Amended IN Senate March 25, 2025 CALIFORNIA LEGISLATURE 20252026 REGULAR SESSION Senate Bill No. 835Introduced by Senator Ochoa BoghFebruary 21, 2025An act to amend Sections 44671, 49600, 51461, 52060, 52066, 53023, and 53071 44671 and 49600 of, and to add Chapter 8 (commencing with Section 52210) to Part 28 of Division 4 of Title 2 of, the Education Code, relating to pupil instruction, and making an appropriation therefor. instruction.LEGISLATIVE COUNSEL'S DIGESTSB 835, as amended, Ochoa Bogh. Pupil instruction: Cambridge International Education programs.(1) Existing law authorizes a school district to evaluate a principal annually for the principals first and 2nd year of employment as a new principal and authorizes additional evaluations, as specified. Existing law authorizes the criteria for school principal evaluations to be based upon the California Professional Standards for Educational Leaders and to include evidence of, among other things, pupil academic growth. Existing law authorizes pupil academic growth to be evaluated pursuant to local and state academic assessments, including, among others, state standardized assessments and performance assessments.This bill would explicitly add the Cambridge International Level examinations to the list of authorized assessments that may be used to measure pupil academic growth for a principal evaluation.(2) Existing law authorizes the governing board of a school district to provide access to a comprehensive educational counseling program for all pupils enrolled in the school district. For schools that enroll pupils in grades 6 to 12, inclusive, existing law defines educational counseling to include, among other things, counseling to encourage participation in advanced placement and international baccalaureate programs.This bill would expand the definition of an educational counseling program to explicitly include encouraging participation in Cambridge International programs.(3)Existing law establishes that the State Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school pupil in one or more languages, in addition to English, and certifies that the graduate meets certain criteria for being proficient in English and one or more languages other than English. For purposes of the State Seal of Biliteracy, proficiency in one or more languages other than English can be demonstrated through at least one of specified methods, including passing a world language Advanced Placement examination with a score of 3 or higher, passing a world language International Baccalaureate examination with a score of 4 or higher, or passing a world language ACTFL Writing Proficiency Test (WPT) and an Oral Proficiency Interview (OPI) with scores of Intermediate Mid or higher.This bill would include passing a Cambridge International A Level examination with a score of E or higher or a Cambridge International AS Level examination with a score of e or higher as another method to demonstrate language proficiency in one or more languages other than English for purposes of the State Seal of Biliteracy.(4)Existing law requires the governing board of each school district and county board of education to adopt a local control and accountability plan and to update its respective local control and accountability plan before July 1 of each year. Existing law requires a local control and accountability plan to include, among other things, a description of the annual goals to be achieved for each state priority, as specified, for all pupils and certain subgroups of pupils. The states delineated priorities include, among others, pupil achievement as measured by, and as applicable, among other things, the percentage of pupils who have passed an advanced placement examination with a score of 3 or higher.This bill would require pupil achievement to also be measured by the percentage of pupils who have passed a Cambridge International A Level examination with a score of E or higher or a Cambridge International AS Level examination with a score of e or higher. To the extent this bill would impose additional duties on school districts and county boards of education in regard to local control and accountability plans, the bill would impose a state-mandated local program.(5)Existing law establishes the Golden State Pathways Program to promote pathways in high-wage, high-skill, high-growth areas, including technology, health care, education, and climate-related fields that, among other things, allow pupils to advance seamlessly from high school to college and career and provide the workforce needed for economic growth. Existing law appropriates $500,000,000 from the General Fund to the State Department of Education to competitively award grant funds to school districts, charter schools, county offices of education, or regional occupational centers or programs operated by a joint powers authority or county office of education for purposes of the program, and makes these funds available for encumbrance until June 30, 2029. Existing law requires Golden State Pathways Program recipients to commit to providing participating pupils with, among other commitments, the opportunity to earn at least 12 postsecondary credits that are applicable toward the completion of a degree, certificate, or credential through various methods.This bill would include Cambridge International Education courses as one of methods pupils can use to earn those postsecondary credits. By expanding the purposes for which appropriated funds may be spent, the bill would make an appropriation.(6)Existing law requires an applicant for the California Career Technical Education Incentive Grant Program to demonstrate, among other requirements, that the applicants career technical education program offers high quality curriculum and instruction that offers the opportunity for participants to earn postsecondary credits through Advanced Placement courses and International Baccalaureate courses or by formal agreement with a postsecondary partner to provide dual enrollment opportunities.This bill would authorize an applicant to use Cambridge International Education courses to demonstrate that the applicant has met the above-described requirement.(7) The(3) This bill also would authorize a school district that offers Cambridge International General Certificate of Secondary Education (IGCSE), or AS or A level courses and examinations, to help pay the test fees for pupils in need of financial assistance.(8) 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.(9)Funds appropriated by this bill would be applied toward the minimum funding requirements for school districts and community college districts imposed by Section 8 of Article XVI of the California Constitution.Digest Key Vote: MAJORITY Appropriation: YESNO Fiscal Committee: YESNO Local Program: YESNO Bill TextThe people of the State of California do enact as follows:SECTION 1. Section 44671 of the Education Code is amended to read:44671. (a) Criteria for effective school principal evaluations may be based upon the California Professional Standards for Educational Leaders. These standards identify a school administrator as being an educational leader who promotes the success of all pupils through leadership that fosters all of the following:(1) A shared vision.(2) Effective teaching and learning.(3) Management and safety.(4) Parent, family, and community involvement.(5) Professional and ethical leadership.(6) Contextual awareness.(b) A school principal evaluation may include, but not be limited to, evidence of all of the following:(1) Academic growth of pupils based on multiple measures that may include pupil work as well as pupil and school longitudinal data that demonstrates pupil academic growth over time. Assessments used for this purpose must be valid and reliable and used for the purposes intended and for the appropriate pupil populations. Academic assessments include, but are not limited to, state standardized assessments, formative, summative, benchmark, end of chapter, end of course, college entrance, and performance assessments, Advanced Placement examinations, International Baccalaureate examinations, and the Cambridge International examinations. For career and technical education, authentic performance assessment is a strong indicator of effective teaching and learning.(2) Effective and comprehensive teacher evaluations, including, but not limited to, curricular and management leadership, ongoing professional development, teacher-principal teamwork, and professional learning communities.(3) Culturally responsive instructional strategies to address and eliminate the achievement gap.(4) The ability to analyze quality instructional strategies and provide effective feedback that leads to instructional improvement.(5) High expectations for all pupils and leadership to ensure active pupil engagement and learning.(6) Collaborative professional practices for improving instructional strategies.(7) Effective school management, including personnel and resource management, organizational leadership, sound fiscal practices, a safe campus environment, and appropriate pupil behavior.(8) Meaningful self-assessment to improve as a professional educator. Self-assessment may include, but not be limited to, a self-assessment on state professional standards for educational leaders and the identification of areas of strengths and areas for professional growth to engage in activities to foster professional growth.(9) Consistent and effective relationships with pupils, parents, teachers, staff, and other administrators.SEC. 2. Section 49600 of the Education Code is amended to read:49600. (a) The governing board of a school district may, and is urged to, provide access to a comprehensive educational counseling program for all pupils enrolled in the school district. It is the intent of the Legislature that a school district that provides educational counseling to its pupils implement a structured and coherent counseling program within a Multi-Tiered Systems of Support framework.(b) For purposes of this section, educational counseling means specialized services provided by a school counselor possessing a valid credential with a specialization in pupil personnel services who directly counsels pupils and implements equitable school programs and services that support pupils in their academic development, social emotional development, and college and career readiness.(c) It is the intent of the Legislature that school counselors do all of the following:(1) Engage with, advocate for, and provide both of the following services for all pupils:(A) Direct services, including, but not limited to, individual counseling, group counseling, risk assessment, crisis response, and instructional services, including, but not limited to, mental health, behavioral, academic, and postsecondary educational services.(B) Indirect services, including, but not limited to, positive school climate strategies, teacher and parent consultations, and referrals to public and private community services.(2) Plan, implement, and evaluate comprehensive school counseling programs.(3) Work within multi-tiered systems of support that use multiple data sources to monitor and improve pupil behavior, attendance, engagement, and achievement.(4) Develop, coordinate, and supervise comprehensive pupil support systems in collaboration with teachers, administrators, other pupil personnel services professionals, families, community partners, and community agencies, including county mental health agencies.(5) Promote and maintain a safe learning environment for all pupils by providing restorative practices, positive behavior interventions, and support services, and by developing and responding with a variety of intervention strategies to meet individual, group, and school community needs before, during, and after crisis response.(6) Intervene to ameliorate school-related problems, including problems related to chronic absences and retention.(7) Use research-based strategies to promote mental wellness, reduce mental health stigma, and identify characteristics, risk factors, and warning signs of pupils who develop, or are at risk of developing, mental health and behavioral disorders and who experience, or are at risk of experiencing, mistreatment, including mistreatment related to any form of conflict or bullying.(8) Improve school climate and pupil well-being by, including, but not limited to, addressing the mental and behavioral health needs of pupils during their times of transition, separation, heightened stress, and critical changes, and accessing community programs and services to meet those needs.(9) Enhance pupils social and emotional competence, character, health, civic engagement, cultural literacy, and commitment to lifelong learning and the pursuit of high-quality educational programs.(10) Provide counseling services for unduplicated pupils who are classified as English learners, eligible for free or reduced-price meals, or foster youth in a manner that promotes equity and access to appropriate education systems and public and private services.(11) Engage in continued development as a professional school counselor.(d) Educational counseling shall include academic counseling and postsecondary services, in the following areas:(1) Development and implementation, with parental involvement, of the pupils immediate and long-range educational plans.(2) Optimizing progress towards achievement of proficiency standards and competencies.(3) Completion of the required curriculum in accordance with the pupils needs, abilities, interests, and aptitudes.(4) Academic planning for access and success in higher education programs, including advisement on courses needed for admission to colleges and universities, standardized admissions tests, and financial aid.(5) Provide high-quality career programs at all grade levels for pupils, in which pupils are assisted in doing all of the following:(A) Planning for the future, including, but not limited to, identifying personal interests, skills, and abilities, career planning, course selection, and career transition.(B) Becoming aware of personal preferences and interests that influence educational and occupational exploration, career choice, and career success.(C) Developing work self-efficacy for the ever-changing work environment, the changing needs of the workforce, and the effects of work on the quality of life.(D) Understanding the relationship between academic achievement and career success, and the importance of maximizing career options.(E) Understanding the value of participating in career technical education pathways, programs, and certifications, including, but not limited to, those related to regional occupational programs and centers, the federal program administered by the United States Department of Labor offering free education and vocational training to pupils, known as Job Corps, the California Conservation Corps, work-based learning, industry certifications, college preparation and credit, and employment opportunities.(F) Understanding the need to develop essential employable skills and work habits.(G) Understanding entrance requirements to the Armed Forces of the United States, including the benefits of the Armed Services Vocational Aptitude Battery (ASVAB) test.(e) Educational counseling may also include counseling in any of the following:(1) Individualized review of the academic and deportment records of a pupil.(2) Advising pupils, in consultation with their parents and legal guardians when at all possible, who are at risk of not promoting or graduating with the rest of their class.(3) Developing a list of coursework and experience necessary to assist each pupil in middle school to successfully transition to high school and meet all graduation requirements.(4) In schools that enroll pupils in grades 6 to 12, inclusive, developing a list of coursework and experience necessary to assist and counsel each pupil to begin to satisfy the AG requirements for admission to the University of California and the California State University and encourage participation in college preparation programs, including, but not limited to, the Advancement Via Individual Determination (AVID) program, and early college, dual enrollment, advanced placement, international baccalaureate, and Cambridge International programs.(5) Developing pupil knowledge of financial aid planning for postsecondary education by providing pupils with financial aid information, including, but not limited to, information on the Free Application for Federal Student Aid (FAFSA), the California Dream Act application (CADAA), the Cal Grant Program established pursuant to Chapter 1.7 (commencing with Section 69430) of Part 42 of Division 5 of Title 3, local and national scholarship programs, financial aid programs and resources for foster and homeless youth, fee waiver programs, and other financial aid programs and options, and net college cost.(6) Providing a copy of the lists developed pursuant to paragraph (4) to a pupil and the pupils parent or legal guardian, ensuring that the list of coursework and experience is part of the pupils cumulative record.(7) Developing a list of coursework and experience for a pupil enrolled in grade 12, including options for continuing the pupils education if the pupil fails to meet graduation requirements. These options shall include, but are not limited to, all of the following:(A) Enrolling in an adult education program.(B) Enrolling in a community college.(C) Continuing enrollment in the pupils current school district.(8) Providing a copy of the list of coursework and experiences developed pursuant to paragraph (7) to the pupil and the pupils parent or legal guardian, ensuring that the list of coursework and experience is part of the cumulative records of a pupil.(9) Offering and scheduling an individual conference with each pupil in grades 10 and 12 who has not satisfied, or is not on track to satisfy, the curricular requirements for admission to the University of California and the California State University and to successfully transition to postsecondary education or employment, and providing the following information to the pupil and the pupils parent or legal guardian:(A) The score of the pupil on the English language arts or mathematics portion of the California Assessment of Student Performance and Progress, established pursuant to Article 4 (commencing with Section 60640) of Chapter 5 of Part 33, administered in grade 6, as applicable.(B) The availability of financial aid for postsecondary education.(10) Providing mental and behavioral health services to which pupils receive prevention, early intervention, and short-term counseling services and receive classroom instruction in mental health to reduce stigma and increase awareness of counseling support services.(11) Providing training to school staff to recognize mental health warning signs.(f) This section does not prohibit persons participating in an organized advisory program approved by the governing board of a school district, and supervised by a school district counselor, from advising pupils pursuant to the organized advisory program.SEC. 3.Section 51461 of the Education Code is amended to read:51461.(a)The State Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school pupil in one or more languages, in addition to English, and certifies that the graduate meets the following criteria for being proficient in English and one or more languages other than English:(1)Proficiency in English shall be demonstrated through one of the following requirements:(A)Completion of all English language arts requirements for graduation with an overall grade point average of 3.0 or above in those classes. Completion of one or more English language arts courses at a public higher education institution or an independent institution of higher education, as described in subdivisions (a) and (b) of Section 66010, with a grade equivalent to a grade point average of 3.0 or above may also be used to satisfy one or more course requirements of this subparagraph.(B)Passing the California Assessment of Student Performance and Progress for English language arts, or any successor test, administered in grade 11, at or above the standard met achievement level, or at the achievement level determined by the Superintendent for any successor test.(C)(i)Passing an English Advanced Placement examination with a score of 3 or higher or an English International Baccalaureate examination with a score of 4 or higher.(ii)For purposes of clause (i), English Advanced Placement means Advanced Placement English Language and Composition, Advanced Placement English Literature and Composition, or Advanced Placement Seminar.(D)Achieving a score of 480 or higher on the Evidence-Based Reading and Writing section of the SAT.(2)Proficiency in one or more languages other than English shall be demonstrated through one of the following requirements:(A)Passing a world language Advanced Placement examination with a score of 3 or higher, passing a world language International Baccalaureate examination with a score of 4 or higher, passing a Cambridge International A Level examination with a score of E or higher, passing a Cambridge International AS Level examination with a score of e or higher, or passing a world language ACTFL Writing Proficiency Test (WPT) and an Oral Proficiency Interview (OPI) with scores of Intermediate Mid or higher.(B)Successful completion of a four-year course of study of content in a world language at a high school or higher level attaining an overall grade point average of 3.0 or above in that course of study, and oral proficiency in the language comparable to that required pursuant to subparagraph (A). Pupils may also satisfy the requirements of this subparagraph by either or both of the following:(i)Successful completion of high school level courses completed in another country in a language other than English with the equivalent of an overall grade point average of 3.0 or above, as verified through a transcript.(ii)Completion of one or more world language courses at a public higher education institution or an independent institution of higher education, as described in subdivisions (a) and (b) of Section 66010, with a grade equivalent to a grade point average of 3.0 or above and oral proficiency in the language comparable to that required pursuant to subparagraph (A), as verified through a transcript.(C)(i)If no Advanced Placement examination or off-the-shelf language test exists and the school district can certify to the Superintendent that the test meets the rigor of a four-year high school course of study in that world language, passing a school district language examination that, at a minimum, assesses speaking, reading, and writing in a language other than English at the proficient level or higher. If a school district offers a language examination in a language in which an Advanced Placement examination or off-the-shelf language test exists, the school district language examination shall be approved by the Superintendent for the purpose of determining proficiency in a language other than English.(ii)Notwithstanding clause (i), a pupil who seeks to qualify for the State Seal of Biliteracy through a language that is not characterized by listening, speaking, or reading, or for which there is no written system, shall pass an assessment on the modalities that characterize communication in that language at the proficient level or higher.(b)If a pupil in any of grades 9 to 12, inclusive, is an English learner, the pupil shall meet both of the following criteria in order to qualify for the State Seal of Biliteracy:(1)Attain an Oral Language composite score of level 4 on the English Language Proficiency Assessments for California, or any successor English oral language proficiency assessment, in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive.(2)Demonstrate proficiency in English through one of the accomplishments listed in paragraph (1) of subdivision (a) and demonstrate proficiency in one or more languages other than English through one of the accomplishments listed in paragraph (2) of subdivision (a).(c)For languages in which an Advanced Placement test is not available, the Superintendent may provide a listing of equivalent summative tests that school districts may use in place of an Advanced Placement test for purposes of subparagraph (A) of paragraph (2) of subdivision (a). A school district may provide the Superintendent with a list of equivalent summative tests that the school district uses in place of an Advanced Placement test for purposes of subparagraph (A) of paragraph (2) of subdivision (a). The Superintendent may use lists received from school districts in developing the Superintendents list of equivalent summative tests.(d)For purposes of this article, world language has the same meaning as defined in Section 91.(e)Notwithstanding subdivision (a), for those pupils on track to graduate in 2022 and who were unable to take the assessment identified in subparagraph (B) of paragraph (1) of subdivision (a), the Superintendent may use the assessments identified in Section 121 of Chapter 44 of the Statutes of 2021 to determine whether a pupil obtained the achievement level on a grade 11 English language arts assessment for the purposes of subparagraph (B) of paragraph (1) of subdivision (a).SEC. 4.Section 52060 of the Education Code is amended to read:52060.(a)On or before July 1, 2014, the governing board of each school district shall adopt a local control and accountability plan using a template adopted by the state board.(b)A local control and accountability plan adopted by the governing board of a school district shall be effective for a period of three years, and shall be updated on or before July 1 of each year.(c)A local control and accountability plan adopted by the governing board of a school district shall include, for the school district and each school within the school district, all of the information specified in the template adopted by the state board pursuant to Section 52064.(d)All of the following are state priorities for purposes of a school districts local control and accountability plan:(1)The degree to which the teachers of the school district are appropriately assigned in accordance with Section 44258.9, and fully credentialed in the subject areas, and, for the pupils they are teaching, every pupil in the school district has sufficient access to the standards-aligned instructional materials as determined pursuant to Section 60119, and school facilities are maintained in good repair, as defined in subdivision (d) of Section 17002.(2)Implementation of the academic content and performance standards adopted by the state board, including how the programs and services will enable English learners to access the common core academic content standards adopted pursuant to Section 60605.8 and the English language development standards adopted pursuant to former Section 60811.3, as that section read on June 30, 2013, or former Section 60811.4, as that section read on June 30, 2016, for purposes of gaining academic content knowledge and English language proficiency.(3)(A)Parental involvement and family engagement, including efforts the school district makes to seek parent input in making decisions for the school district and each individual schoolsite, and including how the school district will promote parental participation in programs for unduplicated pupils and pupils who are individuals with exceptional needs.(B)Family engagement may include, but need not be limited to, efforts by the school district and each individual schoolsite to apply research-based practices, such as welcoming all families into the school community, engaging in effective two-way communication, supporting pupil success, and empowering families to advocate for equity and access. Family engagement may include, but need not be limited to, treating families as partners to inform, influence, and create practices and programs that support pupil success and collaboration with families and the broader community, expand pupil learning opportunities and community services, and promote civic participation.(4)Pupil achievement, as measured by all of the following, as applicable:(A)Statewide assessments administered pursuant to Article 4 (commencing with Section 60640) of Chapter 5 of Part 33 or any subsequent assessment, as certified by the state board.(B)The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University.(C)The percentage of pupils who have successfully completed courses that satisfy the requirements for career technical education sequences or programs of study that align with state board-approved career technical education standards and frameworks, including, but not limited to, those described in subdivision (a) of Section 52302, subdivision (a) of Section 52372.5, or paragraph (2) of subdivision (e) of Section 54692.(D)The percentage of pupils who have successfully completed both types of courses described in subparagraphs (B) and (C).(E)The percentage of English learner pupils who make progress toward English proficiency as measured by the English Language Proficiency Assessments for California or any subsequent assessment of English proficiency, as certified by the state board.(F)The English learner reclassification rate.(G)The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher, a Cambridge International A Level examination with a score of E or higher, or a Cambridge International AS Level examination with a score of e or higher.(H)The percentage of pupils who demonstrate college preparedness pursuant to the Early Assessment Program, as described in Chapter 6 (commencing with Section 99300) of Part 65 of Division 14 of Title 3, or any subsequent assessment of college preparedness.(5)Pupil engagement, as measured by all of the following, as applicable:(A)School attendance rates.(B)Chronic absenteeism rates.(C)Middle school dropout rates.(D)High school dropout rates.(E)High school graduation rates.(6)School climate, as measured by all of the following, as applicable:(A)Pupil suspension rates.(B)Pupil expulsion rates.(C)Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness.(7)The extent to which pupils have access to, and are enrolled in, a broad course of study that includes all of the subject areas described in Section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable, including the programs and services developed and provided to unduplicated pupils and individuals with exceptional needs, and the programs and services that are provided to benefit these pupils as a result of the funding received pursuant to Section 42238.02, as implemented by Section 42238.03.(8)Pupil outcomes, if available, in the subject areas described in Section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable.(e)For purposes of the descriptions required by subdivision (b) of Section 52064, the governing board of a school district may consider qualitative information, including, but not limited to, findings that result from school quality reviews conducted pursuant to subdivision (b) of Section 52052 or any other reviews.(f)To the extent practicable, data reported in a local control and accountability plan shall be reported in a manner consistent with how information is reported on the California School Dashboard maintained by the department pursuant to Section 52064.5.(g)The governing board of a school district shall consult with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing a local control and accountability plan.(h)A school district may identify local priorities, goals in regard to the local priorities, and the method for measuring the school districts progress toward achieving those goals.SEC. 5.Section 52066 of the Education Code is amended to read:52066.(a)On or before July 1, 2014, each county superintendent of schools shall develop, and present to the county board of education for adoption, a local control and accountability plan using a template adopted by the state board.(b)A local control and accountability plan adopted by a county board of education shall be effective for a period of three years, and shall be updated on or before July 1 of each year.(c)A local control and accountability plan adopted by a county board of education shall include, for each school or program operated by the county superintendent of schools, all of the information specified in the template adopted by the state board pursuant to Section 52064.(d)All of the following are state priorities for purposes of a county board of educations local control and accountability plan:(1)The degree to which the teachers in the schools or programs operated by the county superintendent of schools are appropriately assigned in accordance with Section 44258.9 and fully credentialed in the subject areas, and, for the pupils they are teaching, every pupil in the schools or programs operated by the county superintendent of schools has sufficient access to the standards-aligned instructional materials as determined pursuant to Section 60119, and school facilities are maintained in good repair as specified in subdivision (d) of Section 17002.(2)Implementation of the academic content and performance standards adopted by the state board, including how the programs and services will enable English learners to access the common core academic content standards adopted pursuant to Section 60605.8 and the English language development standards adopted pursuant to former Section 60811.3, as that section read on June 30, 2013, or former Section 60811.4, as that section read on June 30, 2016, for purposes of gaining academic content knowledge and English language proficiency.(3)(A)Parental involvement and family engagement, including efforts the county superintendent of schools makes to seek parent input in making decisions for each individual schoolsite and program operated by a county superintendent of schools, and including how the county superintendent of schools will promote parental participation in programs for unduplicated pupils and pupils who are individuals with exceptional needs.(B)Family engagement may include, but need not be limited to, efforts by the county superintendent of schools and each individual schoolsite to apply research-based practices, such as welcoming all families into the school community, engaging in effective two-way communication, supporting pupil success, and empowering families to advocate for equity and access. Family engagement may include, but need not be limited to, treating families as partners to inform, influence, and create practices and programs that support pupil success and collaboration with families and the broader community, expand pupil learning opportunities and community services, and promote civic participation.(4)Pupil achievement, as measured by all of the following, as applicable:(A)Statewide assessments administered pursuant to Article 4 (commencing with Section 60640) of Chapter 5 of Part 33 or any subsequent assessment, as certified by the state board.(B)The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University.(C)The percentage of pupils who have successfully completed courses that satisfy the requirements for career technical education sequences or programs of study that align with state board-approved career technical education standards and frameworks, including, but not limited to, those described in subdivision (a) of Section 52302, subdivision (a) of Section 52372.5, or paragraph (2) of subdivision (e) of Section 54692.(D)The percentage of pupils who have successfully completed both types of courses described in subparagraphs (B) and (C).(E)The percentage of English learner pupils who make progress toward English proficiency as measured by the English Language Proficiency Assessments for California or any subsequent assessment of English proficiency, as certified by the state board.(F)The English learner reclassification rate.(G)The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher, a Cambridge International A Level examination with a score of E or higher, or a Cambridge International AS Level examination with a score of e or higher.(H)The percentage of pupils who demonstrate college preparedness pursuant to the Early Assessment Program, as described in Chapter 6 (commencing with Section 99300) of Part 65 of Division 14 of Title 3, or any subsequent assessment of college preparedness.(5)Pupil engagement, as measured by all of the following, as applicable:(A)School attendance rates.(B)Chronic absenteeism rates.(C)Middle school dropout rates.(D)High school dropout rates.(E)High school graduation rates.(6)School climate, as measured by all of the following, as applicable:(A)Pupil suspension rates.(B)Pupil expulsion rates.(C)Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness.(7)The extent to which pupils have access to, and are enrolled in, a broad course of study that includes all of the subject areas described in Section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable, including the programs and services developed and provided to unduplicated pupils and individuals with exceptional needs, and the programs and services that are provided to benefit these pupils as a result of the funding received pursuant to Section 42238.02, as implemented by Section 42238.03.(8)Pupil outcomes, if available, in the subject areas described in Section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable.(9)How the county superintendent of schools will coordinate instruction of expelled pupils pursuant to Section 48926.(10)How the county superintendent of schools will coordinate services for foster children, including, but not limited to, all of the following:(A)Working with the county child welfare agency to minimize changes in school placement.(B)Providing education-related information to the county child welfare agency to assist the county child welfare agency in the delivery of services to foster children, including, but not limited to, educational status and progress information that is required to be included in court reports.(C)Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services.(D)Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport.(e)For purposes of the descriptions required by subdivision (b) of Section 52064, a county board of education may consider qualitative information, including, but not limited to, findings that result from school quality reviews conducted pursuant to subdivision (b) of Section 52052 or any other reviews.(f)To the extent practicable, data reported in a local control and accountability plan shall be reported in a manner consistent with how information is reported on the California School Dashboard maintained by the department pursuant to Section 52064.5.(g)The county superintendent of schools shall consult with teachers, principals, administrators, other school personnel, local bargaining units of the county office of education, parents, and pupils in developing a local control and accountability plan.(h)A county board of education may identify local priorities, goals in regard to the local priorities, and the method for measuring the county office of educations progress toward achieving those goals.(i)(1)Beginning with the 201819 fiscal year and in each fiscal year thereafter, a county superintendent of schools shall prepare a summary of how the county superintendent of schools plans to support school districts and schools within the county in implementing this article and present the summary to the county board of education at the same public meeting required under paragraph (2) of subdivision (b) of Section 52068. The summary shall include, but is not necessarily limited to, all of the following:(A)A description of how the county superintendent of schools will support the continuous improvement of all school districts within the county, including steps that the county superintendent of schools plans to take to collaborate with the California Collaborative for Educational Excellence, the department, the lead agencies specified in Sections 52073 and 52073.1, and other county superintendents of schools to support school districts and schools within the county in implementing this article.(B)A description of how the county superintendent of schools will assist each school district identified for technical assistance pursuant to subdivision (c) of Section 52071 and each charter school identified for technical assistance pursuant to subdivision (a) of Section 47607.3 in improving pupil outcomes, including, at a minimum, clearly identifying the activities being performed by the county office of education and the source of funding for those activities. This description shall include the actions the school district and charter school will take independent of the county superintendent of schools to improve pupil outcomes pursuant to subparagraph (C) of paragraph (1) of subdivision (c) of Section 52071 or paragraph (3) of subdivision (a) of Section 47607.3.(C)One or more goals for each of the following:(i)Completing the review of local control and accountability plans submitted by school districts pursuant to Section 52070.(ii)Providing technical assistance to school districts pursuant to subdivisions (a) and (b) of Section 52071 and charter schools pursuant to subdivision (a) of Section 47607.3.(iii)Providing any other support to school districts and schools within the county in implementing this article.(iv)Providing support to school districts in developing and implementing the addendum specified in Section 52064.3.(D)One or more metrics to assess progress toward each goal identified in subparagraph (C).(E)Specific actions and related expenditures to achieve each goal identified in subparagraph (C), to the extent this information is not provided pursuant to subparagraph (B). The specific actions shall not supersede the provisions of existing local collective bargaining agreements within the jurisdiction of the county superintendent of schools.(2)Commencing with the 201920 fiscal year and in each fiscal year thereafter, the county superintendent of schools shall submit the summary described in this subdivision with its local control and accountability plan pursuant to subdivision (a) of Section 52070.5.(3)On or before November 1 of each year, the department shall compile the information provided by county superintendents of schools pursuant to subparagraphs (A) and (B) of paragraph (1) into a single document and shall make this report available to the public on the departments internet website.SEC. 6.SEC. 3. Chapter 8 (commencing with Section 52210) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read: CHAPTER 8. Cambridge International Education Programs52210. The Legislature hereby finds and declares all of the following:(a) Cambridge International Education is a part of Cambridge University Press & Assessment, the worlds largest provider of international education programs for children and pupils who are 3 to 19 years of age, inclusive, and is part of the University of Cambridge. The Cambridge Pathway brings together a globally recognized instructional approach that aligns curriculum, teaching, and learning with meaningful assessments that measure mastery. Its objectives are to provide pupils with deep subject knowledge and skills in critical thinking, problem solving, research, analysis of arguments, communication, and collaboration via inquiry-based learning that leads to examinations for high school pupils.(b) Cambridge Advanced program participants pursue a specific, intensive, balanced liberal arts course of study and must pass seven rigorous examinations in four curricula areas in order to qualify for the Advanced International Certificate of Education (AICE) diploma.(c) Successful Cambridge International Education pupils are typically granted substantial advanced placement credit at the finest colleges and universities in the nation.52211. A school district that offers Cambridge International General Certificate of Secondary Education (IGCSE), or AS or A level courses and examinations, may help pay the test fees for pupils in need of financial assistance.
Amended IN Senate March 25, 2025 CALIFORNIA LEGISLATURE 20252026 REGULAR SESSION Senate Bill No. 835Introduced by Senator Ochoa BoghFebruary 21, 2025An act to amend Sections 44671, 49600, 51461, 52060, 52066, 53023, and 53071 44671 and 49600 of, and to add Chapter 8 (commencing with Section 52210) to Part 28 of Division 4 of Title 2 of, the Education Code, relating to pupil instruction, and making an appropriation therefor. instruction.LEGISLATIVE COUNSEL'S DIGESTSB 835, as amended, Ochoa Bogh. Pupil instruction: Cambridge International Education programs.(1) Existing law authorizes a school district to evaluate a principal annually for the principals first and 2nd year of employment as a new principal and authorizes additional evaluations, as specified. Existing law authorizes the criteria for school principal evaluations to be based upon the California Professional Standards for Educational Leaders and to include evidence of, among other things, pupil academic growth. Existing law authorizes pupil academic growth to be evaluated pursuant to local and state academic assessments, including, among others, state standardized assessments and performance assessments.This bill would explicitly add the Cambridge International Level examinations to the list of authorized assessments that may be used to measure pupil academic growth for a principal evaluation.(2) Existing law authorizes the governing board of a school district to provide access to a comprehensive educational counseling program for all pupils enrolled in the school district. For schools that enroll pupils in grades 6 to 12, inclusive, existing law defines educational counseling to include, among other things, counseling to encourage participation in advanced placement and international baccalaureate programs.This bill would expand the definition of an educational counseling program to explicitly include encouraging participation in Cambridge International programs.(3)Existing law establishes that the State Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school pupil in one or more languages, in addition to English, and certifies that the graduate meets certain criteria for being proficient in English and one or more languages other than English. For purposes of the State Seal of Biliteracy, proficiency in one or more languages other than English can be demonstrated through at least one of specified methods, including passing a world language Advanced Placement examination with a score of 3 or higher, passing a world language International Baccalaureate examination with a score of 4 or higher, or passing a world language ACTFL Writing Proficiency Test (WPT) and an Oral Proficiency Interview (OPI) with scores of Intermediate Mid or higher.This bill would include passing a Cambridge International A Level examination with a score of E or higher or a Cambridge International AS Level examination with a score of e or higher as another method to demonstrate language proficiency in one or more languages other than English for purposes of the State Seal of Biliteracy.(4)Existing law requires the governing board of each school district and county board of education to adopt a local control and accountability plan and to update its respective local control and accountability plan before July 1 of each year. Existing law requires a local control and accountability plan to include, among other things, a description of the annual goals to be achieved for each state priority, as specified, for all pupils and certain subgroups of pupils. The states delineated priorities include, among others, pupil achievement as measured by, and as applicable, among other things, the percentage of pupils who have passed an advanced placement examination with a score of 3 or higher.This bill would require pupil achievement to also be measured by the percentage of pupils who have passed a Cambridge International A Level examination with a score of E or higher or a Cambridge International AS Level examination with a score of e or higher. To the extent this bill would impose additional duties on school districts and county boards of education in regard to local control and accountability plans, the bill would impose a state-mandated local program.(5)Existing law establishes the Golden State Pathways Program to promote pathways in high-wage, high-skill, high-growth areas, including technology, health care, education, and climate-related fields that, among other things, allow pupils to advance seamlessly from high school to college and career and provide the workforce needed for economic growth. Existing law appropriates $500,000,000 from the General Fund to the State Department of Education to competitively award grant funds to school districts, charter schools, county offices of education, or regional occupational centers or programs operated by a joint powers authority or county office of education for purposes of the program, and makes these funds available for encumbrance until June 30, 2029. Existing law requires Golden State Pathways Program recipients to commit to providing participating pupils with, among other commitments, the opportunity to earn at least 12 postsecondary credits that are applicable toward the completion of a degree, certificate, or credential through various methods.This bill would include Cambridge International Education courses as one of methods pupils can use to earn those postsecondary credits. By expanding the purposes for which appropriated funds may be spent, the bill would make an appropriation.(6)Existing law requires an applicant for the California Career Technical Education Incentive Grant Program to demonstrate, among other requirements, that the applicants career technical education program offers high quality curriculum and instruction that offers the opportunity for participants to earn postsecondary credits through Advanced Placement courses and International Baccalaureate courses or by formal agreement with a postsecondary partner to provide dual enrollment opportunities.This bill would authorize an applicant to use Cambridge International Education courses to demonstrate that the applicant has met the above-described requirement.(7) The(3) This bill also would authorize a school district that offers Cambridge International General Certificate of Secondary Education (IGCSE), or AS or A level courses and examinations, to help pay the test fees for pupils in need of financial assistance.(8) 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.(9)Funds appropriated by this bill would be applied toward the minimum funding requirements for school districts and community college districts imposed by Section 8 of Article XVI of the California Constitution.Digest Key Vote: MAJORITY Appropriation: YESNO Fiscal Committee: YESNO Local Program: YESNO
Amended IN Senate March 25, 2025
Amended IN Senate March 25, 2025
CALIFORNIA LEGISLATURE 20252026 REGULAR SESSION
Senate Bill
No. 835
Introduced by Senator Ochoa BoghFebruary 21, 2025
Introduced by Senator Ochoa Bogh
February 21, 2025
An act to amend Sections 44671, 49600, 51461, 52060, 52066, 53023, and 53071 44671 and 49600 of, and to add Chapter 8 (commencing with Section 52210) to Part 28 of Division 4 of Title 2 of, the Education Code, relating to pupil instruction, and making an appropriation therefor. instruction.
LEGISLATIVE COUNSEL'S DIGEST
## LEGISLATIVE COUNSEL'S DIGEST
SB 835, as amended, Ochoa Bogh. Pupil instruction: Cambridge International Education programs.
(1) Existing law authorizes a school district to evaluate a principal annually for the principals first and 2nd year of employment as a new principal and authorizes additional evaluations, as specified. Existing law authorizes the criteria for school principal evaluations to be based upon the California Professional Standards for Educational Leaders and to include evidence of, among other things, pupil academic growth. Existing law authorizes pupil academic growth to be evaluated pursuant to local and state academic assessments, including, among others, state standardized assessments and performance assessments.This bill would explicitly add the Cambridge International Level examinations to the list of authorized assessments that may be used to measure pupil academic growth for a principal evaluation.(2) Existing law authorizes the governing board of a school district to provide access to a comprehensive educational counseling program for all pupils enrolled in the school district. For schools that enroll pupils in grades 6 to 12, inclusive, existing law defines educational counseling to include, among other things, counseling to encourage participation in advanced placement and international baccalaureate programs.This bill would expand the definition of an educational counseling program to explicitly include encouraging participation in Cambridge International programs.(3)Existing law establishes that the State Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school pupil in one or more languages, in addition to English, and certifies that the graduate meets certain criteria for being proficient in English and one or more languages other than English. For purposes of the State Seal of Biliteracy, proficiency in one or more languages other than English can be demonstrated through at least one of specified methods, including passing a world language Advanced Placement examination with a score of 3 or higher, passing a world language International Baccalaureate examination with a score of 4 or higher, or passing a world language ACTFL Writing Proficiency Test (WPT) and an Oral Proficiency Interview (OPI) with scores of Intermediate Mid or higher.This bill would include passing a Cambridge International A Level examination with a score of E or higher or a Cambridge International AS Level examination with a score of e or higher as another method to demonstrate language proficiency in one or more languages other than English for purposes of the State Seal of Biliteracy.(4)Existing law requires the governing board of each school district and county board of education to adopt a local control and accountability plan and to update its respective local control and accountability plan before July 1 of each year. Existing law requires a local control and accountability plan to include, among other things, a description of the annual goals to be achieved for each state priority, as specified, for all pupils and certain subgroups of pupils. The states delineated priorities include, among others, pupil achievement as measured by, and as applicable, among other things, the percentage of pupils who have passed an advanced placement examination with a score of 3 or higher.This bill would require pupil achievement to also be measured by the percentage of pupils who have passed a Cambridge International A Level examination with a score of E or higher or a Cambridge International AS Level examination with a score of e or higher. To the extent this bill would impose additional duties on school districts and county boards of education in regard to local control and accountability plans, the bill would impose a state-mandated local program.(5)Existing law establishes the Golden State Pathways Program to promote pathways in high-wage, high-skill, high-growth areas, including technology, health care, education, and climate-related fields that, among other things, allow pupils to advance seamlessly from high school to college and career and provide the workforce needed for economic growth. Existing law appropriates $500,000,000 from the General Fund to the State Department of Education to competitively award grant funds to school districts, charter schools, county offices of education, or regional occupational centers or programs operated by a joint powers authority or county office of education for purposes of the program, and makes these funds available for encumbrance until June 30, 2029. Existing law requires Golden State Pathways Program recipients to commit to providing participating pupils with, among other commitments, the opportunity to earn at least 12 postsecondary credits that are applicable toward the completion of a degree, certificate, or credential through various methods.This bill would include Cambridge International Education courses as one of methods pupils can use to earn those postsecondary credits. By expanding the purposes for which appropriated funds may be spent, the bill would make an appropriation.(6)Existing law requires an applicant for the California Career Technical Education Incentive Grant Program to demonstrate, among other requirements, that the applicants career technical education program offers high quality curriculum and instruction that offers the opportunity for participants to earn postsecondary credits through Advanced Placement courses and International Baccalaureate courses or by formal agreement with a postsecondary partner to provide dual enrollment opportunities.This bill would authorize an applicant to use Cambridge International Education courses to demonstrate that the applicant has met the above-described requirement.(7) The(3) This bill also would authorize a school district that offers Cambridge International General Certificate of Secondary Education (IGCSE), or AS or A level courses and examinations, to help pay the test fees for pupils in need of financial assistance.(8) 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.(9)Funds appropriated by this bill would be applied toward the minimum funding requirements for school districts and community college districts imposed by Section 8 of Article XVI of the California Constitution.
(1) Existing law authorizes a school district to evaluate a principal annually for the principals first and 2nd year of employment as a new principal and authorizes additional evaluations, as specified. Existing law authorizes the criteria for school principal evaluations to be based upon the California Professional Standards for Educational Leaders and to include evidence of, among other things, pupil academic growth. Existing law authorizes pupil academic growth to be evaluated pursuant to local and state academic assessments, including, among others, state standardized assessments and performance assessments.
This bill would explicitly add the Cambridge International Level examinations to the list of authorized assessments that may be used to measure pupil academic growth for a principal evaluation.
(2) Existing law authorizes the governing board of a school district to provide access to a comprehensive educational counseling program for all pupils enrolled in the school district. For schools that enroll pupils in grades 6 to 12, inclusive, existing law defines educational counseling to include, among other things, counseling to encourage participation in advanced placement and international baccalaureate programs.
This bill would expand the definition of an educational counseling program to explicitly include encouraging participation in Cambridge International programs.
(3)Existing law establishes that the State Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school pupil in one or more languages, in addition to English, and certifies that the graduate meets certain criteria for being proficient in English and one or more languages other than English. For purposes of the State Seal of Biliteracy, proficiency in one or more languages other than English can be demonstrated through at least one of specified methods, including passing a world language Advanced Placement examination with a score of 3 or higher, passing a world language International Baccalaureate examination with a score of 4 or higher, or passing a world language ACTFL Writing Proficiency Test (WPT) and an Oral Proficiency Interview (OPI) with scores of Intermediate Mid or higher.
This bill would include passing a Cambridge International A Level examination with a score of E or higher or a Cambridge International AS Level examination with a score of e or higher as another method to demonstrate language proficiency in one or more languages other than English for purposes of the State Seal of Biliteracy.
(4)Existing law requires the governing board of each school district and county board of education to adopt a local control and accountability plan and to update its respective local control and accountability plan before July 1 of each year. Existing law requires a local control and accountability plan to include, among other things, a description of the annual goals to be achieved for each state priority, as specified, for all pupils and certain subgroups of pupils. The states delineated priorities include, among others, pupil achievement as measured by, and as applicable, among other things, the percentage of pupils who have passed an advanced placement examination with a score of 3 or higher.
This bill would require pupil achievement to also be measured by the percentage of pupils who have passed a Cambridge International A Level examination with a score of E or higher or a Cambridge International AS Level examination with a score of e or higher. To the extent this bill would impose additional duties on school districts and county boards of education in regard to local control and accountability plans, the bill would impose a state-mandated local program.
(5)Existing law establishes the Golden State Pathways Program to promote pathways in high-wage, high-skill, high-growth areas, including technology, health care, education, and climate-related fields that, among other things, allow pupils to advance seamlessly from high school to college and career and provide the workforce needed for economic growth. Existing law appropriates $500,000,000 from the General Fund to the State Department of Education to competitively award grant funds to school districts, charter schools, county offices of education, or regional occupational centers or programs operated by a joint powers authority or county office of education for purposes of the program, and makes these funds available for encumbrance until June 30, 2029. Existing law requires Golden State Pathways Program recipients to commit to providing participating pupils with, among other commitments, the opportunity to earn at least 12 postsecondary credits that are applicable toward the completion of a degree, certificate, or credential through various methods.
This bill would include Cambridge International Education courses as one of methods pupils can use to earn those postsecondary credits. By expanding the purposes for which appropriated funds may be spent, the bill would make an appropriation.
(6)Existing law requires an applicant for the California Career Technical Education Incentive Grant Program to demonstrate, among other requirements, that the applicants career technical education program offers high quality curriculum and instruction that offers the opportunity for participants to earn postsecondary credits through Advanced Placement courses and International Baccalaureate courses or by formal agreement with a postsecondary partner to provide dual enrollment opportunities.
This bill would authorize an applicant to use Cambridge International Education courses to demonstrate that the applicant has met the above-described requirement.
(7) The
(3) This bill also would authorize a school district that offers Cambridge International General Certificate of Secondary Education (IGCSE), or AS or A level courses and examinations, to help pay the test fees for pupils in need of financial assistance.
(8) 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.
(9)Funds appropriated by this bill would be applied toward the minimum funding requirements for school districts and community college districts imposed by Section 8 of Article XVI of the California Constitution.
## Digest Key
## Bill Text
The people of the State of California do enact as follows:SECTION 1. Section 44671 of the Education Code is amended to read:44671. (a) Criteria for effective school principal evaluations may be based upon the California Professional Standards for Educational Leaders. These standards identify a school administrator as being an educational leader who promotes the success of all pupils through leadership that fosters all of the following:(1) A shared vision.(2) Effective teaching and learning.(3) Management and safety.(4) Parent, family, and community involvement.(5) Professional and ethical leadership.(6) Contextual awareness.(b) A school principal evaluation may include, but not be limited to, evidence of all of the following:(1) Academic growth of pupils based on multiple measures that may include pupil work as well as pupil and school longitudinal data that demonstrates pupil academic growth over time. Assessments used for this purpose must be valid and reliable and used for the purposes intended and for the appropriate pupil populations. Academic assessments include, but are not limited to, state standardized assessments, formative, summative, benchmark, end of chapter, end of course, college entrance, and performance assessments, Advanced Placement examinations, International Baccalaureate examinations, and the Cambridge International examinations. For career and technical education, authentic performance assessment is a strong indicator of effective teaching and learning.(2) Effective and comprehensive teacher evaluations, including, but not limited to, curricular and management leadership, ongoing professional development, teacher-principal teamwork, and professional learning communities.(3) Culturally responsive instructional strategies to address and eliminate the achievement gap.(4) The ability to analyze quality instructional strategies and provide effective feedback that leads to instructional improvement.(5) High expectations for all pupils and leadership to ensure active pupil engagement and learning.(6) Collaborative professional practices for improving instructional strategies.(7) Effective school management, including personnel and resource management, organizational leadership, sound fiscal practices, a safe campus environment, and appropriate pupil behavior.(8) Meaningful self-assessment to improve as a professional educator. Self-assessment may include, but not be limited to, a self-assessment on state professional standards for educational leaders and the identification of areas of strengths and areas for professional growth to engage in activities to foster professional growth.(9) Consistent and effective relationships with pupils, parents, teachers, staff, and other administrators.SEC. 2. Section 49600 of the Education Code is amended to read:49600. (a) The governing board of a school district may, and is urged to, provide access to a comprehensive educational counseling program for all pupils enrolled in the school district. It is the intent of the Legislature that a school district that provides educational counseling to its pupils implement a structured and coherent counseling program within a Multi-Tiered Systems of Support framework.(b) For purposes of this section, educational counseling means specialized services provided by a school counselor possessing a valid credential with a specialization in pupil personnel services who directly counsels pupils and implements equitable school programs and services that support pupils in their academic development, social emotional development, and college and career readiness.(c) It is the intent of the Legislature that school counselors do all of the following:(1) Engage with, advocate for, and provide both of the following services for all pupils:(A) Direct services, including, but not limited to, individual counseling, group counseling, risk assessment, crisis response, and instructional services, including, but not limited to, mental health, behavioral, academic, and postsecondary educational services.(B) Indirect services, including, but not limited to, positive school climate strategies, teacher and parent consultations, and referrals to public and private community services.(2) Plan, implement, and evaluate comprehensive school counseling programs.(3) Work within multi-tiered systems of support that use multiple data sources to monitor and improve pupil behavior, attendance, engagement, and achievement.(4) Develop, coordinate, and supervise comprehensive pupil support systems in collaboration with teachers, administrators, other pupil personnel services professionals, families, community partners, and community agencies, including county mental health agencies.(5) Promote and maintain a safe learning environment for all pupils by providing restorative practices, positive behavior interventions, and support services, and by developing and responding with a variety of intervention strategies to meet individual, group, and school community needs before, during, and after crisis response.(6) Intervene to ameliorate school-related problems, including problems related to chronic absences and retention.(7) Use research-based strategies to promote mental wellness, reduce mental health stigma, and identify characteristics, risk factors, and warning signs of pupils who develop, or are at risk of developing, mental health and behavioral disorders and who experience, or are at risk of experiencing, mistreatment, including mistreatment related to any form of conflict or bullying.(8) Improve school climate and pupil well-being by, including, but not limited to, addressing the mental and behavioral health needs of pupils during their times of transition, separation, heightened stress, and critical changes, and accessing community programs and services to meet those needs.(9) Enhance pupils social and emotional competence, character, health, civic engagement, cultural literacy, and commitment to lifelong learning and the pursuit of high-quality educational programs.(10) Provide counseling services for unduplicated pupils who are classified as English learners, eligible for free or reduced-price meals, or foster youth in a manner that promotes equity and access to appropriate education systems and public and private services.(11) Engage in continued development as a professional school counselor.(d) Educational counseling shall include academic counseling and postsecondary services, in the following areas:(1) Development and implementation, with parental involvement, of the pupils immediate and long-range educational plans.(2) Optimizing progress towards achievement of proficiency standards and competencies.(3) Completion of the required curriculum in accordance with the pupils needs, abilities, interests, and aptitudes.(4) Academic planning for access and success in higher education programs, including advisement on courses needed for admission to colleges and universities, standardized admissions tests, and financial aid.(5) Provide high-quality career programs at all grade levels for pupils, in which pupils are assisted in doing all of the following:(A) Planning for the future, including, but not limited to, identifying personal interests, skills, and abilities, career planning, course selection, and career transition.(B) Becoming aware of personal preferences and interests that influence educational and occupational exploration, career choice, and career success.(C) Developing work self-efficacy for the ever-changing work environment, the changing needs of the workforce, and the effects of work on the quality of life.(D) Understanding the relationship between academic achievement and career success, and the importance of maximizing career options.(E) Understanding the value of participating in career technical education pathways, programs, and certifications, including, but not limited to, those related to regional occupational programs and centers, the federal program administered by the United States Department of Labor offering free education and vocational training to pupils, known as Job Corps, the California Conservation Corps, work-based learning, industry certifications, college preparation and credit, and employment opportunities.(F) Understanding the need to develop essential employable skills and work habits.(G) Understanding entrance requirements to the Armed Forces of the United States, including the benefits of the Armed Services Vocational Aptitude Battery (ASVAB) test.(e) Educational counseling may also include counseling in any of the following:(1) Individualized review of the academic and deportment records of a pupil.(2) Advising pupils, in consultation with their parents and legal guardians when at all possible, who are at risk of not promoting or graduating with the rest of their class.(3) Developing a list of coursework and experience necessary to assist each pupil in middle school to successfully transition to high school and meet all graduation requirements.(4) In schools that enroll pupils in grades 6 to 12, inclusive, developing a list of coursework and experience necessary to assist and counsel each pupil to begin to satisfy the AG requirements for admission to the University of California and the California State University and encourage participation in college preparation programs, including, but not limited to, the Advancement Via Individual Determination (AVID) program, and early college, dual enrollment, advanced placement, international baccalaureate, and Cambridge International programs.(5) Developing pupil knowledge of financial aid planning for postsecondary education by providing pupils with financial aid information, including, but not limited to, information on the Free Application for Federal Student Aid (FAFSA), the California Dream Act application (CADAA), the Cal Grant Program established pursuant to Chapter 1.7 (commencing with Section 69430) of Part 42 of Division 5 of Title 3, local and national scholarship programs, financial aid programs and resources for foster and homeless youth, fee waiver programs, and other financial aid programs and options, and net college cost.(6) Providing a copy of the lists developed pursuant to paragraph (4) to a pupil and the pupils parent or legal guardian, ensuring that the list of coursework and experience is part of the pupils cumulative record.(7) Developing a list of coursework and experience for a pupil enrolled in grade 12, including options for continuing the pupils education if the pupil fails to meet graduation requirements. These options shall include, but are not limited to, all of the following:(A) Enrolling in an adult education program.(B) Enrolling in a community college.(C) Continuing enrollment in the pupils current school district.(8) Providing a copy of the list of coursework and experiences developed pursuant to paragraph (7) to the pupil and the pupils parent or legal guardian, ensuring that the list of coursework and experience is part of the cumulative records of a pupil.(9) Offering and scheduling an individual conference with each pupil in grades 10 and 12 who has not satisfied, or is not on track to satisfy, the curricular requirements for admission to the University of California and the California State University and to successfully transition to postsecondary education or employment, and providing the following information to the pupil and the pupils parent or legal guardian:(A) The score of the pupil on the English language arts or mathematics portion of the California Assessment of Student Performance and Progress, established pursuant to Article 4 (commencing with Section 60640) of Chapter 5 of Part 33, administered in grade 6, as applicable.(B) The availability of financial aid for postsecondary education.(10) Providing mental and behavioral health services to which pupils receive prevention, early intervention, and short-term counseling services and receive classroom instruction in mental health to reduce stigma and increase awareness of counseling support services.(11) Providing training to school staff to recognize mental health warning signs.(f) This section does not prohibit persons participating in an organized advisory program approved by the governing board of a school district, and supervised by a school district counselor, from advising pupils pursuant to the organized advisory program.SEC. 3.Section 51461 of the Education Code is amended to read:51461.(a)The State Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school pupil in one or more languages, in addition to English, and certifies that the graduate meets the following criteria for being proficient in English and one or more languages other than English:(1)Proficiency in English shall be demonstrated through one of the following requirements:(A)Completion of all English language arts requirements for graduation with an overall grade point average of 3.0 or above in those classes. Completion of one or more English language arts courses at a public higher education institution or an independent institution of higher education, as described in subdivisions (a) and (b) of Section 66010, with a grade equivalent to a grade point average of 3.0 or above may also be used to satisfy one or more course requirements of this subparagraph.(B)Passing the California Assessment of Student Performance and Progress for English language arts, or any successor test, administered in grade 11, at or above the standard met achievement level, or at the achievement level determined by the Superintendent for any successor test.(C)(i)Passing an English Advanced Placement examination with a score of 3 or higher or an English International Baccalaureate examination with a score of 4 or higher.(ii)For purposes of clause (i), English Advanced Placement means Advanced Placement English Language and Composition, Advanced Placement English Literature and Composition, or Advanced Placement Seminar.(D)Achieving a score of 480 or higher on the Evidence-Based Reading and Writing section of the SAT.(2)Proficiency in one or more languages other than English shall be demonstrated through one of the following requirements:(A)Passing a world language Advanced Placement examination with a score of 3 or higher, passing a world language International Baccalaureate examination with a score of 4 or higher, passing a Cambridge International A Level examination with a score of E or higher, passing a Cambridge International AS Level examination with a score of e or higher, or passing a world language ACTFL Writing Proficiency Test (WPT) and an Oral Proficiency Interview (OPI) with scores of Intermediate Mid or higher.(B)Successful completion of a four-year course of study of content in a world language at a high school or higher level attaining an overall grade point average of 3.0 or above in that course of study, and oral proficiency in the language comparable to that required pursuant to subparagraph (A). Pupils may also satisfy the requirements of this subparagraph by either or both of the following:(i)Successful completion of high school level courses completed in another country in a language other than English with the equivalent of an overall grade point average of 3.0 or above, as verified through a transcript.(ii)Completion of one or more world language courses at a public higher education institution or an independent institution of higher education, as described in subdivisions (a) and (b) of Section 66010, with a grade equivalent to a grade point average of 3.0 or above and oral proficiency in the language comparable to that required pursuant to subparagraph (A), as verified through a transcript.(C)(i)If no Advanced Placement examination or off-the-shelf language test exists and the school district can certify to the Superintendent that the test meets the rigor of a four-year high school course of study in that world language, passing a school district language examination that, at a minimum, assesses speaking, reading, and writing in a language other than English at the proficient level or higher. If a school district offers a language examination in a language in which an Advanced Placement examination or off-the-shelf language test exists, the school district language examination shall be approved by the Superintendent for the purpose of determining proficiency in a language other than English.(ii)Notwithstanding clause (i), a pupil who seeks to qualify for the State Seal of Biliteracy through a language that is not characterized by listening, speaking, or reading, or for which there is no written system, shall pass an assessment on the modalities that characterize communication in that language at the proficient level or higher.(b)If a pupil in any of grades 9 to 12, inclusive, is an English learner, the pupil shall meet both of the following criteria in order to qualify for the State Seal of Biliteracy:(1)Attain an Oral Language composite score of level 4 on the English Language Proficiency Assessments for California, or any successor English oral language proficiency assessment, in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive.(2)Demonstrate proficiency in English through one of the accomplishments listed in paragraph (1) of subdivision (a) and demonstrate proficiency in one or more languages other than English through one of the accomplishments listed in paragraph (2) of subdivision (a).(c)For languages in which an Advanced Placement test is not available, the Superintendent may provide a listing of equivalent summative tests that school districts may use in place of an Advanced Placement test for purposes of subparagraph (A) of paragraph (2) of subdivision (a). A school district may provide the Superintendent with a list of equivalent summative tests that the school district uses in place of an Advanced Placement test for purposes of subparagraph (A) of paragraph (2) of subdivision (a). The Superintendent may use lists received from school districts in developing the Superintendents list of equivalent summative tests.(d)For purposes of this article, world language has the same meaning as defined in Section 91.(e)Notwithstanding subdivision (a), for those pupils on track to graduate in 2022 and who were unable to take the assessment identified in subparagraph (B) of paragraph (1) of subdivision (a), the Superintendent may use the assessments identified in Section 121 of Chapter 44 of the Statutes of 2021 to determine whether a pupil obtained the achievement level on a grade 11 English language arts assessment for the purposes of subparagraph (B) of paragraph (1) of subdivision (a).SEC. 4.Section 52060 of the Education Code is amended to read:52060.(a)On or before July 1, 2014, the governing board of each school district shall adopt a local control and accountability plan using a template adopted by the state board.(b)A local control and accountability plan adopted by the governing board of a school district shall be effective for a period of three years, and shall be updated on or before July 1 of each year.(c)A local control and accountability plan adopted by the governing board of a school district shall include, for the school district and each school within the school district, all of the information specified in the template adopted by the state board pursuant to Section 52064.(d)All of the following are state priorities for purposes of a school districts local control and accountability plan:(1)The degree to which the teachers of the school district are appropriately assigned in accordance with Section 44258.9, and fully credentialed in the subject areas, and, for the pupils they are teaching, every pupil in the school district has sufficient access to the standards-aligned instructional materials as determined pursuant to Section 60119, and school facilities are maintained in good repair, as defined in subdivision (d) of Section 17002.(2)Implementation of the academic content and performance standards adopted by the state board, including how the programs and services will enable English learners to access the common core academic content standards adopted pursuant to Section 60605.8 and the English language development standards adopted pursuant to former Section 60811.3, as that section read on June 30, 2013, or former Section 60811.4, as that section read on June 30, 2016, for purposes of gaining academic content knowledge and English language proficiency.(3)(A)Parental involvement and family engagement, including efforts the school district makes to seek parent input in making decisions for the school district and each individual schoolsite, and including how the school district will promote parental participation in programs for unduplicated pupils and pupils who are individuals with exceptional needs.(B)Family engagement may include, but need not be limited to, efforts by the school district and each individual schoolsite to apply research-based practices, such as welcoming all families into the school community, engaging in effective two-way communication, supporting pupil success, and empowering families to advocate for equity and access. Family engagement may include, but need not be limited to, treating families as partners to inform, influence, and create practices and programs that support pupil success and collaboration with families and the broader community, expand pupil learning opportunities and community services, and promote civic participation.(4)Pupil achievement, as measured by all of the following, as applicable:(A)Statewide assessments administered pursuant to Article 4 (commencing with Section 60640) of Chapter 5 of Part 33 or any subsequent assessment, as certified by the state board.(B)The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University.(C)The percentage of pupils who have successfully completed courses that satisfy the requirements for career technical education sequences or programs of study that align with state board-approved career technical education standards and frameworks, including, but not limited to, those described in subdivision (a) of Section 52302, subdivision (a) of Section 52372.5, or paragraph (2) of subdivision (e) of Section 54692.(D)The percentage of pupils who have successfully completed both types of courses described in subparagraphs (B) and (C).(E)The percentage of English learner pupils who make progress toward English proficiency as measured by the English Language Proficiency Assessments for California or any subsequent assessment of English proficiency, as certified by the state board.(F)The English learner reclassification rate.(G)The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher, a Cambridge International A Level examination with a score of E or higher, or a Cambridge International AS Level examination with a score of e or higher.(H)The percentage of pupils who demonstrate college preparedness pursuant to the Early Assessment Program, as described in Chapter 6 (commencing with Section 99300) of Part 65 of Division 14 of Title 3, or any subsequent assessment of college preparedness.(5)Pupil engagement, as measured by all of the following, as applicable:(A)School attendance rates.(B)Chronic absenteeism rates.(C)Middle school dropout rates.(D)High school dropout rates.(E)High school graduation rates.(6)School climate, as measured by all of the following, as applicable:(A)Pupil suspension rates.(B)Pupil expulsion rates.(C)Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness.(7)The extent to which pupils have access to, and are enrolled in, a broad course of study that includes all of the subject areas described in Section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable, including the programs and services developed and provided to unduplicated pupils and individuals with exceptional needs, and the programs and services that are provided to benefit these pupils as a result of the funding received pursuant to Section 42238.02, as implemented by Section 42238.03.(8)Pupil outcomes, if available, in the subject areas described in Section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable.(e)For purposes of the descriptions required by subdivision (b) of Section 52064, the governing board of a school district may consider qualitative information, including, but not limited to, findings that result from school quality reviews conducted pursuant to subdivision (b) of Section 52052 or any other reviews.(f)To the extent practicable, data reported in a local control and accountability plan shall be reported in a manner consistent with how information is reported on the California School Dashboard maintained by the department pursuant to Section 52064.5.(g)The governing board of a school district shall consult with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing a local control and accountability plan.(h)A school district may identify local priorities, goals in regard to the local priorities, and the method for measuring the school districts progress toward achieving those goals.SEC. 5.Section 52066 of the Education Code is amended to read:52066.(a)On or before July 1, 2014, each county superintendent of schools shall develop, and present to the county board of education for adoption, a local control and accountability plan using a template adopted by the state board.(b)A local control and accountability plan adopted by a county board of education shall be effective for a period of three years, and shall be updated on or before July 1 of each year.(c)A local control and accountability plan adopted by a county board of education shall include, for each school or program operated by the county superintendent of schools, all of the information specified in the template adopted by the state board pursuant to Section 52064.(d)All of the following are state priorities for purposes of a county board of educations local control and accountability plan:(1)The degree to which the teachers in the schools or programs operated by the county superintendent of schools are appropriately assigned in accordance with Section 44258.9 and fully credentialed in the subject areas, and, for the pupils they are teaching, every pupil in the schools or programs operated by the county superintendent of schools has sufficient access to the standards-aligned instructional materials as determined pursuant to Section 60119, and school facilities are maintained in good repair as specified in subdivision (d) of Section 17002.(2)Implementation of the academic content and performance standards adopted by the state board, including how the programs and services will enable English learners to access the common core academic content standards adopted pursuant to Section 60605.8 and the English language development standards adopted pursuant to former Section 60811.3, as that section read on June 30, 2013, or former Section 60811.4, as that section read on June 30, 2016, for purposes of gaining academic content knowledge and English language proficiency.(3)(A)Parental involvement and family engagement, including efforts the county superintendent of schools makes to seek parent input in making decisions for each individual schoolsite and program operated by a county superintendent of schools, and including how the county superintendent of schools will promote parental participation in programs for unduplicated pupils and pupils who are individuals with exceptional needs.(B)Family engagement may include, but need not be limited to, efforts by the county superintendent of schools and each individual schoolsite to apply research-based practices, such as welcoming all families into the school community, engaging in effective two-way communication, supporting pupil success, and empowering families to advocate for equity and access. Family engagement may include, but need not be limited to, treating families as partners to inform, influence, and create practices and programs that support pupil success and collaboration with families and the broader community, expand pupil learning opportunities and community services, and promote civic participation.(4)Pupil achievement, as measured by all of the following, as applicable:(A)Statewide assessments administered pursuant to Article 4 (commencing with Section 60640) of Chapter 5 of Part 33 or any subsequent assessment, as certified by the state board.(B)The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University.(C)The percentage of pupils who have successfully completed courses that satisfy the requirements for career technical education sequences or programs of study that align with state board-approved career technical education standards and frameworks, including, but not limited to, those described in subdivision (a) of Section 52302, subdivision (a) of Section 52372.5, or paragraph (2) of subdivision (e) of Section 54692.(D)The percentage of pupils who have successfully completed both types of courses described in subparagraphs (B) and (C).(E)The percentage of English learner pupils who make progress toward English proficiency as measured by the English Language Proficiency Assessments for California or any subsequent assessment of English proficiency, as certified by the state board.(F)The English learner reclassification rate.(G)The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher, a Cambridge International A Level examination with a score of E or higher, or a Cambridge International AS Level examination with a score of e or higher.(H)The percentage of pupils who demonstrate college preparedness pursuant to the Early Assessment Program, as described in Chapter 6 (commencing with Section 99300) of Part 65 of Division 14 of Title 3, or any subsequent assessment of college preparedness.(5)Pupil engagement, as measured by all of the following, as applicable:(A)School attendance rates.(B)Chronic absenteeism rates.(C)Middle school dropout rates.(D)High school dropout rates.(E)High school graduation rates.(6)School climate, as measured by all of the following, as applicable:(A)Pupil suspension rates.(B)Pupil expulsion rates.(C)Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness.(7)The extent to which pupils have access to, and are enrolled in, a broad course of study that includes all of the subject areas described in Section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable, including the programs and services developed and provided to unduplicated pupils and individuals with exceptional needs, and the programs and services that are provided to benefit these pupils as a result of the funding received pursuant to Section 42238.02, as implemented by Section 42238.03.(8)Pupil outcomes, if available, in the subject areas described in Section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable.(9)How the county superintendent of schools will coordinate instruction of expelled pupils pursuant to Section 48926.(10)How the county superintendent of schools will coordinate services for foster children, including, but not limited to, all of the following:(A)Working with the county child welfare agency to minimize changes in school placement.(B)Providing education-related information to the county child welfare agency to assist the county child welfare agency in the delivery of services to foster children, including, but not limited to, educational status and progress information that is required to be included in court reports.(C)Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services.(D)Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport.(e)For purposes of the descriptions required by subdivision (b) of Section 52064, a county board of education may consider qualitative information, including, but not limited to, findings that result from school quality reviews conducted pursuant to subdivision (b) of Section 52052 or any other reviews.(f)To the extent practicable, data reported in a local control and accountability plan shall be reported in a manner consistent with how information is reported on the California School Dashboard maintained by the department pursuant to Section 52064.5.(g)The county superintendent of schools shall consult with teachers, principals, administrators, other school personnel, local bargaining units of the county office of education, parents, and pupils in developing a local control and accountability plan.(h)A county board of education may identify local priorities, goals in regard to the local priorities, and the method for measuring the county office of educations progress toward achieving those goals.(i)(1)Beginning with the 201819 fiscal year and in each fiscal year thereafter, a county superintendent of schools shall prepare a summary of how the county superintendent of schools plans to support school districts and schools within the county in implementing this article and present the summary to the county board of education at the same public meeting required under paragraph (2) of subdivision (b) of Section 52068. The summary shall include, but is not necessarily limited to, all of the following:(A)A description of how the county superintendent of schools will support the continuous improvement of all school districts within the county, including steps that the county superintendent of schools plans to take to collaborate with the California Collaborative for Educational Excellence, the department, the lead agencies specified in Sections 52073 and 52073.1, and other county superintendents of schools to support school districts and schools within the county in implementing this article.(B)A description of how the county superintendent of schools will assist each school district identified for technical assistance pursuant to subdivision (c) of Section 52071 and each charter school identified for technical assistance pursuant to subdivision (a) of Section 47607.3 in improving pupil outcomes, including, at a minimum, clearly identifying the activities being performed by the county office of education and the source of funding for those activities. This description shall include the actions the school district and charter school will take independent of the county superintendent of schools to improve pupil outcomes pursuant to subparagraph (C) of paragraph (1) of subdivision (c) of Section 52071 or paragraph (3) of subdivision (a) of Section 47607.3.(C)One or more goals for each of the following:(i)Completing the review of local control and accountability plans submitted by school districts pursuant to Section 52070.(ii)Providing technical assistance to school districts pursuant to subdivisions (a) and (b) of Section 52071 and charter schools pursuant to subdivision (a) of Section 47607.3.(iii)Providing any other support to school districts and schools within the county in implementing this article.(iv)Providing support to school districts in developing and implementing the addendum specified in Section 52064.3.(D)One or more metrics to assess progress toward each goal identified in subparagraph (C).(E)Specific actions and related expenditures to achieve each goal identified in subparagraph (C), to the extent this information is not provided pursuant to subparagraph (B). The specific actions shall not supersede the provisions of existing local collective bargaining agreements within the jurisdiction of the county superintendent of schools.(2)Commencing with the 201920 fiscal year and in each fiscal year thereafter, the county superintendent of schools shall submit the summary described in this subdivision with its local control and accountability plan pursuant to subdivision (a) of Section 52070.5.(3)On or before November 1 of each year, the department shall compile the information provided by county superintendents of schools pursuant to subparagraphs (A) and (B) of paragraph (1) into a single document and shall make this report available to the public on the departments internet website.SEC. 6.SEC. 3. Chapter 8 (commencing with Section 52210) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read: CHAPTER 8. Cambridge International Education Programs52210. The Legislature hereby finds and declares all of the following:(a) Cambridge International Education is a part of Cambridge University Press & Assessment, the worlds largest provider of international education programs for children and pupils who are 3 to 19 years of age, inclusive, and is part of the University of Cambridge. The Cambridge Pathway brings together a globally recognized instructional approach that aligns curriculum, teaching, and learning with meaningful assessments that measure mastery. Its objectives are to provide pupils with deep subject knowledge and skills in critical thinking, problem solving, research, analysis of arguments, communication, and collaboration via inquiry-based learning that leads to examinations for high school pupils.(b) Cambridge Advanced program participants pursue a specific, intensive, balanced liberal arts course of study and must pass seven rigorous examinations in four curricula areas in order to qualify for the Advanced International Certificate of Education (AICE) diploma.(c) Successful Cambridge International Education pupils are typically granted substantial advanced placement credit at the finest colleges and universities in the nation.52211. A school district that offers Cambridge International General Certificate of Secondary Education (IGCSE), or AS or A level courses and examinations, may help pay the test fees for pupils in need of financial assistance.
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 44671 of the Education Code is amended to read:44671. (a) Criteria for effective school principal evaluations may be based upon the California Professional Standards for Educational Leaders. These standards identify a school administrator as being an educational leader who promotes the success of all pupils through leadership that fosters all of the following:(1) A shared vision.(2) Effective teaching and learning.(3) Management and safety.(4) Parent, family, and community involvement.(5) Professional and ethical leadership.(6) Contextual awareness.(b) A school principal evaluation may include, but not be limited to, evidence of all of the following:(1) Academic growth of pupils based on multiple measures that may include pupil work as well as pupil and school longitudinal data that demonstrates pupil academic growth over time. Assessments used for this purpose must be valid and reliable and used for the purposes intended and for the appropriate pupil populations. Academic assessments include, but are not limited to, state standardized assessments, formative, summative, benchmark, end of chapter, end of course, college entrance, and performance assessments, Advanced Placement examinations, International Baccalaureate examinations, and the Cambridge International examinations. For career and technical education, authentic performance assessment is a strong indicator of effective teaching and learning.(2) Effective and comprehensive teacher evaluations, including, but not limited to, curricular and management leadership, ongoing professional development, teacher-principal teamwork, and professional learning communities.(3) Culturally responsive instructional strategies to address and eliminate the achievement gap.(4) The ability to analyze quality instructional strategies and provide effective feedback that leads to instructional improvement.(5) High expectations for all pupils and leadership to ensure active pupil engagement and learning.(6) Collaborative professional practices for improving instructional strategies.(7) Effective school management, including personnel and resource management, organizational leadership, sound fiscal practices, a safe campus environment, and appropriate pupil behavior.(8) Meaningful self-assessment to improve as a professional educator. Self-assessment may include, but not be limited to, a self-assessment on state professional standards for educational leaders and the identification of areas of strengths and areas for professional growth to engage in activities to foster professional growth.(9) Consistent and effective relationships with pupils, parents, teachers, staff, and other administrators.
SECTION 1. Section 44671 of the Education Code is amended to read:
### SECTION 1.
44671. (a) Criteria for effective school principal evaluations may be based upon the California Professional Standards for Educational Leaders. These standards identify a school administrator as being an educational leader who promotes the success of all pupils through leadership that fosters all of the following:(1) A shared vision.(2) Effective teaching and learning.(3) Management and safety.(4) Parent, family, and community involvement.(5) Professional and ethical leadership.(6) Contextual awareness.(b) A school principal evaluation may include, but not be limited to, evidence of all of the following:(1) Academic growth of pupils based on multiple measures that may include pupil work as well as pupil and school longitudinal data that demonstrates pupil academic growth over time. Assessments used for this purpose must be valid and reliable and used for the purposes intended and for the appropriate pupil populations. Academic assessments include, but are not limited to, state standardized assessments, formative, summative, benchmark, end of chapter, end of course, college entrance, and performance assessments, Advanced Placement examinations, International Baccalaureate examinations, and the Cambridge International examinations. For career and technical education, authentic performance assessment is a strong indicator of effective teaching and learning.(2) Effective and comprehensive teacher evaluations, including, but not limited to, curricular and management leadership, ongoing professional development, teacher-principal teamwork, and professional learning communities.(3) Culturally responsive instructional strategies to address and eliminate the achievement gap.(4) The ability to analyze quality instructional strategies and provide effective feedback that leads to instructional improvement.(5) High expectations for all pupils and leadership to ensure active pupil engagement and learning.(6) Collaborative professional practices for improving instructional strategies.(7) Effective school management, including personnel and resource management, organizational leadership, sound fiscal practices, a safe campus environment, and appropriate pupil behavior.(8) Meaningful self-assessment to improve as a professional educator. Self-assessment may include, but not be limited to, a self-assessment on state professional standards for educational leaders and the identification of areas of strengths and areas for professional growth to engage in activities to foster professional growth.(9) Consistent and effective relationships with pupils, parents, teachers, staff, and other administrators.
44671. (a) Criteria for effective school principal evaluations may be based upon the California Professional Standards for Educational Leaders. These standards identify a school administrator as being an educational leader who promotes the success of all pupils through leadership that fosters all of the following:(1) A shared vision.(2) Effective teaching and learning.(3) Management and safety.(4) Parent, family, and community involvement.(5) Professional and ethical leadership.(6) Contextual awareness.(b) A school principal evaluation may include, but not be limited to, evidence of all of the following:(1) Academic growth of pupils based on multiple measures that may include pupil work as well as pupil and school longitudinal data that demonstrates pupil academic growth over time. Assessments used for this purpose must be valid and reliable and used for the purposes intended and for the appropriate pupil populations. Academic assessments include, but are not limited to, state standardized assessments, formative, summative, benchmark, end of chapter, end of course, college entrance, and performance assessments, Advanced Placement examinations, International Baccalaureate examinations, and the Cambridge International examinations. For career and technical education, authentic performance assessment is a strong indicator of effective teaching and learning.(2) Effective and comprehensive teacher evaluations, including, but not limited to, curricular and management leadership, ongoing professional development, teacher-principal teamwork, and professional learning communities.(3) Culturally responsive instructional strategies to address and eliminate the achievement gap.(4) The ability to analyze quality instructional strategies and provide effective feedback that leads to instructional improvement.(5) High expectations for all pupils and leadership to ensure active pupil engagement and learning.(6) Collaborative professional practices for improving instructional strategies.(7) Effective school management, including personnel and resource management, organizational leadership, sound fiscal practices, a safe campus environment, and appropriate pupil behavior.(8) Meaningful self-assessment to improve as a professional educator. Self-assessment may include, but not be limited to, a self-assessment on state professional standards for educational leaders and the identification of areas of strengths and areas for professional growth to engage in activities to foster professional growth.(9) Consistent and effective relationships with pupils, parents, teachers, staff, and other administrators.
44671. (a) Criteria for effective school principal evaluations may be based upon the California Professional Standards for Educational Leaders. These standards identify a school administrator as being an educational leader who promotes the success of all pupils through leadership that fosters all of the following:(1) A shared vision.(2) Effective teaching and learning.(3) Management and safety.(4) Parent, family, and community involvement.(5) Professional and ethical leadership.(6) Contextual awareness.(b) A school principal evaluation may include, but not be limited to, evidence of all of the following:(1) Academic growth of pupils based on multiple measures that may include pupil work as well as pupil and school longitudinal data that demonstrates pupil academic growth over time. Assessments used for this purpose must be valid and reliable and used for the purposes intended and for the appropriate pupil populations. Academic assessments include, but are not limited to, state standardized assessments, formative, summative, benchmark, end of chapter, end of course, college entrance, and performance assessments, Advanced Placement examinations, International Baccalaureate examinations, and the Cambridge International examinations. For career and technical education, authentic performance assessment is a strong indicator of effective teaching and learning.(2) Effective and comprehensive teacher evaluations, including, but not limited to, curricular and management leadership, ongoing professional development, teacher-principal teamwork, and professional learning communities.(3) Culturally responsive instructional strategies to address and eliminate the achievement gap.(4) The ability to analyze quality instructional strategies and provide effective feedback that leads to instructional improvement.(5) High expectations for all pupils and leadership to ensure active pupil engagement and learning.(6) Collaborative professional practices for improving instructional strategies.(7) Effective school management, including personnel and resource management, organizational leadership, sound fiscal practices, a safe campus environment, and appropriate pupil behavior.(8) Meaningful self-assessment to improve as a professional educator. Self-assessment may include, but not be limited to, a self-assessment on state professional standards for educational leaders and the identification of areas of strengths and areas for professional growth to engage in activities to foster professional growth.(9) Consistent and effective relationships with pupils, parents, teachers, staff, and other administrators.
44671. (a) Criteria for effective school principal evaluations may be based upon the California Professional Standards for Educational Leaders. These standards identify a school administrator as being an educational leader who promotes the success of all pupils through leadership that fosters all of the following:
(1) A shared vision.
(2) Effective teaching and learning.
(3) Management and safety.
(4) Parent, family, and community involvement.
(5) Professional and ethical leadership.
(6) Contextual awareness.
(b) A school principal evaluation may include, but not be limited to, evidence of all of the following:
(1) Academic growth of pupils based on multiple measures that may include pupil work as well as pupil and school longitudinal data that demonstrates pupil academic growth over time. Assessments used for this purpose must be valid and reliable and used for the purposes intended and for the appropriate pupil populations. Academic assessments include, but are not limited to, state standardized assessments, formative, summative, benchmark, end of chapter, end of course, college entrance, and performance assessments, Advanced Placement examinations, International Baccalaureate examinations, and the Cambridge International examinations. For career and technical education, authentic performance assessment is a strong indicator of effective teaching and learning.
(2) Effective and comprehensive teacher evaluations, including, but not limited to, curricular and management leadership, ongoing professional development, teacher-principal teamwork, and professional learning communities.
(3) Culturally responsive instructional strategies to address and eliminate the achievement gap.
(4) The ability to analyze quality instructional strategies and provide effective feedback that leads to instructional improvement.
(5) High expectations for all pupils and leadership to ensure active pupil engagement and learning.
(6) Collaborative professional practices for improving instructional strategies.
(7) Effective school management, including personnel and resource management, organizational leadership, sound fiscal practices, a safe campus environment, and appropriate pupil behavior.
(8) Meaningful self-assessment to improve as a professional educator. Self-assessment may include, but not be limited to, a self-assessment on state professional standards for educational leaders and the identification of areas of strengths and areas for professional growth to engage in activities to foster professional growth.
(9) Consistent and effective relationships with pupils, parents, teachers, staff, and other administrators.
SEC. 2. Section 49600 of the Education Code is amended to read:49600. (a) The governing board of a school district may, and is urged to, provide access to a comprehensive educational counseling program for all pupils enrolled in the school district. It is the intent of the Legislature that a school district that provides educational counseling to its pupils implement a structured and coherent counseling program within a Multi-Tiered Systems of Support framework.(b) For purposes of this section, educational counseling means specialized services provided by a school counselor possessing a valid credential with a specialization in pupil personnel services who directly counsels pupils and implements equitable school programs and services that support pupils in their academic development, social emotional development, and college and career readiness.(c) It is the intent of the Legislature that school counselors do all of the following:(1) Engage with, advocate for, and provide both of the following services for all pupils:(A) Direct services, including, but not limited to, individual counseling, group counseling, risk assessment, crisis response, and instructional services, including, but not limited to, mental health, behavioral, academic, and postsecondary educational services.(B) Indirect services, including, but not limited to, positive school climate strategies, teacher and parent consultations, and referrals to public and private community services.(2) Plan, implement, and evaluate comprehensive school counseling programs.(3) Work within multi-tiered systems of support that use multiple data sources to monitor and improve pupil behavior, attendance, engagement, and achievement.(4) Develop, coordinate, and supervise comprehensive pupil support systems in collaboration with teachers, administrators, other pupil personnel services professionals, families, community partners, and community agencies, including county mental health agencies.(5) Promote and maintain a safe learning environment for all pupils by providing restorative practices, positive behavior interventions, and support services, and by developing and responding with a variety of intervention strategies to meet individual, group, and school community needs before, during, and after crisis response.(6) Intervene to ameliorate school-related problems, including problems related to chronic absences and retention.(7) Use research-based strategies to promote mental wellness, reduce mental health stigma, and identify characteristics, risk factors, and warning signs of pupils who develop, or are at risk of developing, mental health and behavioral disorders and who experience, or are at risk of experiencing, mistreatment, including mistreatment related to any form of conflict or bullying.(8) Improve school climate and pupil well-being by, including, but not limited to, addressing the mental and behavioral health needs of pupils during their times of transition, separation, heightened stress, and critical changes, and accessing community programs and services to meet those needs.(9) Enhance pupils social and emotional competence, character, health, civic engagement, cultural literacy, and commitment to lifelong learning and the pursuit of high-quality educational programs.(10) Provide counseling services for unduplicated pupils who are classified as English learners, eligible for free or reduced-price meals, or foster youth in a manner that promotes equity and access to appropriate education systems and public and private services.(11) Engage in continued development as a professional school counselor.(d) Educational counseling shall include academic counseling and postsecondary services, in the following areas:(1) Development and implementation, with parental involvement, of the pupils immediate and long-range educational plans.(2) Optimizing progress towards achievement of proficiency standards and competencies.(3) Completion of the required curriculum in accordance with the pupils needs, abilities, interests, and aptitudes.(4) Academic planning for access and success in higher education programs, including advisement on courses needed for admission to colleges and universities, standardized admissions tests, and financial aid.(5) Provide high-quality career programs at all grade levels for pupils, in which pupils are assisted in doing all of the following:(A) Planning for the future, including, but not limited to, identifying personal interests, skills, and abilities, career planning, course selection, and career transition.(B) Becoming aware of personal preferences and interests that influence educational and occupational exploration, career choice, and career success.(C) Developing work self-efficacy for the ever-changing work environment, the changing needs of the workforce, and the effects of work on the quality of life.(D) Understanding the relationship between academic achievement and career success, and the importance of maximizing career options.(E) Understanding the value of participating in career technical education pathways, programs, and certifications, including, but not limited to, those related to regional occupational programs and centers, the federal program administered by the United States Department of Labor offering free education and vocational training to pupils, known as Job Corps, the California Conservation Corps, work-based learning, industry certifications, college preparation and credit, and employment opportunities.(F) Understanding the need to develop essential employable skills and work habits.(G) Understanding entrance requirements to the Armed Forces of the United States, including the benefits of the Armed Services Vocational Aptitude Battery (ASVAB) test.(e) Educational counseling may also include counseling in any of the following:(1) Individualized review of the academic and deportment records of a pupil.(2) Advising pupils, in consultation with their parents and legal guardians when at all possible, who are at risk of not promoting or graduating with the rest of their class.(3) Developing a list of coursework and experience necessary to assist each pupil in middle school to successfully transition to high school and meet all graduation requirements.(4) In schools that enroll pupils in grades 6 to 12, inclusive, developing a list of coursework and experience necessary to assist and counsel each pupil to begin to satisfy the AG requirements for admission to the University of California and the California State University and encourage participation in college preparation programs, including, but not limited to, the Advancement Via Individual Determination (AVID) program, and early college, dual enrollment, advanced placement, international baccalaureate, and Cambridge International programs.(5) Developing pupil knowledge of financial aid planning for postsecondary education by providing pupils with financial aid information, including, but not limited to, information on the Free Application for Federal Student Aid (FAFSA), the California Dream Act application (CADAA), the Cal Grant Program established pursuant to Chapter 1.7 (commencing with Section 69430) of Part 42 of Division 5 of Title 3, local and national scholarship programs, financial aid programs and resources for foster and homeless youth, fee waiver programs, and other financial aid programs and options, and net college cost.(6) Providing a copy of the lists developed pursuant to paragraph (4) to a pupil and the pupils parent or legal guardian, ensuring that the list of coursework and experience is part of the pupils cumulative record.(7) Developing a list of coursework and experience for a pupil enrolled in grade 12, including options for continuing the pupils education if the pupil fails to meet graduation requirements. These options shall include, but are not limited to, all of the following:(A) Enrolling in an adult education program.(B) Enrolling in a community college.(C) Continuing enrollment in the pupils current school district.(8) Providing a copy of the list of coursework and experiences developed pursuant to paragraph (7) to the pupil and the pupils parent or legal guardian, ensuring that the list of coursework and experience is part of the cumulative records of a pupil.(9) Offering and scheduling an individual conference with each pupil in grades 10 and 12 who has not satisfied, or is not on track to satisfy, the curricular requirements for admission to the University of California and the California State University and to successfully transition to postsecondary education or employment, and providing the following information to the pupil and the pupils parent or legal guardian:(A) The score of the pupil on the English language arts or mathematics portion of the California Assessment of Student Performance and Progress, established pursuant to Article 4 (commencing with Section 60640) of Chapter 5 of Part 33, administered in grade 6, as applicable.(B) The availability of financial aid for postsecondary education.(10) Providing mental and behavioral health services to which pupils receive prevention, early intervention, and short-term counseling services and receive classroom instruction in mental health to reduce stigma and increase awareness of counseling support services.(11) Providing training to school staff to recognize mental health warning signs.(f) This section does not prohibit persons participating in an organized advisory program approved by the governing board of a school district, and supervised by a school district counselor, from advising pupils pursuant to the organized advisory program.
SEC. 2. Section 49600 of the Education Code is amended to read:
### SEC. 2.
49600. (a) The governing board of a school district may, and is urged to, provide access to a comprehensive educational counseling program for all pupils enrolled in the school district. It is the intent of the Legislature that a school district that provides educational counseling to its pupils implement a structured and coherent counseling program within a Multi-Tiered Systems of Support framework.(b) For purposes of this section, educational counseling means specialized services provided by a school counselor possessing a valid credential with a specialization in pupil personnel services who directly counsels pupils and implements equitable school programs and services that support pupils in their academic development, social emotional development, and college and career readiness.(c) It is the intent of the Legislature that school counselors do all of the following:(1) Engage with, advocate for, and provide both of the following services for all pupils:(A) Direct services, including, but not limited to, individual counseling, group counseling, risk assessment, crisis response, and instructional services, including, but not limited to, mental health, behavioral, academic, and postsecondary educational services.(B) Indirect services, including, but not limited to, positive school climate strategies, teacher and parent consultations, and referrals to public and private community services.(2) Plan, implement, and evaluate comprehensive school counseling programs.(3) Work within multi-tiered systems of support that use multiple data sources to monitor and improve pupil behavior, attendance, engagement, and achievement.(4) Develop, coordinate, and supervise comprehensive pupil support systems in collaboration with teachers, administrators, other pupil personnel services professionals, families, community partners, and community agencies, including county mental health agencies.(5) Promote and maintain a safe learning environment for all pupils by providing restorative practices, positive behavior interventions, and support services, and by developing and responding with a variety of intervention strategies to meet individual, group, and school community needs before, during, and after crisis response.(6) Intervene to ameliorate school-related problems, including problems related to chronic absences and retention.(7) Use research-based strategies to promote mental wellness, reduce mental health stigma, and identify characteristics, risk factors, and warning signs of pupils who develop, or are at risk of developing, mental health and behavioral disorders and who experience, or are at risk of experiencing, mistreatment, including mistreatment related to any form of conflict or bullying.(8) Improve school climate and pupil well-being by, including, but not limited to, addressing the mental and behavioral health needs of pupils during their times of transition, separation, heightened stress, and critical changes, and accessing community programs and services to meet those needs.(9) Enhance pupils social and emotional competence, character, health, civic engagement, cultural literacy, and commitment to lifelong learning and the pursuit of high-quality educational programs.(10) Provide counseling services for unduplicated pupils who are classified as English learners, eligible for free or reduced-price meals, or foster youth in a manner that promotes equity and access to appropriate education systems and public and private services.(11) Engage in continued development as a professional school counselor.(d) Educational counseling shall include academic counseling and postsecondary services, in the following areas:(1) Development and implementation, with parental involvement, of the pupils immediate and long-range educational plans.(2) Optimizing progress towards achievement of proficiency standards and competencies.(3) Completion of the required curriculum in accordance with the pupils needs, abilities, interests, and aptitudes.(4) Academic planning for access and success in higher education programs, including advisement on courses needed for admission to colleges and universities, standardized admissions tests, and financial aid.(5) Provide high-quality career programs at all grade levels for pupils, in which pupils are assisted in doing all of the following:(A) Planning for the future, including, but not limited to, identifying personal interests, skills, and abilities, career planning, course selection, and career transition.(B) Becoming aware of personal preferences and interests that influence educational and occupational exploration, career choice, and career success.(C) Developing work self-efficacy for the ever-changing work environment, the changing needs of the workforce, and the effects of work on the quality of life.(D) Understanding the relationship between academic achievement and career success, and the importance of maximizing career options.(E) Understanding the value of participating in career technical education pathways, programs, and certifications, including, but not limited to, those related to regional occupational programs and centers, the federal program administered by the United States Department of Labor offering free education and vocational training to pupils, known as Job Corps, the California Conservation Corps, work-based learning, industry certifications, college preparation and credit, and employment opportunities.(F) Understanding the need to develop essential employable skills and work habits.(G) Understanding entrance requirements to the Armed Forces of the United States, including the benefits of the Armed Services Vocational Aptitude Battery (ASVAB) test.(e) Educational counseling may also include counseling in any of the following:(1) Individualized review of the academic and deportment records of a pupil.(2) Advising pupils, in consultation with their parents and legal guardians when at all possible, who are at risk of not promoting or graduating with the rest of their class.(3) Developing a list of coursework and experience necessary to assist each pupil in middle school to successfully transition to high school and meet all graduation requirements.(4) In schools that enroll pupils in grades 6 to 12, inclusive, developing a list of coursework and experience necessary to assist and counsel each pupil to begin to satisfy the AG requirements for admission to the University of California and the California State University and encourage participation in college preparation programs, including, but not limited to, the Advancement Via Individual Determination (AVID) program, and early college, dual enrollment, advanced placement, international baccalaureate, and Cambridge International programs.(5) Developing pupil knowledge of financial aid planning for postsecondary education by providing pupils with financial aid information, including, but not limited to, information on the Free Application for Federal Student Aid (FAFSA), the California Dream Act application (CADAA), the Cal Grant Program established pursuant to Chapter 1.7 (commencing with Section 69430) of Part 42 of Division 5 of Title 3, local and national scholarship programs, financial aid programs and resources for foster and homeless youth, fee waiver programs, and other financial aid programs and options, and net college cost.(6) Providing a copy of the lists developed pursuant to paragraph (4) to a pupil and the pupils parent or legal guardian, ensuring that the list of coursework and experience is part of the pupils cumulative record.(7) Developing a list of coursework and experience for a pupil enrolled in grade 12, including options for continuing the pupils education if the pupil fails to meet graduation requirements. These options shall include, but are not limited to, all of the following:(A) Enrolling in an adult education program.(B) Enrolling in a community college.(C) Continuing enrollment in the pupils current school district.(8) Providing a copy of the list of coursework and experiences developed pursuant to paragraph (7) to the pupil and the pupils parent or legal guardian, ensuring that the list of coursework and experience is part of the cumulative records of a pupil.(9) Offering and scheduling an individual conference with each pupil in grades 10 and 12 who has not satisfied, or is not on track to satisfy, the curricular requirements for admission to the University of California and the California State University and to successfully transition to postsecondary education or employment, and providing the following information to the pupil and the pupils parent or legal guardian:(A) The score of the pupil on the English language arts or mathematics portion of the California Assessment of Student Performance and Progress, established pursuant to Article 4 (commencing with Section 60640) of Chapter 5 of Part 33, administered in grade 6, as applicable.(B) The availability of financial aid for postsecondary education.(10) Providing mental and behavioral health services to which pupils receive prevention, early intervention, and short-term counseling services and receive classroom instruction in mental health to reduce stigma and increase awareness of counseling support services.(11) Providing training to school staff to recognize mental health warning signs.(f) This section does not prohibit persons participating in an organized advisory program approved by the governing board of a school district, and supervised by a school district counselor, from advising pupils pursuant to the organized advisory program.
49600. (a) The governing board of a school district may, and is urged to, provide access to a comprehensive educational counseling program for all pupils enrolled in the school district. It is the intent of the Legislature that a school district that provides educational counseling to its pupils implement a structured and coherent counseling program within a Multi-Tiered Systems of Support framework.(b) For purposes of this section, educational counseling means specialized services provided by a school counselor possessing a valid credential with a specialization in pupil personnel services who directly counsels pupils and implements equitable school programs and services that support pupils in their academic development, social emotional development, and college and career readiness.(c) It is the intent of the Legislature that school counselors do all of the following:(1) Engage with, advocate for, and provide both of the following services for all pupils:(A) Direct services, including, but not limited to, individual counseling, group counseling, risk assessment, crisis response, and instructional services, including, but not limited to, mental health, behavioral, academic, and postsecondary educational services.(B) Indirect services, including, but not limited to, positive school climate strategies, teacher and parent consultations, and referrals to public and private community services.(2) Plan, implement, and evaluate comprehensive school counseling programs.(3) Work within multi-tiered systems of support that use multiple data sources to monitor and improve pupil behavior, attendance, engagement, and achievement.(4) Develop, coordinate, and supervise comprehensive pupil support systems in collaboration with teachers, administrators, other pupil personnel services professionals, families, community partners, and community agencies, including county mental health agencies.(5) Promote and maintain a safe learning environment for all pupils by providing restorative practices, positive behavior interventions, and support services, and by developing and responding with a variety of intervention strategies to meet individual, group, and school community needs before, during, and after crisis response.(6) Intervene to ameliorate school-related problems, including problems related to chronic absences and retention.(7) Use research-based strategies to promote mental wellness, reduce mental health stigma, and identify characteristics, risk factors, and warning signs of pupils who develop, or are at risk of developing, mental health and behavioral disorders and who experience, or are at risk of experiencing, mistreatment, including mistreatment related to any form of conflict or bullying.(8) Improve school climate and pupil well-being by, including, but not limited to, addressing the mental and behavioral health needs of pupils during their times of transition, separation, heightened stress, and critical changes, and accessing community programs and services to meet those needs.(9) Enhance pupils social and emotional competence, character, health, civic engagement, cultural literacy, and commitment to lifelong learning and the pursuit of high-quality educational programs.(10) Provide counseling services for unduplicated pupils who are classified as English learners, eligible for free or reduced-price meals, or foster youth in a manner that promotes equity and access to appropriate education systems and public and private services.(11) Engage in continued development as a professional school counselor.(d) Educational counseling shall include academic counseling and postsecondary services, in the following areas:(1) Development and implementation, with parental involvement, of the pupils immediate and long-range educational plans.(2) Optimizing progress towards achievement of proficiency standards and competencies.(3) Completion of the required curriculum in accordance with the pupils needs, abilities, interests, and aptitudes.(4) Academic planning for access and success in higher education programs, including advisement on courses needed for admission to colleges and universities, standardized admissions tests, and financial aid.(5) Provide high-quality career programs at all grade levels for pupils, in which pupils are assisted in doing all of the following:(A) Planning for the future, including, but not limited to, identifying personal interests, skills, and abilities, career planning, course selection, and career transition.(B) Becoming aware of personal preferences and interests that influence educational and occupational exploration, career choice, and career success.(C) Developing work self-efficacy for the ever-changing work environment, the changing needs of the workforce, and the effects of work on the quality of life.(D) Understanding the relationship between academic achievement and career success, and the importance of maximizing career options.(E) Understanding the value of participating in career technical education pathways, programs, and certifications, including, but not limited to, those related to regional occupational programs and centers, the federal program administered by the United States Department of Labor offering free education and vocational training to pupils, known as Job Corps, the California Conservation Corps, work-based learning, industry certifications, college preparation and credit, and employment opportunities.(F) Understanding the need to develop essential employable skills and work habits.(G) Understanding entrance requirements to the Armed Forces of the United States, including the benefits of the Armed Services Vocational Aptitude Battery (ASVAB) test.(e) Educational counseling may also include counseling in any of the following:(1) Individualized review of the academic and deportment records of a pupil.(2) Advising pupils, in consultation with their parents and legal guardians when at all possible, who are at risk of not promoting or graduating with the rest of their class.(3) Developing a list of coursework and experience necessary to assist each pupil in middle school to successfully transition to high school and meet all graduation requirements.(4) In schools that enroll pupils in grades 6 to 12, inclusive, developing a list of coursework and experience necessary to assist and counsel each pupil to begin to satisfy the AG requirements for admission to the University of California and the California State University and encourage participation in college preparation programs, including, but not limited to, the Advancement Via Individual Determination (AVID) program, and early college, dual enrollment, advanced placement, international baccalaureate, and Cambridge International programs.(5) Developing pupil knowledge of financial aid planning for postsecondary education by providing pupils with financial aid information, including, but not limited to, information on the Free Application for Federal Student Aid (FAFSA), the California Dream Act application (CADAA), the Cal Grant Program established pursuant to Chapter 1.7 (commencing with Section 69430) of Part 42 of Division 5 of Title 3, local and national scholarship programs, financial aid programs and resources for foster and homeless youth, fee waiver programs, and other financial aid programs and options, and net college cost.(6) Providing a copy of the lists developed pursuant to paragraph (4) to a pupil and the pupils parent or legal guardian, ensuring that the list of coursework and experience is part of the pupils cumulative record.(7) Developing a list of coursework and experience for a pupil enrolled in grade 12, including options for continuing the pupils education if the pupil fails to meet graduation requirements. These options shall include, but are not limited to, all of the following:(A) Enrolling in an adult education program.(B) Enrolling in a community college.(C) Continuing enrollment in the pupils current school district.(8) Providing a copy of the list of coursework and experiences developed pursuant to paragraph (7) to the pupil and the pupils parent or legal guardian, ensuring that the list of coursework and experience is part of the cumulative records of a pupil.(9) Offering and scheduling an individual conference with each pupil in grades 10 and 12 who has not satisfied, or is not on track to satisfy, the curricular requirements for admission to the University of California and the California State University and to successfully transition to postsecondary education or employment, and providing the following information to the pupil and the pupils parent or legal guardian:(A) The score of the pupil on the English language arts or mathematics portion of the California Assessment of Student Performance and Progress, established pursuant to Article 4 (commencing with Section 60640) of Chapter 5 of Part 33, administered in grade 6, as applicable.(B) The availability of financial aid for postsecondary education.(10) Providing mental and behavioral health services to which pupils receive prevention, early intervention, and short-term counseling services and receive classroom instruction in mental health to reduce stigma and increase awareness of counseling support services.(11) Providing training to school staff to recognize mental health warning signs.(f) This section does not prohibit persons participating in an organized advisory program approved by the governing board of a school district, and supervised by a school district counselor, from advising pupils pursuant to the organized advisory program.
49600. (a) The governing board of a school district may, and is urged to, provide access to a comprehensive educational counseling program for all pupils enrolled in the school district. It is the intent of the Legislature that a school district that provides educational counseling to its pupils implement a structured and coherent counseling program within a Multi-Tiered Systems of Support framework.(b) For purposes of this section, educational counseling means specialized services provided by a school counselor possessing a valid credential with a specialization in pupil personnel services who directly counsels pupils and implements equitable school programs and services that support pupils in their academic development, social emotional development, and college and career readiness.(c) It is the intent of the Legislature that school counselors do all of the following:(1) Engage with, advocate for, and provide both of the following services for all pupils:(A) Direct services, including, but not limited to, individual counseling, group counseling, risk assessment, crisis response, and instructional services, including, but not limited to, mental health, behavioral, academic, and postsecondary educational services.(B) Indirect services, including, but not limited to, positive school climate strategies, teacher and parent consultations, and referrals to public and private community services.(2) Plan, implement, and evaluate comprehensive school counseling programs.(3) Work within multi-tiered systems of support that use multiple data sources to monitor and improve pupil behavior, attendance, engagement, and achievement.(4) Develop, coordinate, and supervise comprehensive pupil support systems in collaboration with teachers, administrators, other pupil personnel services professionals, families, community partners, and community agencies, including county mental health agencies.(5) Promote and maintain a safe learning environment for all pupils by providing restorative practices, positive behavior interventions, and support services, and by developing and responding with a variety of intervention strategies to meet individual, group, and school community needs before, during, and after crisis response.(6) Intervene to ameliorate school-related problems, including problems related to chronic absences and retention.(7) Use research-based strategies to promote mental wellness, reduce mental health stigma, and identify characteristics, risk factors, and warning signs of pupils who develop, or are at risk of developing, mental health and behavioral disorders and who experience, or are at risk of experiencing, mistreatment, including mistreatment related to any form of conflict or bullying.(8) Improve school climate and pupil well-being by, including, but not limited to, addressing the mental and behavioral health needs of pupils during their times of transition, separation, heightened stress, and critical changes, and accessing community programs and services to meet those needs.(9) Enhance pupils social and emotional competence, character, health, civic engagement, cultural literacy, and commitment to lifelong learning and the pursuit of high-quality educational programs.(10) Provide counseling services for unduplicated pupils who are classified as English learners, eligible for free or reduced-price meals, or foster youth in a manner that promotes equity and access to appropriate education systems and public and private services.(11) Engage in continued development as a professional school counselor.(d) Educational counseling shall include academic counseling and postsecondary services, in the following areas:(1) Development and implementation, with parental involvement, of the pupils immediate and long-range educational plans.(2) Optimizing progress towards achievement of proficiency standards and competencies.(3) Completion of the required curriculum in accordance with the pupils needs, abilities, interests, and aptitudes.(4) Academic planning for access and success in higher education programs, including advisement on courses needed for admission to colleges and universities, standardized admissions tests, and financial aid.(5) Provide high-quality career programs at all grade levels for pupils, in which pupils are assisted in doing all of the following:(A) Planning for the future, including, but not limited to, identifying personal interests, skills, and abilities, career planning, course selection, and career transition.(B) Becoming aware of personal preferences and interests that influence educational and occupational exploration, career choice, and career success.(C) Developing work self-efficacy for the ever-changing work environment, the changing needs of the workforce, and the effects of work on the quality of life.(D) Understanding the relationship between academic achievement and career success, and the importance of maximizing career options.(E) Understanding the value of participating in career technical education pathways, programs, and certifications, including, but not limited to, those related to regional occupational programs and centers, the federal program administered by the United States Department of Labor offering free education and vocational training to pupils, known as Job Corps, the California Conservation Corps, work-based learning, industry certifications, college preparation and credit, and employment opportunities.(F) Understanding the need to develop essential employable skills and work habits.(G) Understanding entrance requirements to the Armed Forces of the United States, including the benefits of the Armed Services Vocational Aptitude Battery (ASVAB) test.(e) Educational counseling may also include counseling in any of the following:(1) Individualized review of the academic and deportment records of a pupil.(2) Advising pupils, in consultation with their parents and legal guardians when at all possible, who are at risk of not promoting or graduating with the rest of their class.(3) Developing a list of coursework and experience necessary to assist each pupil in middle school to successfully transition to high school and meet all graduation requirements.(4) In schools that enroll pupils in grades 6 to 12, inclusive, developing a list of coursework and experience necessary to assist and counsel each pupil to begin to satisfy the AG requirements for admission to the University of California and the California State University and encourage participation in college preparation programs, including, but not limited to, the Advancement Via Individual Determination (AVID) program, and early college, dual enrollment, advanced placement, international baccalaureate, and Cambridge International programs.(5) Developing pupil knowledge of financial aid planning for postsecondary education by providing pupils with financial aid information, including, but not limited to, information on the Free Application for Federal Student Aid (FAFSA), the California Dream Act application (CADAA), the Cal Grant Program established pursuant to Chapter 1.7 (commencing with Section 69430) of Part 42 of Division 5 of Title 3, local and national scholarship programs, financial aid programs and resources for foster and homeless youth, fee waiver programs, and other financial aid programs and options, and net college cost.(6) Providing a copy of the lists developed pursuant to paragraph (4) to a pupil and the pupils parent or legal guardian, ensuring that the list of coursework and experience is part of the pupils cumulative record.(7) Developing a list of coursework and experience for a pupil enrolled in grade 12, including options for continuing the pupils education if the pupil fails to meet graduation requirements. These options shall include, but are not limited to, all of the following:(A) Enrolling in an adult education program.(B) Enrolling in a community college.(C) Continuing enrollment in the pupils current school district.(8) Providing a copy of the list of coursework and experiences developed pursuant to paragraph (7) to the pupil and the pupils parent or legal guardian, ensuring that the list of coursework and experience is part of the cumulative records of a pupil.(9) Offering and scheduling an individual conference with each pupil in grades 10 and 12 who has not satisfied, or is not on track to satisfy, the curricular requirements for admission to the University of California and the California State University and to successfully transition to postsecondary education or employment, and providing the following information to the pupil and the pupils parent or legal guardian:(A) The score of the pupil on the English language arts or mathematics portion of the California Assessment of Student Performance and Progress, established pursuant to Article 4 (commencing with Section 60640) of Chapter 5 of Part 33, administered in grade 6, as applicable.(B) The availability of financial aid for postsecondary education.(10) Providing mental and behavioral health services to which pupils receive prevention, early intervention, and short-term counseling services and receive classroom instruction in mental health to reduce stigma and increase awareness of counseling support services.(11) Providing training to school staff to recognize mental health warning signs.(f) This section does not prohibit persons participating in an organized advisory program approved by the governing board of a school district, and supervised by a school district counselor, from advising pupils pursuant to the organized advisory program.
49600. (a) The governing board of a school district may, and is urged to, provide access to a comprehensive educational counseling program for all pupils enrolled in the school district. It is the intent of the Legislature that a school district that provides educational counseling to its pupils implement a structured and coherent counseling program within a Multi-Tiered Systems of Support framework.
(b) For purposes of this section, educational counseling means specialized services provided by a school counselor possessing a valid credential with a specialization in pupil personnel services who directly counsels pupils and implements equitable school programs and services that support pupils in their academic development, social emotional development, and college and career readiness.
(c) It is the intent of the Legislature that school counselors do all of the following:
(1) Engage with, advocate for, and provide both of the following services for all pupils:
(A) Direct services, including, but not limited to, individual counseling, group counseling, risk assessment, crisis response, and instructional services, including, but not limited to, mental health, behavioral, academic, and postsecondary educational services.
(B) Indirect services, including, but not limited to, positive school climate strategies, teacher and parent consultations, and referrals to public and private community services.
(2) Plan, implement, and evaluate comprehensive school counseling programs.
(3) Work within multi-tiered systems of support that use multiple data sources to monitor and improve pupil behavior, attendance, engagement, and achievement.
(4) Develop, coordinate, and supervise comprehensive pupil support systems in collaboration with teachers, administrators, other pupil personnel services professionals, families, community partners, and community agencies, including county mental health agencies.
(5) Promote and maintain a safe learning environment for all pupils by providing restorative practices, positive behavior interventions, and support services, and by developing and responding with a variety of intervention strategies to meet individual, group, and school community needs before, during, and after crisis response.
(6) Intervene to ameliorate school-related problems, including problems related to chronic absences and retention.
(7) Use research-based strategies to promote mental wellness, reduce mental health stigma, and identify characteristics, risk factors, and warning signs of pupils who develop, or are at risk of developing, mental health and behavioral disorders and who experience, or are at risk of experiencing, mistreatment, including mistreatment related to any form of conflict or bullying.
(8) Improve school climate and pupil well-being by, including, but not limited to, addressing the mental and behavioral health needs of pupils during their times of transition, separation, heightened stress, and critical changes, and accessing community programs and services to meet those needs.
(9) Enhance pupils social and emotional competence, character, health, civic engagement, cultural literacy, and commitment to lifelong learning and the pursuit of high-quality educational programs.
(10) Provide counseling services for unduplicated pupils who are classified as English learners, eligible for free or reduced-price meals, or foster youth in a manner that promotes equity and access to appropriate education systems and public and private services.
(11) Engage in continued development as a professional school counselor.
(d) Educational counseling shall include academic counseling and postsecondary services, in the following areas:
(1) Development and implementation, with parental involvement, of the pupils immediate and long-range educational plans.
(2) Optimizing progress towards achievement of proficiency standards and competencies.
(3) Completion of the required curriculum in accordance with the pupils needs, abilities, interests, and aptitudes.
(4) Academic planning for access and success in higher education programs, including advisement on courses needed for admission to colleges and universities, standardized admissions tests, and financial aid.
(5) Provide high-quality career programs at all grade levels for pupils, in which pupils are assisted in doing all of the following:
(A) Planning for the future, including, but not limited to, identifying personal interests, skills, and abilities, career planning, course selection, and career transition.
(B) Becoming aware of personal preferences and interests that influence educational and occupational exploration, career choice, and career success.
(C) Developing work self-efficacy for the ever-changing work environment, the changing needs of the workforce, and the effects of work on the quality of life.
(D) Understanding the relationship between academic achievement and career success, and the importance of maximizing career options.
(E) Understanding the value of participating in career technical education pathways, programs, and certifications, including, but not limited to, those related to regional occupational programs and centers, the federal program administered by the United States Department of Labor offering free education and vocational training to pupils, known as Job Corps, the California Conservation Corps, work-based learning, industry certifications, college preparation and credit, and employment opportunities.
(F) Understanding the need to develop essential employable skills and work habits.
(G) Understanding entrance requirements to the Armed Forces of the United States, including the benefits of the Armed Services Vocational Aptitude Battery (ASVAB) test.
(e) Educational counseling may also include counseling in any of the following:
(1) Individualized review of the academic and deportment records of a pupil.
(2) Advising pupils, in consultation with their parents and legal guardians when at all possible, who are at risk of not promoting or graduating with the rest of their class.
(3) Developing a list of coursework and experience necessary to assist each pupil in middle school to successfully transition to high school and meet all graduation requirements.
(4) In schools that enroll pupils in grades 6 to 12, inclusive, developing a list of coursework and experience necessary to assist and counsel each pupil to begin to satisfy the AG requirements for admission to the University of California and the California State University and encourage participation in college preparation programs, including, but not limited to, the Advancement Via Individual Determination (AVID) program, and early college, dual enrollment, advanced placement, international baccalaureate, and Cambridge International programs.
(5) Developing pupil knowledge of financial aid planning for postsecondary education by providing pupils with financial aid information, including, but not limited to, information on the Free Application for Federal Student Aid (FAFSA), the California Dream Act application (CADAA), the Cal Grant Program established pursuant to Chapter 1.7 (commencing with Section 69430) of Part 42 of Division 5 of Title 3, local and national scholarship programs, financial aid programs and resources for foster and homeless youth, fee waiver programs, and other financial aid programs and options, and net college cost.
(6) Providing a copy of the lists developed pursuant to paragraph (4) to a pupil and the pupils parent or legal guardian, ensuring that the list of coursework and experience is part of the pupils cumulative record.
(7) Developing a list of coursework and experience for a pupil enrolled in grade 12, including options for continuing the pupils education if the pupil fails to meet graduation requirements. These options shall include, but are not limited to, all of the following:
(A) Enrolling in an adult education program.
(B) Enrolling in a community college.
(C) Continuing enrollment in the pupils current school district.
(8) Providing a copy of the list of coursework and experiences developed pursuant to paragraph (7) to the pupil and the pupils parent or legal guardian, ensuring that the list of coursework and experience is part of the cumulative records of a pupil.
(9) Offering and scheduling an individual conference with each pupil in grades 10 and 12 who has not satisfied, or is not on track to satisfy, the curricular requirements for admission to the University of California and the California State University and to successfully transition to postsecondary education or employment, and providing the following information to the pupil and the pupils parent or legal guardian:
(A) The score of the pupil on the English language arts or mathematics portion of the California Assessment of Student Performance and Progress, established pursuant to Article 4 (commencing with Section 60640) of Chapter 5 of Part 33, administered in grade 6, as applicable.
(B) The availability of financial aid for postsecondary education.
(10) Providing mental and behavioral health services to which pupils receive prevention, early intervention, and short-term counseling services and receive classroom instruction in mental health to reduce stigma and increase awareness of counseling support services.
(11) Providing training to school staff to recognize mental health warning signs.
(f) This section does not prohibit persons participating in an organized advisory program approved by the governing board of a school district, and supervised by a school district counselor, from advising pupils pursuant to the organized advisory program.
(a)The State Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school pupil in one or more languages, in addition to English, and certifies that the graduate meets the following criteria for being proficient in English and one or more languages other than English:
(1)Proficiency in English shall be demonstrated through one of the following requirements:
(A)Completion of all English language arts requirements for graduation with an overall grade point average of 3.0 or above in those classes. Completion of one or more English language arts courses at a public higher education institution or an independent institution of higher education, as described in subdivisions (a) and (b) of Section 66010, with a grade equivalent to a grade point average of 3.0 or above may also be used to satisfy one or more course requirements of this subparagraph.
(B)Passing the California Assessment of Student Performance and Progress for English language arts, or any successor test, administered in grade 11, at or above the standard met achievement level, or at the achievement level determined by the Superintendent for any successor test.
(C)(i)Passing an English Advanced Placement examination with a score of 3 or higher or an English International Baccalaureate examination with a score of 4 or higher.
(ii)For purposes of clause (i), English Advanced Placement means Advanced Placement English Language and Composition, Advanced Placement English Literature and Composition, or Advanced Placement Seminar.
(D)Achieving a score of 480 or higher on the Evidence-Based Reading and Writing section of the SAT.
(2)Proficiency in one or more languages other than English shall be demonstrated through one of the following requirements:
(A)Passing a world language Advanced Placement examination with a score of 3 or higher, passing a world language International Baccalaureate examination with a score of 4 or higher, passing a Cambridge International A Level examination with a score of E or higher, passing a Cambridge International AS Level examination with a score of e or higher, or passing a world language ACTFL Writing Proficiency Test (WPT) and an Oral Proficiency Interview (OPI) with scores of Intermediate Mid or higher.
(B)Successful completion of a four-year course of study of content in a world language at a high school or higher level attaining an overall grade point average of 3.0 or above in that course of study, and oral proficiency in the language comparable to that required pursuant to subparagraph (A). Pupils may also satisfy the requirements of this subparagraph by either or both of the following:
(i)Successful completion of high school level courses completed in another country in a language other than English with the equivalent of an overall grade point average of 3.0 or above, as verified through a transcript.
(ii)Completion of one or more world language courses at a public higher education institution or an independent institution of higher education, as described in subdivisions (a) and (b) of Section 66010, with a grade equivalent to a grade point average of 3.0 or above and oral proficiency in the language comparable to that required pursuant to subparagraph (A), as verified through a transcript.
(C)(i)If no Advanced Placement examination or off-the-shelf language test exists and the school district can certify to the Superintendent that the test meets the rigor of a four-year high school course of study in that world language, passing a school district language examination that, at a minimum, assesses speaking, reading, and writing in a language other than English at the proficient level or higher. If a school district offers a language examination in a language in which an Advanced Placement examination or off-the-shelf language test exists, the school district language examination shall be approved by the Superintendent for the purpose of determining proficiency in a language other than English.
(ii)Notwithstanding clause (i), a pupil who seeks to qualify for the State Seal of Biliteracy through a language that is not characterized by listening, speaking, or reading, or for which there is no written system, shall pass an assessment on the modalities that characterize communication in that language at the proficient level or higher.
(b)If a pupil in any of grades 9 to 12, inclusive, is an English learner, the pupil shall meet both of the following criteria in order to qualify for the State Seal of Biliteracy:
(1)Attain an Oral Language composite score of level 4 on the English Language Proficiency Assessments for California, or any successor English oral language proficiency assessment, in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive.
(2)Demonstrate proficiency in English through one of the accomplishments listed in paragraph (1) of subdivision (a) and demonstrate proficiency in one or more languages other than English through one of the accomplishments listed in paragraph (2) of subdivision (a).
(c)For languages in which an Advanced Placement test is not available, the Superintendent may provide a listing of equivalent summative tests that school districts may use in place of an Advanced Placement test for purposes of subparagraph (A) of paragraph (2) of subdivision (a). A school district may provide the Superintendent with a list of equivalent summative tests that the school district uses in place of an Advanced Placement test for purposes of subparagraph (A) of paragraph (2) of subdivision (a). The Superintendent may use lists received from school districts in developing the Superintendents list of equivalent summative tests.
(d)For purposes of this article, world language has the same meaning as defined in Section 91.
(e)Notwithstanding subdivision (a), for those pupils on track to graduate in 2022 and who were unable to take the assessment identified in subparagraph (B) of paragraph (1) of subdivision (a), the Superintendent may use the assessments identified in Section 121 of Chapter 44 of the Statutes of 2021 to determine whether a pupil obtained the achievement level on a grade 11 English language arts assessment for the purposes of subparagraph (B) of paragraph (1) of subdivision (a).
(a)On or before July 1, 2014, the governing board of each school district shall adopt a local control and accountability plan using a template adopted by the state board.
(b)A local control and accountability plan adopted by the governing board of a school district shall be effective for a period of three years, and shall be updated on or before July 1 of each year.
(c)A local control and accountability plan adopted by the governing board of a school district shall include, for the school district and each school within the school district, all of the information specified in the template adopted by the state board pursuant to Section 52064.
(d)All of the following are state priorities for purposes of a school districts local control and accountability plan:
(1)The degree to which the teachers of the school district are appropriately assigned in accordance with Section 44258.9, and fully credentialed in the subject areas, and, for the pupils they are teaching, every pupil in the school district has sufficient access to the standards-aligned instructional materials as determined pursuant to Section 60119, and school facilities are maintained in good repair, as defined in subdivision (d) of Section 17002.
(2)Implementation of the academic content and performance standards adopted by the state board, including how the programs and services will enable English learners to access the common core academic content standards adopted pursuant to Section 60605.8 and the English language development standards adopted pursuant to former Section 60811.3, as that section read on June 30, 2013, or former Section 60811.4, as that section read on June 30, 2016, for purposes of gaining academic content knowledge and English language proficiency.
(3)(A)Parental involvement and family engagement, including efforts the school district makes to seek parent input in making decisions for the school district and each individual schoolsite, and including how the school district will promote parental participation in programs for unduplicated pupils and pupils who are individuals with exceptional needs.
(B)Family engagement may include, but need not be limited to, efforts by the school district and each individual schoolsite to apply research-based practices, such as welcoming all families into the school community, engaging in effective two-way communication, supporting pupil success, and empowering families to advocate for equity and access. Family engagement may include, but need not be limited to, treating families as partners to inform, influence, and create practices and programs that support pupil success and collaboration with families and the broader community, expand pupil learning opportunities and community services, and promote civic participation.
(4)Pupil achievement, as measured by all of the following, as applicable:
(A)Statewide assessments administered pursuant to Article 4 (commencing with Section 60640) of Chapter 5 of Part 33 or any subsequent assessment, as certified by the state board.
(B)The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University.
(C)The percentage of pupils who have successfully completed courses that satisfy the requirements for career technical education sequences or programs of study that align with state board-approved career technical education standards and frameworks, including, but not limited to, those described in subdivision (a) of Section 52302, subdivision (a) of Section 52372.5, or paragraph (2) of subdivision (e) of Section 54692.
(D)The percentage of pupils who have successfully completed both types of courses described in subparagraphs (B) and (C).
(E)The percentage of English learner pupils who make progress toward English proficiency as measured by the English Language Proficiency Assessments for California or any subsequent assessment of English proficiency, as certified by the state board.
(F)The English learner reclassification rate.
(G)The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher, a Cambridge International A Level examination with a score of E or higher, or a Cambridge International AS Level examination with a score of e or higher.
(H)The percentage of pupils who demonstrate college preparedness pursuant to the Early Assessment Program, as described in Chapter 6 (commencing with Section 99300) of Part 65 of Division 14 of Title 3, or any subsequent assessment of college preparedness.
(5)Pupil engagement, as measured by all of the following, as applicable:
(A)School attendance rates.
(B)Chronic absenteeism rates.
(C)Middle school dropout rates.
(D)High school dropout rates.
(E)High school graduation rates.
(6)School climate, as measured by all of the following, as applicable:
(A)Pupil suspension rates.
(B)Pupil expulsion rates.
(C)Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness.
(7)The extent to which pupils have access to, and are enrolled in, a broad course of study that includes all of the subject areas described in Section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable, including the programs and services developed and provided to unduplicated pupils and individuals with exceptional needs, and the programs and services that are provided to benefit these pupils as a result of the funding received pursuant to Section 42238.02, as implemented by Section 42238.03.
(8)Pupil outcomes, if available, in the subject areas described in Section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable.
(e)For purposes of the descriptions required by subdivision (b) of Section 52064, the governing board of a school district may consider qualitative information, including, but not limited to, findings that result from school quality reviews conducted pursuant to subdivision (b) of Section 52052 or any other reviews.
(f)To the extent practicable, data reported in a local control and accountability plan shall be reported in a manner consistent with how information is reported on the California School Dashboard maintained by the department pursuant to Section 52064.5.
(g)The governing board of a school district shall consult with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing a local control and accountability plan.
(h)A school district may identify local priorities, goals in regard to the local priorities, and the method for measuring the school districts progress toward achieving those goals.
(a)On or before July 1, 2014, each county superintendent of schools shall develop, and present to the county board of education for adoption, a local control and accountability plan using a template adopted by the state board.
(b)A local control and accountability plan adopted by a county board of education shall be effective for a period of three years, and shall be updated on or before July 1 of each year.
(c)A local control and accountability plan adopted by a county board of education shall include, for each school or program operated by the county superintendent of schools, all of the information specified in the template adopted by the state board pursuant to Section 52064.
(d)All of the following are state priorities for purposes of a county board of educations local control and accountability plan:
(1)The degree to which the teachers in the schools or programs operated by the county superintendent of schools are appropriately assigned in accordance with Section 44258.9 and fully credentialed in the subject areas, and, for the pupils they are teaching, every pupil in the schools or programs operated by the county superintendent of schools has sufficient access to the standards-aligned instructional materials as determined pursuant to Section 60119, and school facilities are maintained in good repair as specified in subdivision (d) of Section 17002.
(2)Implementation of the academic content and performance standards adopted by the state board, including how the programs and services will enable English learners to access the common core academic content standards adopted pursuant to Section 60605.8 and the English language development standards adopted pursuant to former Section 60811.3, as that section read on June 30, 2013, or former Section 60811.4, as that section read on June 30, 2016, for purposes of gaining academic content knowledge and English language proficiency.
(3)(A)Parental involvement and family engagement, including efforts the county superintendent of schools makes to seek parent input in making decisions for each individual schoolsite and program operated by a county superintendent of schools, and including how the county superintendent of schools will promote parental participation in programs for unduplicated pupils and pupils who are individuals with exceptional needs.
(B)Family engagement may include, but need not be limited to, efforts by the county superintendent of schools and each individual schoolsite to apply research-based practices, such as welcoming all families into the school community, engaging in effective two-way communication, supporting pupil success, and empowering families to advocate for equity and access. Family engagement may include, but need not be limited to, treating families as partners to inform, influence, and create practices and programs that support pupil success and collaboration with families and the broader community, expand pupil learning opportunities and community services, and promote civic participation.
(4)Pupil achievement, as measured by all of the following, as applicable:
(A)Statewide assessments administered pursuant to Article 4 (commencing with Section 60640) of Chapter 5 of Part 33 or any subsequent assessment, as certified by the state board.
(B)The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University.
(C)The percentage of pupils who have successfully completed courses that satisfy the requirements for career technical education sequences or programs of study that align with state board-approved career technical education standards and frameworks, including, but not limited to, those described in subdivision (a) of Section 52302, subdivision (a) of Section 52372.5, or paragraph (2) of subdivision (e) of Section 54692.
(D)The percentage of pupils who have successfully completed both types of courses described in subparagraphs (B) and (C).
(E)The percentage of English learner pupils who make progress toward English proficiency as measured by the English Language Proficiency Assessments for California or any subsequent assessment of English proficiency, as certified by the state board.
(F)The English learner reclassification rate.
(G)The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher, a Cambridge International A Level examination with a score of E or higher, or a Cambridge International AS Level examination with a score of e or higher.
(H)The percentage of pupils who demonstrate college preparedness pursuant to the Early Assessment Program, as described in Chapter 6 (commencing with Section 99300) of Part 65 of Division 14 of Title 3, or any subsequent assessment of college preparedness.
(5)Pupil engagement, as measured by all of the following, as applicable:
(A)School attendance rates.
(B)Chronic absenteeism rates.
(C)Middle school dropout rates.
(D)High school dropout rates.
(E)High school graduation rates.
(6)School climate, as measured by all of the following, as applicable:
(A)Pupil suspension rates.
(B)Pupil expulsion rates.
(C)Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness.
(7)The extent to which pupils have access to, and are enrolled in, a broad course of study that includes all of the subject areas described in Section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable, including the programs and services developed and provided to unduplicated pupils and individuals with exceptional needs, and the programs and services that are provided to benefit these pupils as a result of the funding received pursuant to Section 42238.02, as implemented by Section 42238.03.
(8)Pupil outcomes, if available, in the subject areas described in Section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable.
(9)How the county superintendent of schools will coordinate instruction of expelled pupils pursuant to Section 48926.
(10)How the county superintendent of schools will coordinate services for foster children, including, but not limited to, all of the following:
(A)Working with the county child welfare agency to minimize changes in school placement.
(B)Providing education-related information to the county child welfare agency to assist the county child welfare agency in the delivery of services to foster children, including, but not limited to, educational status and progress information that is required to be included in court reports.
(C)Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and coordination of necessary educational services.
(D)Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education passport.
(e)For purposes of the descriptions required by subdivision (b) of Section 52064, a county board of education may consider qualitative information, including, but not limited to, findings that result from school quality reviews conducted pursuant to subdivision (b) of Section 52052 or any other reviews.
(f)To the extent practicable, data reported in a local control and accountability plan shall be reported in a manner consistent with how information is reported on the California School Dashboard maintained by the department pursuant to Section 52064.5.
(g)The county superintendent of schools shall consult with teachers, principals, administrators, other school personnel, local bargaining units of the county office of education, parents, and pupils in developing a local control and accountability plan.
(h)A county board of education may identify local priorities, goals in regard to the local priorities, and the method for measuring the county office of educations progress toward achieving those goals.
(i)(1)Beginning with the 201819 fiscal year and in each fiscal year thereafter, a county superintendent of schools shall prepare a summary of how the county superintendent of schools plans to support school districts and schools within the county in implementing this article and present the summary to the county board of education at the same public meeting required under paragraph (2) of subdivision (b) of Section 52068. The summary shall include, but is not necessarily limited to, all of the following:
(A)A description of how the county superintendent of schools will support the continuous improvement of all school districts within the county, including steps that the county superintendent of schools plans to take to collaborate with the California Collaborative for Educational Excellence, the department, the lead agencies specified in Sections 52073 and 52073.1, and other county superintendents of schools to support school districts and schools within the county in implementing this article.
(B)A description of how the county superintendent of schools will assist each school district identified for technical assistance pursuant to subdivision (c) of Section 52071 and each charter school identified for technical assistance pursuant to subdivision (a) of Section 47607.3 in improving pupil outcomes, including, at a minimum, clearly identifying the activities being performed by the county office of education and the source of funding for those activities. This description shall include the actions the school district and charter school will take independent of the county superintendent of schools to improve pupil outcomes pursuant to subparagraph (C) of paragraph (1) of subdivision (c) of Section 52071 or paragraph (3) of subdivision (a) of Section 47607.3.
(C)One or more goals for each of the following:
(i)Completing the review of local control and accountability plans submitted by school districts pursuant to Section 52070.
(ii)Providing technical assistance to school districts pursuant to subdivisions (a) and (b) of Section 52071 and charter schools pursuant to subdivision (a) of Section 47607.3.
(iii)Providing any other support to school districts and schools within the county in implementing this article.
(iv)Providing support to school districts in developing and implementing the addendum specified in Section 52064.3.
(D)One or more metrics to assess progress toward each goal identified in subparagraph (C).
(E)Specific actions and related expenditures to achieve each goal identified in subparagraph (C), to the extent this information is not provided pursuant to subparagraph (B). The specific actions shall not supersede the provisions of existing local collective bargaining agreements within the jurisdiction of the county superintendent of schools.
(2)Commencing with the 201920 fiscal year and in each fiscal year thereafter, the county superintendent of schools shall submit the summary described in this subdivision with its local control and accountability plan pursuant to subdivision (a) of Section 52070.5.
(3)On or before November 1 of each year, the department shall compile the information provided by county superintendents of schools pursuant to subparagraphs (A) and (B) of paragraph (1) into a single document and shall make this report available to the public on the departments internet website.
SEC. 6.SEC. 3. Chapter 8 (commencing with Section 52210) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read: CHAPTER 8. Cambridge International Education Programs52210. The Legislature hereby finds and declares all of the following:(a) Cambridge International Education is a part of Cambridge University Press & Assessment, the worlds largest provider of international education programs for children and pupils who are 3 to 19 years of age, inclusive, and is part of the University of Cambridge. The Cambridge Pathway brings together a globally recognized instructional approach that aligns curriculum, teaching, and learning with meaningful assessments that measure mastery. Its objectives are to provide pupils with deep subject knowledge and skills in critical thinking, problem solving, research, analysis of arguments, communication, and collaboration via inquiry-based learning that leads to examinations for high school pupils.(b) Cambridge Advanced program participants pursue a specific, intensive, balanced liberal arts course of study and must pass seven rigorous examinations in four curricula areas in order to qualify for the Advanced International Certificate of Education (AICE) diploma.(c) Successful Cambridge International Education pupils are typically granted substantial advanced placement credit at the finest colleges and universities in the nation.52211. A school district that offers Cambridge International General Certificate of Secondary Education (IGCSE), or AS or A level courses and examinations, may help pay the test fees for pupils in need of financial assistance.
SEC. 6.SEC. 3. Chapter 8 (commencing with Section 52210) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read:
### SEC. 6.SEC. 3.
CHAPTER 8. Cambridge International Education Programs52210. The Legislature hereby finds and declares all of the following:(a) Cambridge International Education is a part of Cambridge University Press & Assessment, the worlds largest provider of international education programs for children and pupils who are 3 to 19 years of age, inclusive, and is part of the University of Cambridge. The Cambridge Pathway brings together a globally recognized instructional approach that aligns curriculum, teaching, and learning with meaningful assessments that measure mastery. Its objectives are to provide pupils with deep subject knowledge and skills in critical thinking, problem solving, research, analysis of arguments, communication, and collaboration via inquiry-based learning that leads to examinations for high school pupils.(b) Cambridge Advanced program participants pursue a specific, intensive, balanced liberal arts course of study and must pass seven rigorous examinations in four curricula areas in order to qualify for the Advanced International Certificate of Education (AICE) diploma.(c) Successful Cambridge International Education pupils are typically granted substantial advanced placement credit at the finest colleges and universities in the nation.52211. A school district that offers Cambridge International General Certificate of Secondary Education (IGCSE), or AS or A level courses and examinations, may help pay the test fees for pupils in need of financial assistance.
CHAPTER 8. Cambridge International Education Programs52210. The Legislature hereby finds and declares all of the following:(a) Cambridge International Education is a part of Cambridge University Press & Assessment, the worlds largest provider of international education programs for children and pupils who are 3 to 19 years of age, inclusive, and is part of the University of Cambridge. The Cambridge Pathway brings together a globally recognized instructional approach that aligns curriculum, teaching, and learning with meaningful assessments that measure mastery. Its objectives are to provide pupils with deep subject knowledge and skills in critical thinking, problem solving, research, analysis of arguments, communication, and collaboration via inquiry-based learning that leads to examinations for high school pupils.(b) Cambridge Advanced program participants pursue a specific, intensive, balanced liberal arts course of study and must pass seven rigorous examinations in four curricula areas in order to qualify for the Advanced International Certificate of Education (AICE) diploma.(c) Successful Cambridge International Education pupils are typically granted substantial advanced placement credit at the finest colleges and universities in the nation.52211. A school district that offers Cambridge International General Certificate of Secondary Education (IGCSE), or AS or A level courses and examinations, may help pay the test fees for pupils in need of financial assistance.
CHAPTER 8. Cambridge International Education Programs
CHAPTER 8. Cambridge International Education Programs
52210. The Legislature hereby finds and declares all of the following:(a) Cambridge International Education is a part of Cambridge University Press & Assessment, the worlds largest provider of international education programs for children and pupils who are 3 to 19 years of age, inclusive, and is part of the University of Cambridge. The Cambridge Pathway brings together a globally recognized instructional approach that aligns curriculum, teaching, and learning with meaningful assessments that measure mastery. Its objectives are to provide pupils with deep subject knowledge and skills in critical thinking, problem solving, research, analysis of arguments, communication, and collaboration via inquiry-based learning that leads to examinations for high school pupils.(b) Cambridge Advanced program participants pursue a specific, intensive, balanced liberal arts course of study and must pass seven rigorous examinations in four curricula areas in order to qualify for the Advanced International Certificate of Education (AICE) diploma.(c) Successful Cambridge International Education pupils are typically granted substantial advanced placement credit at the finest colleges and universities in the nation.
52210. The Legislature hereby finds and declares all of the following:
(a) Cambridge International Education is a part of Cambridge University Press & Assessment, the worlds largest provider of international education programs for children and pupils who are 3 to 19 years of age, inclusive, and is part of the University of Cambridge. The Cambridge Pathway brings together a globally recognized instructional approach that aligns curriculum, teaching, and learning with meaningful assessments that measure mastery. Its objectives are to provide pupils with deep subject knowledge and skills in critical thinking, problem solving, research, analysis of arguments, communication, and collaboration via inquiry-based learning that leads to examinations for high school pupils.
(b) Cambridge Advanced program participants pursue a specific, intensive, balanced liberal arts course of study and must pass seven rigorous examinations in four curricula areas in order to qualify for the Advanced International Certificate of Education (AICE) diploma.
(c) Successful Cambridge International Education pupils are typically granted substantial advanced placement credit at the finest colleges and universities in the nation.
52211. A school district that offers Cambridge International General Certificate of Secondary Education (IGCSE), or AS or A level courses and examinations, may help pay the test fees for pupils in need of financial assistance.
52211. A school district that offers Cambridge International General Certificate of Secondary Education (IGCSE), or AS or A level courses and examinations, may help pay the test fees for pupils in need of financial assistance.