 1, 2027, is repealed.
(a)Notwithstanding any other law, the following designated instruction and related services and caseload limits shall apply to a public agency:
(1)For speech and language specialists, as follows:
(A)For early education services pursuant to Chapter 4.4 (commencing with Section 56425), not more than 15 pupils.
(B)For early education services pursuant to Chapter 4.45 (commencing with Section 56440), not more than 25 pupils.
(C)For pupils in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive, not more than 40 pupils.
(2)For adapted physical education, not more than 45 pupils.
(3)For psychological services, as follows:
(A)For assessment caseload, including gifted and talented education, not more than 45 pupils.
(B)For counseling, not more than 22 pupils.
(4)For hearing itinerant, not more than 12 pupils.
(5)For orientation and mobility, not more than 12 pupils.
(6)For inclusion specialists, not more than 10 pupils.
(b)This section shall become operative on July 1, 2026.
(a)On or before July 1, 2026, each public agency shall establish a Special Education Team at the beginning of the school year at each schoolsite composed of a site administrator and all schoolsite special education unit members, including support members.
(b)Each Special Education Team shall hold at least one meeting per month for purposes of discussing updates within the special education unit, conducting logistical planning as it relates to scheduling individualized education program meetings, and reviewing the progress of individual pupils with an individualized education program.
(c)(1)Each Special Education Team shall meet at least two times per year to focus on inclusive practices, to be known as inclusive practice meetings, which may count a monthly Special Education Team meeting for purposes of subdivision (b). The inclusive practice meetings shall include at least one general education teacher, selected by the schoolsites credentialed employees, and shall include planning for all of the following:
(A)The distribution of any individualized education program summary documents to all general education teachers.
(B)The placement of pupils with an individualized education program for the master schedule planning.
(C)The inclusion of pupils with an individualized education program in activities, including, but not limited to, field trips and assemblies.
(2)The first inclusive practice meeting shall be held within the first month of the school year and the second meeting shall be held from March 1 to May 1, inclusive.
(d)Each Special Education Team shall develop an annual calendar for individualized education program planning meetings. To the extent possible, individualized education program planning meetings shall be scheduled by considering the schedules and needs of pupils, teachers, other staff, and parents or legal guardians.
(a)Special classes that serve pupils with similar and more intensive educational needs shall be available. The special classes may enroll pupils only when the nature or severity of the disability of the individual with exceptional needs is such that education in the regular classes with the use of supplementary aids and services, including curriculum modification and behavioral support, cannot be achieved satisfactorily. These requirements also apply to separate schooling, or other removal of individuals with exceptional needs from the regular educational environment.
(b)In providing or arranging for the provision of activities, each public agency shall ensure that each individual with exceptional needs participates in those activities with nondisabled pupils to the maximum extent appropriate to the needs of the individual with exceptional needs, including nonacademic and extracurricular services and activities. Special classes shall meet standards adopted by the board.
(c)(1)Notwithstanding any other law, commencing July 1, 2026, special classes pursuant to this section shall comply with the following pupil-to-credentialed teacher class size ratios:
(A)For special classes serving pupils younger than five years of age:
(i)For intensive, 6 to 1.
(ii)For nonintensive, 10 to 1.
(B)For special classes serving pupils 5 years of age to 22 years of age, inclusive:
(i)For autism, 6 to 1.
(ii)For moderate-severe, 8 to 1.
(iii)For mild-moderate, 10 to 1.
(iv)For blended, 12 to 1.
(v)For emotionally disturbed, 6 to 1.
(vi)For low incidence, as follows:
(I)For hard-of-hearing or deaf, 8 to 1.
(II)For low vision and blind: 8 to 1.
(III)For deaf and blind: 6 to 1.
(IV)For orthopedically challenged: 8 to 1.
(2)The ratios prescribed in paragraph (1) shall apply to all pupils for whom ongoing direct service or consultation is provided, including identified pupils with an individualized educational program and nonidentified pupils, and shall be enforced on a per-class basis.
(d)This section shall only apply to special education local plan areas that have had a revised local plan approved pursuant to Section 56836.03.
(a)(1)The maximum caseload for a speech and language specialist providing services exclusively to individuals with exceptional needs, between the ages of three and five years, inclusive, as defined in Section 56441.11 or 56026, shall not exceed a count of 40.
(2)Paragraph (1) shall not apply on and after July 1, 2026, and as of that date the maximum caseload shall be as prescribed pursuant to Section 56363.3.
(b)The superintendent shall issue caseload guidelines or proposed regulations to local educational agencies for individuals with exceptional needs between the ages of three and five years, inclusive, by January 1, 1988.
SEC. 2. Section 56364.3 is added to the Education Code, to read:56364.3. (a) On or before July 1, 2027, the Superintendent shall establish a maximum recommended adult-to-pupil staffing ratio for special classes authorized pursuant to Section 56364.2 for pupils 3 to 22 years of age, inclusive, and post the recommendation on the departments internet website.(b) In establishing the recommendation required pursuant to subdivision (a), the Superintendent shall do both of the following:(1) Consult with all of the following individuals:(A) Current credentialed education specialists teaching in a special class setting. A majority of the individuals consulted pursuant to this paragraph shall meet this requirement.(B) Administrators serving at schoolsites, school districts, county offices of education, and special education local plan areas.(C) Paraprofessionals serving in special class settings.(D) Parents of pupils with exceptional needs who are served in special class settings.(2) Consider all of the following:(A) The varying needs of pupils, including pupils with mild to moderate support needs and pupils with extensive support needs.(B) The varying needs of pupils by age.(C) The types of school settings, including preschools, elementary schools, secondary schools, and nonpublic schools.(D) Existing practices among local educational agencies.(E) Other states adult-to-pupil ratios for special classes.(F) Other constraints, including, but not limited to, workforce and facility needs, and conditions in small and rural local educational agencies.(G) The effects on the education of pupils with disabilities in the least restrictive environment, as required by the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.).(c) Notwithstanding Section 10231.5 of the Government Code, the Superintendent shall report their recommendations to the appropriate policy and fiscal committees of the Legislature and the state board on or before April 1, 2027, consistent with the requirements of Section 9795 of the Government Code.
SEC. 2. Section 56364.3 is added to the Education Code, to read:
### SEC. 2.
56364.3. (a) On or before July 1, 2027, the Superintendent shall establish a maximum recommended adult-to-pupil staffing ratio for special classes authorized pursuant to Section 56364.2 for pupils 3 to 22 years of age, inclusive, and post the recommendation on the departments internet website.(b) In establishing the recommendation required pursuant to subdivision (a), the Superintendent shall do both of the following:(1) Consult with all of the following individuals:(A) Current credentialed education specialists teaching in a special class setting. A majority of the individuals consulted pursuant to this paragraph shall meet this requirement.(B) Administrators serving at schoolsites, school districts, county offices of education, and special education local plan areas.(C) Paraprofessionals serving in special class settings.(D) Parents of pupils with exceptional needs who are served in special class settings.(2) Consider all of the following:(A) The varying needs of pupils, including pupils with mild to moderate support needs and pupils with extensive support needs.(B) The varying needs of pupils by age.(C) The types of school settings, including preschools, elementary schools, secondary schools, and nonpublic schools.(D) Existing practices among local educational agencies.(E) Other states adult-to-pupil ratios for special classes.(F) Other constraints, including, but not limited to, workforce and facility needs, and conditions in small and rural local educational agencies.(G) The effects on the education of pupils with disabilities in the least restrictive environment, as required by the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.).(c) Notwithstanding Section 10231.5 of the Government Code, the Superintendent shall report their recommendations to the appropriate policy and fiscal committees of the Legislature and the state board on or before April 1, 2027, consistent with the requirements of Section 9795 of the Government Code.
56364.3. (a) On or before July 1, 2027, the Superintendent shall establish a maximum recommended adult-to-pupil staffing ratio for special classes authorized pursuant to Section 56364.2 for pupils 3 to 22 years of age, inclusive, and post the recommendation on the departments internet website.(b) In establishing the recommendation required pursuant to subdivision (a), the Superintendent shall do both of the following:(1) Consult with all of the following individuals:(A) Current credentialed education specialists teaching in a special class setting. A majority of the individuals consulted pursuant to this paragraph shall meet this requirement.(B) Administrators serving at schoolsites, school districts, county offices of education, and special education local plan areas.(C) Paraprofessionals serving in special class settings.(D) Parents of pupils with exceptional needs who are served in special class settings.(2) Consider all of the following:(A) The varying needs of pupils, including pupils with mild to moderate support needs and pupils with extensive support needs.(B) The varying needs of pupils by age.(C) The types of school settings, including preschools, elementary schools, secondary schools, and nonpublic schools.(D) Existing practices among local educational agencies.(E) Other states adult-to-pupil ratios for special classes.(F) Other constraints, including, but not limited to, workforce and facility needs, and conditions in small and rural local educational agencies.(G) The effects on the education of pupils with disabilities in the least restrictive environment, as required by the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.).(c) Notwithstanding Section 10231.5 of the Government Code, the Superintendent shall report their recommendations to the appropriate policy and fiscal committees of the Legislature and the state board on or before April 1, 2027, consistent with the requirements of Section 9795 of the Government Code.
56364.3. (a) On or before July 1, 2027, the Superintendent shall establish a maximum recommended adult-to-pupil staffing ratio for special classes authorized pursuant to Section 56364.2 for pupils 3 to 22 years of age, inclusive, and post the recommendation on the departments internet website.(b) In establishing the recommendation required pursuant to subdivision (a), the Superintendent shall do both of the following:(1) Consult with all of the following individuals:(A) Current credentialed education specialists teaching in a special class setting. A majority of the individuals consulted pursuant to this paragraph shall meet this requirement.(B) Administrators serving at schoolsites, school districts, county offices of education, and special education local plan areas.(C) Paraprofessionals serving in special class settings.(D) Parents of pupils with exceptional needs who are served in special class settings.(2) Consider all of the following:(A) The varying needs of pupils, including pupils with mild to moderate support needs and pupils with extensive support needs.(B) The varying needs of pupils by age.(C) The types of school settings, including preschools, elementary schools, secondary schools, and nonpublic schools.(D) Existing practices among local educational agencies.(E) Other states adult-to-pupil ratios for special classes.(F) Other constraints, including, but not limited to, workforce and facility needs, and conditions in small and rural local educational agencies.(G) The effects on the education of pupils with disabilities in the least restrictive environment, as required by the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.).(c) Notwithstanding Section 10231.5 of the Government Code, the Superintendent shall report their recommendations to the appropriate policy and fiscal committees of the Legislature and the state board on or before April 1, 2027, consistent with the requirements of Section 9795 of the Government Code.
56364.3. (a) On or before July 1, 2027, the Superintendent shall establish a maximum recommended adult-to-pupil staffing ratio for special classes authorized pursuant to Section 56364.2 for pupils 3 to 22 years of age, inclusive, and post the recommendation on the departments internet website.
###### 56364.3.
(b) In establishing the recommendation required pursuant to subdivision (a), the Superintendent shall do both of the following:
(1) Consult with all of the following individuals:
(A) Current credentialed education specialists teaching in a special class setting. A majority of the individuals consulted pursuant to this paragraph shall meet this requirement.
(B) Administrators serving at schoolsites, school districts, county offices of education, and special education local plan areas.
(C) Paraprofessionals serving in special class settings.
(D) Parents of pupils with exceptional needs who are served in special class settings.
(2) Consider all of the following:
(A) The varying needs of pupils, including pupils with mild to moderate support needs and pupils with extensive support needs.
(B) The varying needs of pupils by age.
(C) The types of school settings, including preschools, elementary schools, secondary schools, and nonpublic schools.
(D) Existing practices among local educational agencies.
(E) Other states adult-to-pupil ratios for special classes.
(F) Other constraints, including, but not limited to, workforce and facility needs, and conditions in small and rural local educational agencies.
(G) The effects on the education of pupils with disabilities in the least restrictive environment, as required by the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.).
(c) Notwithstanding Section 10231.5 of the Government Code, the Superintendent shall report their recommendations to the appropriate policy and fiscal committees of the Legislature and the state board on or before April 1, 2027, consistent with the requirements of Section 9795 of the Government Code.
SEC. 8.SEC. 3. If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
SEC. 8.SEC. 3. If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
SEC. 8.SEC. 3. If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
### SEC. 8.SEC. 3.