text:
(a) If the governing board of a school district or the governing body of a charter school requires a course in health education for graduation from high school, the governing board of a school district or the governing body of a charter school shall include, commencing with the 2018–19 school year, instruction in performing compression-only cardiopulmonary resuscitation (CPR). This instruction shall include both of the following:

(1) An instructional program based on national evidence-based emergency cardiovascular care guidelines for the performance of compression-only CPR, such as those developed by the American Heart Association or the American Red Cross.

(2) Instruction to pupils relative to the psychomotor skills necessary to perform compression-only CPR. For purposes of this paragraph, “psychomotor skills” means skills that pupils are required to perform as hands-on practice to support cognitive learning.

(b) Before the commencement of the 2017–18 school year, the department shall provide guidance on how to implement this section, including, but not limited to, who may provide instruction pursuant to this section.

(c) The governing board of a school district or the governing body of a charter school is encouraged to provide to pupils general information on the use and importance of an automated external defibrillator (AED). The physical presence of an AED in the classroom is not required.

(d) The governing board of a school district or the governing body of a charter school may adopt policies to implement this section.

(e) (1) The governing board of a school district or the governing body of a charter school providing instruction in performing compression-only CPR or information on the use of an AED pursuant to this section is encouraged to use the most cost-effective means possible to implement that requirement.

(2) This section shall not be construed to require the governing board of a school district or the governing body of a charter school to make any purchases, including, but not limited to, purchasing an AED.

(f) (1) A local agency, entity of state or local government, or other public or private organization that sponsors, authorizes, supports, finances, or supervises the instruction of pupils in compression-only CPR or the use of an AED pursuant to this section shall not be liable for any civil damages alleged to result from the acts or omissions of an individual who received such instruction.

(2) A public employee who provides or facilitates the instruction of pupils in compression-only CPR or the use of an AED pursuant to this section shall not be liable for any civil damages alleged to result from the acts or omissions of an individual who received such instruction.

(3) This subdivision shall not be construed to grant immunity from civil damages to any person who provides or facilitates the instruction of pupils in compression-only CPR or the use of an AED in a manner that constitutes gross negligence or willful or wanton misconduct.

history: (History: Added by Stats. 2016, Ch. 556, Sec. 1. (AB 1719) Effective January 1, 2017.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


kind: section

code: EDC

text:
(a) For purposes of this section, the following definitions apply:

(1) “Local educational agency” means a school district, county office of education, or charter school.

(2) “Opt-out form” means a form developed by the Student Aid Commission that permits parents, legal guardians, a legally emancipated pupil, a pupil who is 18 years of age or older, or a local educational agency on a pupil’s behalf to not fill out a Free Application for Federal Student Aid or California Dream Act Application for any reason.

(3) “Outreach program” means a nonprofit entity that is exempt from taxation pursuant to Section 501(c)(3) of the United States Internal Revenue Code or a public entity with experience in either or both of the following:

(A) Assisting pupils with financial aid application completion.

(B) Serving pupils who are eligible to submit a California Dream Act Application.

(4) “Pupil” means a pupil in grade 12 attending a high school maintained by a local educational agency.

(5) “Transcript-informed pupil accounts” means accounts available to grade 9 to 12, inclusive, pupils that use data provided to the California College Guidance Initiative by local educational agencies, in accordance with data specified in the California High School Transcript and Student Record Portability Standard, as acknowledged by the Office of Cradle-to-Career Data.

(6) “Universal basic pupil accounts” means accounts available on the CaliforniaColleges.edu platform for grade 6 to 12, inclusive, pupils that use data provided to the California College Guidance Initiative by the department that are not inclusive of courses and grades.

(b) (1) Commencing with the 2022–23 school year, except as provided in subdivisions (c) and (d), the governing body of a local educational agency shall confirm that a pupil complies with at least one of the following:

(A) The pupil completes and submits to the United States Department of Education a Free Application for Federal Student Aid.

(B) If the pupil is exempt from paying nonresident tuition pursuant to Section 68130.5, the pupil completes and submits to the Student Aid Commission a form established pursuant to Section 69508.5 for purposes of the California Dream Act.

(2) Commencing with the 2025–26 school year, the governing body of a local educational agency shall provide each pupil and the pupil’s parent or legal guardian with information about the California Kids Investment and Development Savings Program established pursuant to Article 19.5 (commencing with Section 69996) of Chapter 2 of Part 42 of Division 5 of Title 3 and the pupil’s potential eligibility for that benefit.

(c) The parent or legal guardian of the pupil, or the pupil if the pupil is a legally emancipated minor or 18 years of age or older, may opt out of the requirements of this section by filling out and submitting an opt-out form, as defined in subdivision (a), to the local educational agency. The Student Aid Commission shall make the opt-out form available to all local educational agencies pursuant to subdivision (h).

(d) (1) If the local educational agency determines that a pupil is unable to complete a requirement of this section, the local educational agency shall exempt the pupil or, if applicable, the pupil’s parent or legal guardian from completing and submitting a Free Application for Federal Student Aid, a form established pursuant to Section 69508.5 for purposes of the California Dream Act, or an opt-out form pursuant to subdivision (c).

(2) (A) A local educational agency, before exempting the pupil or the pupil’s parent or legal guardian pursuant to paragraph (1), shall comply with both of the following:

(i) Provide the information described in subparagraph (B) to the pupil through a meeting between a school counselor and the pupil or, if no school counselor is employed at the school, between the pupil and other school staff, through written material, or by other means of communication.

(ii) Provide, to the pupil’s parent or legal guardian or the pupil if the pupil is a legally emancipated minor or 18 years of age or older, the information described in subparagraph (B) and notification of the date by which the pupil will be opted out by the local educational agency if no action is taken. This notice shall be provided with sufficient time for the parent or legal guardian or the pupil if the pupil is a legally emancipated minor or 18 years of age or older, to act before the local educational agency opts out the pupil.

(B) The information to be provided, as required in subparagraph (A), shall be all of the following:

(i) The purposes and benefits of the Free Application for Federal Student Aid or a form established pursuant to Section 69508.5, which include consideration for financial aid.

(ii) The consequences of not completing and submitting a Free Application for Federal Student Aid or a form established pursuant to Section 69508.5.

(iii) The option to complete a Free Application for Federal Student Aid or a form established pursuant to Section 69508.5 after an opt-out form has been submitted.

(3) If the local educational agency exempts the pupil from having to complete the requirements of this section, the local educational agency shall complete and submit the opt-out form, as defined in subdivision (a), on the pupil’s behalf and notify the pupil’s parent or legal guardian of the pupil’s exemption.

(e) The governing board or body of the local educational agency shall ensure both of the following:

(1) The local educational agency directs each high school pupil and, if applicable, the pupil’s parent or legal guardian to any support and assistance services necessary to comply with the requirement described in subdivision (b) that may be available through outreach programs, including, but not limited to, those programs operated by the Student Aid Commission, postsecondary immigration resource centers, college readiness organizations, community-based organizations, and legal resource organizations.

(2) Information shared by parents, legal guardians, and pupils under this section is handled in compliance with the federal Family Educational Rights and Privacy Act of 2001 (20 U.S.C. Sec. 1232g) and applicable state laws, including Chapters 493 and 495 of the Statutes of 2017, regardless of any person’s immigration status or other personal information, in order to protect all pupil and parent data to the fullest extent possible so that schools and all personal data remain safe.

(f) It is the intent of the Legislature that high school pupils have the support and assistance services to help pupils successfully complete and submit a Free Application for Federal Student Aid and the form established pursuant to Section 69508.5 for purposes of the California Dream Act.

(g) On or before September 1, 2022, and each year thereafter, the Student Aid Commission and the department shall facilitate the completion of the Free Application for Federal Student Aid and the form established pursuant to Section 69508.5 for purposes of the California Dream Act in the following manner:

(1) The department shall share the current school year’s roster of pupils with the Student Aid Commission.

(2) The Student Aid Commission shall match the data described in paragraph (1) with a pupil’s application status based on the data possessed by the Student Aid Commission related to submission of the Free Application for Federal Student Aid and the form established pursuant to Section 69508.5 for purposes of the California Dream Act.

(3) The Student Aid Commission shall provide, to the extent permissible pursuant to state and federal law, the California College Guidance Initiative, described in Section 10861, with the data necessary, as determined by the California College Guidance Initiative, in consultation with the department, to inform the educator reports available through the CaliforniaColleges.edu platform to improve educator access to the information needed to determine whether each individual pupil has successfully completed and submitted their Free Application for Federal Student Aid or California Dream Act application.

(4) Upon participation of a local educational agency in the California College Guidance Initiative’s implementation of transcript-informed accounts for pupils in grades 9 to 12, inclusive, on the CaliforniaColleges.edu platform, and to the extent permissible pursuant to state and federal law, the California College Guidance Initiative shall provide pupil grade point average information necessary, for each participating pupil in the local educational agency, to ensure that each pupil successfully completes and submits their Free Application for Federal Student Aid or California Dream Act application, to the Student Aid Commission in accordance with the privacy requirements of the federal Family Educational Rights and Privacy Act of 2001 (20 U.S.C. Sec. 1232g).

(h) The Student Aid Commission shall, on or before July 1, 2022, adopt regulations that include, but are not limited to, model opt-out forms and acceptable use policies for the purpose of providing guidance on the requirements relating to state law in paragraph (2) of subdivision (e). The Student Aid Commission shall post and make available any model opt-out forms and policies established pursuant to this subdivision on its internet website.

(i) A pupil who does not fulfill the requirements of this section shall not be penalized or punished and this section shall not affect a pupil’s ability to graduate.

history: (History: Amended by Stats. 2025, Ch. 9, Sec. 2. (AB 123) Effective June 27, 2025.)

division: 4. INSTRUCTION AND SERVICES

part: 28. GENERAL INSTRUCTIONAL PROGRAMS

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 2. Required Courses of Study

article: 3. Courses of Study, Grades 7 to 12

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 28. GENERAL INSTRUCTIONAL PROGRAMS > 2. Required Courses of Study > 3. Courses of Study, Grades 7 to 12


text:
(a) Commencing with the 2020–21 school year, the governing board of a school district and the governing body of a charter school, as appropriate, shall ensure that each of its pupils receives information on how to properly complete and submit the Free Application for Federal Student Aid (FAFSA) or the California Dream Act application, as appropriate, at least once before the pupil enters grade 12. The manner in which information is provided pursuant to this section shall be at the discretion of the governing board of the school district or the governing body of the charter school, as appropriate, and may include, but not necessarily be limited to, information dissemination through in-class instruction, an existing program, family information sessions, or group or individual sessions with school counselors.

(b) Notwithstanding subdivision (a), commencing with participation of a local educational agency in the California College Guidance Initiative’s implementation of universal basic pupil accounts on the CaliforniaColleges.edu platform, and in furtherance of satisfying the requirements of subdivision (b) of Section 51225.7, the governing board of a school district and the governing body of a charter school, as appropriate, shall ensure that each pupil in grade 11 is advised to complete the grade 11 financial aid lessons on the CaliforniaColleges.edu platform operated by the California College Guidance Initiative pursuant to Section 10861.

(c) The manner in which information is provided pursuant to subdivision (a) and the grade 11 financial aid lessons described in subdivision (b) shall be developed in partnership with the Student Aid Commission in order to ensure timely communication to pupils of changes in the process for applying for financial aid. A memorandum of understanding shall be established between the California College Guidance Initiative and the Student Aid Commission, detailing the partnership in creation of these lessons. These lessons are provided to pupils at the discretion of the governing board of the school district or the governing body of the charter school, as appropriate, and may include, but not be limited to, information dissemination through in-class instruction, an existing program, family information sessions, or group or individual sessions with school counselors. The grade 11 financial aid lessons provided pursuant to subdivision (b) shall include, but not necessarily be limited to, material related to all of the following:

(1) The types of documentation and personal information that each student financial aid application requires, including, but not necessarily limited to, documents relating to income taxes, finances and income, college choices, academic status, and personal identification such as social security or taxpayer identification numbers.

(2) An explanation of definitions used for each application. These definitions may include, but are not necessarily limited to, definitions of “legal guardianship,” “household size,” “parent,” “dependent,” and “taxable college grants and scholarships.”

(3) Eligibility requirements for student financial aid that may be applied for using the FAFSA or the California Dream Act Application.

(4) Application timelines and submission deadlines.

(5) The importance of submitting applications early, especially when student financial aid is awarded on a first-come, first-served basis.

(d) The governing board of a school district and the governing body of a charter school shall ensure that both of the following occurs:

(1) A paper copy of the FAFSA or the California Dream Act application is provided to each pupil, upon request by that pupil or upon request of a parent or guardian of that pupil.

(2) Commencing with participation of a local educational agency in the California College Guidance Initiative’s basic universal pupil accounts on the CaliforniaColleges.edu platform, a representative of the school district and the charter school, as applicable, has a district administrator account registered on the CaliforniaColleges.edu platform for purposes of this representative serving as the district administrator to support grade 11 pupils in completing the grade 11 financial aid lessons provided pursuant to this section.

(e) The governing board of a school district and the governing body of a charter school shall ensure that any information shared by parents, guardians, and pupils under this section is handled according to applicable state and federal privacy laws and regulations.

history: (History: Amended by Stats. 2024, Ch. 38, Sec. 63. (SB 153) Effective June 29, 2024.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text: Notwithstanding any other law, if a pupil completed a career technical education course, between July 1, 2022, and the effective date of this section, that met the requirements of subparagraph (E) of paragraph (1) of subdivision (a) of Section 51225.3, as that section read on June 30, 2022, that course shall be deemed to have fulfilled the requirements of subparagraph (E) of paragraph (1) of subdivision (a) of Section 51225.3.

history: (History: Added by Stats. 2022, Ch. 571, Sec. 37. (AB 185) Effective September 27, 2022.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) A “pupil participating in a newcomer program,” as defined in Section 51225.2, as that section read on January 1, 2023, who was enrolled before January 1, 2024, is entitled to the rights in Sections 51225.1 and 51225.2.

(b) Except as provided in subdivision (a), a local educational agency may, in its discretion, extend the rights in Sections 51225.1 and 51225.2 to a “pupil participating in a newcomer program,” as defined in Section 51225.2, as that section read on January 1, 2023.

history: (History: Added by Stats. 2024, Ch. 831, Sec. 5. (AB 2473) Effective September 28, 2024.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) (1) Notwithstanding any other law, a local educational agency shall exempt an individual with exceptional needs who satisfies the eligibility criteria described in subdivision (b) from all courses and other requirements adopted by the governing board or body of the local educational agency that are additional to the statewide course requirements specified in Section 51225.3 and shall award the pupil a diploma of graduation from high school, as described in Section 7801(23)(A)(ii)(I)(bb) of Title 20 of the United States Code.

(2) The award of a diploma of graduation from high school pursuant to this subdivision, in accordance with Section 300.102(a)(3) of Title 34 of the Code of Federal Regulations, does not change a local educational agency’s obligation to provide a free appropriate public education, as described in subdivision (c) of Section 56026, or otherwise constitute a change in placement.

(b) An individual with exceptional needs, who entered ninth grade in the 2022–23 school year or later, shall be eligible for the exemption and award described in subdivision (a) if their individualized education program provides for all of the following:

(1) The pupil’s individualized education program team has deemed the pupil eligible to take the state alternate assessments as described in subdivision (k) of Section 60640.

(2) The pupil is required to complete state standards aligned coursework to meet the statewide course requirements specified in Section 51225.3.

(c) An individual with exceptional needs who meets the criteria for the diploma pursuant to this section shall be eligible to participate in any graduation ceremony and any school activity related to graduation with their grade-level peers with and without disabilities. Participation in graduation activities that are subject to this section shall not be construed as termination of the provision of a free appropriate public education for pupils described in Section 56026, consistent with Section 300.102(a)(3)(ii) of Title 34 of the Code of Federal Regulations, unless the individualized education program team, which includes the parent and pupil, as defined in Sections 300.320 and 300.321 of Title 34 of the Code of Federal Regulations, has determined the pupil has completed their high school experience.

(d) For purposes of this section, “local educational agency” includes a school district, county office of education, charter school, or state special school.

(e) Notwithstanding any other law, this section shall not be subject to waiver by the state board pursuant to Section 33050 or by the Superintendent.

history: (History: Amended by Stats. 2024, Ch. 38, Sec. 60. (SB 153) Effective June 29, 2024.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) (1) A local educational agency may exempt an individual with exceptional needs who was enrolled in grade 10 or higher in the 2022–23 school year, and who, while eligible pursuant to Section 56026, satisfies all the eligibility criteria described in subdivision (b) from all courses and requirements adopted by the governing board or body of the local educational agency that are additional to the statewide course requirements specified in Section 51225.3 and may award the pupil a diploma of graduation from high school, as described in Section 7801(23)(A)(ii)(I)(bb) of Title 20 of the United States Code.

(2) The award of a diploma of graduation from high school pursuant to this subdivision, in accordance with Section 300.102(a)(3) of Title 34 of the Code of Federal Regulations, does not change a local educational agency’s obligation to provide a free appropriate public education, as described in subdivision (c) of Section 56026, or otherwise constitute a change in placement.

(b) An individual with exceptional needs, who was enrolled in grade 10 or higher in the 2022–23 school year and is currently eligible pursuant to Section 56026, may be eligible for the exemption and award described in subdivision (a) if their individualized education program provides for all of the following:

(1) The pupil’s individualized education program team has deemed the pupil eligible to take the state alternate assessments as described in subdivision (k) of Section 60640.

(2) The pupil is required to complete state standards aligned coursework to meet the statewide course requirements specified in Section 51225.3.

(c) An individual with exceptional needs who meets the criteria for the diploma pursuant to this section shall be eligible to participate in any graduation ceremony and any school activity related to graduation with their grade-level peers with and without disabilities. Participation in graduation activities that are subject to this section shall not be construed as termination of the provision of a free appropriate public education for pupils described in Section 56026, consistent with Section 300.102(a)(3)(ii) of Title 34 of the Code of Federal Regulations, unless the individualized education program team, which includes the parent and pupil, as defined in Sections 300.320 and 300.321 of Title 34 of the Code of Federal Regulations, has determined the pupil has completed their high school experience.

(d) For purposes of this section, “local educational agency” includes a school district, county office of education, charter school, or state special school.

(e) This section shall become inoperative on July 1, 2031, and, as of January 1, 2032, is repealed.

history: (History: Added by Stats. 2024, Ch. 38, Sec. 61. (SB 153) Effective June 29, 2024. Inoperative July 1, 2031, by its own provisions. Repealed as of January 1, 2032, by its own provisions. See same-numbered section added by Stats. 2024, Ch. 37.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) (1) For the 2026–27 fiscal year, the Sacramento County Office of Education shall utilize the finding appropriated in Item 6100-488 of Section 2.0 of the Budget Act of 2026 to develop resources and provide technical assistance to support the implementation of alternative pathways and means to a diploma, pursuant to subdivision (b) of Section 51225.3, Sections 51225.31 and 51225.32, and paragraph (1) of subdivision (b) of Section 56345.

(2) Funding appropriated for purposes of this section shall be available for encumbrance through June 30, 2031.

(b) Assistance provided pursuant to this section shall include, but is not limited to, developing resources, training, and technical assistance to ensure coherence and consistency related to diploma attainment, secondary transition, and inclusive college programs, and the development of a statewide community of practice available to all local educational agencies to assist with implementation of alternative pathways to a high school diploma.

history: (History: Added by Stats. 2026, Ch. 65, Sec. 102. (AB 126) Effective July 9, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) (1) If the governing board of a school district requires more than two courses in mathematics for graduation from high school, the governing board of the school district may award a pupil up to one mathematics course credit pursuant to subparagraph (B) of paragraph (1) of subdivision (a) of Section 51225.3 for successfully completing a “category C” approved computer science course.

(2) The governing board of a school district is encouraged to ensure that any computer science course that the school district awards a pupil mathematics course credit for pursuant to paragraph (1) builds upon fundamental mathematics content.

(3) The governing board of a school district is encouraged to support schools in submitting any computer science course that a school wishes to use to fulfill school district imposed mathematics subject area requirements to the University of California for certification and addition to the school’s “A–G” course list.

(b) For purposes of this section, “category C” refers to the “A–G” admission requirements for the California State University and the University of California.

history: (History: Added by Stats. 2014, Ch. 888, Sec. 3. (AB 1764) Effective January 1, 2015.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) If the governing board of a school district requires a course in health education for graduation from high school, the governing board of the school district shall include instruction in sexual harassment and violence, including, but not limited to, information on the affirmative consent standard, as defined in paragraph (1) of subdivision (a) of Section 67386.

(b) If the governing board of a school district provides instruction pursuant to subdivision (a), the governing board of the school district shall ensure teachers consult information related to sexual harassment and violence in the Health Framework for California Public Schools when delivering health instruction.

history: (History: Added by Stats. 2015, Ch. 424, Sec. 2. (SB 695) Effective January 1, 2016.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text: The department shall encourage the governing board of each school district, and the governing body of each charter school, whose schools offer world language courses that are specifically designed for native speakers that are not approved as “A–G” courses, to support their respective schools in submitting those courses to the University of California for certification and addition to the schools’ “A–G” course list.

history: (History: Amended by Stats. 2019, Ch. 497, Sec. 72. (AB 991) Effective January 1, 2020.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) If the governing board of a school district or the governing body of a charter school requires a course in health education for graduation from high school, the governing board of a school district or the governing body of a charter school shall include, commencing with the 2026–27 school year, instruction in the dangers associated with fentanyl use.

(b) Instruction provided pursuant to subdivision (a) shall be consistent with the state board’s most recently adopted “Health Framework for California Public Schools” (health framework) and based on information from the National Institutes of Health and the United States Department of Health and Human Services. Instruction shall include, but not be limited to, all of the following:

(1) Information on what fentanyl is, including, but not limited to, all of the following:

(A) An explanation of the differences between synthetic opioids, nonsynthetic opioids, and illicit drugs.

(B) Variations of fentanyl.

(C) The differences between the legal and illegal uses of fentanyl.

(2) The risks of using fentanyl, including, but not limited to, all of the following:

(A) The lethal dose of fentanyl, including comparing that lethal dose of fentanyl to the lethal dose of other drugs.

(B) How often fentanyl is put into illegal drugs without a user’s knowledge.

(C) An explanation of what fentanyl does to a human body and the severity of fentanyl’s addictive properties.

(D) How the consumption of fentanyl can lead to hypoxia and an explanation of what hypoxia is and how it can affect the human body.

(3) An explanation of the process of adding or mixing fentanyl with other drugs, a process more commonly known as “lacing,” and why lacing with fentanyl is common.

(4) How to detect fentanyl in drugs and how to potentially save a person from a fentanyl overdose, including, but not limited to, all of the following:

(A) How to buy and use fentanyl test strips.

(B) How to buy and use naloxone or other opioid antagonists in the form of a prefilled nasal product and an injection.

(C) How to detect if someone is overdosing on fentanyl.

history: (History: Added by Stats. 2024, Ch. 67, Sec. 1. (AB 2429) Effective January 1, 2025.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
The Superintendent of Public Instruction shall coordinate the development, on a cyclical basis, of model curriculum standards for the course of study required by Section 51225.3 and for a career technical education course of study necessary to assist school districts with complying with subdivision (b) of Section 51228. The superintendent shall set forth these standards in terms of a wide range of specific competencies, including higher level skills, in each academic subject area. The superintendent shall review currently available textbooks in conjunction with the curriculum standards. The superintendent shall seek the advice of classroom teachers, school administrators, parents, postsecondary educators, and representatives of business and industry in developing these curriculum standards. The superintendent shall recommend policies to the State Board of Education for consideration and adoption by the board. The State Board of Education shall adopt these policies no later than January 1, 1985. However, neither the superintendent nor the board shall adopt rules or regulations for course content or methods of instruction.

The superintendent shall, to the extent applicable, incorporate the integration of career technical and academic education into the development of curriculum standards for career technical education courses. The standards for a career technical education course of study shall be adopted no later than June 1, 2005.

history: (History: Amended by Stats. 2002, Ch. 989, Sec. 2. Effective January 1, 2003.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) Upon adoption of the model curriculum standards developed pursuant to Section 51226, the Superintendent shall develop a curriculum framework consistent with criteria set forth in subdivision (a) of Section 60005 that offers a blueprint for implementation of career and technical education. The framework shall be adopted no later than November 1, 2006.

(b) In developing the framework, the Superintendent shall work in consultation and coordination with an advisory group, including, but not limited to, representatives from all of the following:

(1) Business and industry.

(2) Labor.

(3) The California Community Colleges.

(4) The University of California.

(5) The California State University.

(6) Classroom teachers.

(7) School administrators.

(8) Pupils.

(9) Parents and guardians.

(10) Representatives of the Legislature.

(11) The department.

(12) The Labor and Workforce Development Agency.

(c) In convening the membership of the advisory group set forth in subdivision (b), the Superintendent is encouraged to seek representation broadly reflective of the state population.

(d) Costs incurred by the superintendent in complying with this section shall be covered, to the extent permitted by federal law, by the state administrative and leadership funds available pursuant to the Carl D. Perkins Vocational and Technical Education Act of 1998 (20 U.S.C. Sec. 2301 et seq.).

(e) In developing the framework, the Superintendent shall consider developing frameworks for various career pathways that will prepare pupils for both career entry and matriculation into postsecondary education.

(f) Upon completion of the framework, the advisory group is encouraged to identify career technical education courses that meet state-adopted academic content standards and that satisfy high school graduation requirements and admissions requirements of the University of California and the California State University, and to determine the extent to which local educational agencies accept credit earned for the completion of those courses, in lieu of other courses of study.

(g) The adoption of the framework developed and adopted pursuant to this section by a local educational agency shall be voluntary.

history: (History: Amended by Stats. 2005, Ch. 677, Sec. 37. Effective October 7, 2005.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text: The Superintendent of Public Instruction shall inform county offices of education and each school district that maintains any of grades 6 to 12, inclusive, of the availability of the consumer and home economics education model performance standards and framework. The superintendent shall provide a copy of the consumer and home economics education model performance standards and framework to each county office of education and school district that requests one.

history: (History: Added by Stats. 1993, Ch. 1207, Sec. 2. Effective January 1, 1994.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) (1) The department shall incorporate into publications that provide examples of curriculum resources for teacher use those materials developed by publishers of nonfiction, trade books, and primary sources, or other public or private organizations, that are age appropriate and consistent with the subject frameworks on history and social science that deal with civil rights, human rights violations, genocide, slavery, and the Holocaust.

(2) The Legislature encourages the department to incorporate into publications that provide examples of curriculum resources for teacher use those materials developed by publishers of nonfiction, trade books, and primary sources, or other public or private organizations, that are age appropriate and consistent with the subject frameworks on history and social science that deal with the Armenian, Cambodian, Darfur, and Rwandan genocides.

(b) (1) The Legislature encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, the Holocaust, and genocide, including, but not limited to, the Armenian, Cambodian, Darfur, and Rwandan genocides.

(2) As used in this subdivision, “oral testimony” means the firsthand accounts of significant historical events presented in a format that includes, but is not limited to, in-person testimony, video, or a multimedia option, such as a DVD or an online video.

(c) The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about civil rights, human rights violations, genocide, slavery, the Armenian Genocide, and the Holocaust.

(d) The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Great Irish Famine of 1845–50.

(e) The Great Irish Famine of 1845–50 shall be considered in the next cycle in which the history-social science curriculum framework and its accompanying instructional materials are adopted.

(f) (1) The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.

(2) When the state board revises and adopts the curriculum framework for history-social science on or after January 1, 2017, the state board shall consider providing for the inclusion, in that curriculum framework, evaluation criteria, and accompanying instructional materials, of instruction on the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.

(g) When the history-social science curriculum framework is revised as required by law, the Instructional Quality Commission shall consider including the Armenian, Cambodian, Darfur, and Rwandan genocides in the recommended history-social science curriculum framework.

(h) The Model Curriculum for Human Rights and Genocide adopted by the state board, pursuant to Section 51226, shall be made available to schools in grades 7 to 12, inclusive, as soon as funding is available for this purpose. In addition, the department shall make the curriculum available on its internet website.

(i) For purposes of this article, “Armenian Genocide” means the torture, starvation, and murder of 1,500,000 Armenians, which included death marches into the Syrian Desert, by the rulers of the Ottoman Turkish Empire and the exile of more than 500,000 innocent people during the period from 1915 to 1923, inclusive.

(j) When the state board revises and adopts the curriculum framework for history-social science on or after January 1, 2016, the state board shall consider providing for the inclusion, in that curriculum framework, evaluation criteria, and accompanying instructional materials, of instruction on the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States.

(k) As used in subdivisions (b) and (c), “human rights” and “human rights violations” include the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States.

(l) When the history-social science curriculum framework is next revised on or after January 1, 2024, the Instructional Quality Commission shall consider providing for inclusion, in that curriculum framework, related evaluation criteria, and accompanying instructional materials, of instruction on both of the following:

(1) The historical, social, economic, and political contributions of Asian Americans, Native Hawaiians, and Pacific Islanders in the United States.

(2) Examples of racism, discrimination, and violence perpetrated against Asian Americans, Native Hawaiians, and Pacific Islanders in the United States, including, but not limited to, hate crimes committed during the COVID-19 pandemic.

(m) When the state board next revises the history-social science curriculum framework or adopts new instructional materials, after January 1, 2025, the Instructional Quality Commission shall consider, in consultation with California tribes, including in that curriculum framework or including in its evaluation criteria for instructional materials, content on the treatment and perspectives of Native Americans during the periods of the Spanish colonization of California and the Gold Rush Era.

(n) When the state board adopts new instructional materials for history-social science on or after January 1, 2025, the Instructional Quality Commission shall consider providing for inclusion, in its evaluation criteria, content on the case of Mendez v. Westminster School District of Orange County (64 F. Supp. 544 (S.D. Cal. 1946)), aff’d, Westminster School District of Orange County v. Mendez (161 F. 2d 774 (9th Cir. 1947)).

(o) When the state board next revises the history-social science curriculum framework or adopts new instructional materials, after January 1, 2026, the Instructional Quality Commission shall consider including in that curriculum framework or including in its evaluation criteria for instructional materials, content on the historical, social, economic, and political contributions of African Americans during the Spanish colonization of California, the Gold Rush Era, and Antebellum, including, but not limited to, addressing African Americans’ experience with discriminatory laws, barriers to land ownership, and their efforts to establish economic and social stability in California.

history: (History: Amended by Stats. 2025, Ch. 100, Sec. 1. (SB 510) Effective January 1, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
Pursuant to subdivision (a) of Section 51226.3, the Legislature encourages all of the following:

(a) Instruction in the origins of genocide as a phenomenon throughout history that continues to the present day.

(b) Content providers and teachers to promote pupil analysis of genocides, including the ethnic, religious, and political causes.

(c) Content providers and teachers to incorporate instructional materials for pupils that examine the possible means of preventing and halting genocide policies or interventions by the United Nations, other groups of nations, or the United States.

(d) Examinations of interventions to prevent genocides should include arguments and evidence for and against intervention, the role of public support for the intervention, and the possible consequences of such interventions.

history: (History: Added by Stats. 2014, Ch. 441, Sec. 2. (SB 1380) Effective January 1, 2015.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) No later than January 1, 1991, the State Board of Education, with the assistance of the Superintendent of Public Instruction, shall establish a list of textbooks and other instructional materials that highlight the contributions of minorities in the development of California and the United States.

(b) No later than April 1, 1991, the Superintendent of Public Instruction shall make that list of textbooks and instructional materials available for use by school districts throughout the state, and shall submit the list to the Legislature.

(c) The Superintendent of Public Instruction shall incorporate the textbooks and instructional materials on the list described in subdivision (a) into the implementation element of the history-social science framework adopted by the State Board of Education in July 1987, and into the implementation element of the framework adopted by the State Board of Education for any other subject area for which those textbooks and instructional materials identify important minority roles and contributions.

history: (History: Added by Stats. 1989, Ch. 452, Sec. 1.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) The State Department of Education shall develop and adopt a model curriculum framework for driver education and training that incorporates the rules and regulations adopted by the State Board of Education relating to driver education pursuant to Sections 41905 and 51850, and that is directed to preparing student drivers for compliance with paragraph (4) of subdivision (a) of Section 12814.6 of the Vehicle Code.

(b) The State Department of Education shall not be required to comply with the requirements of subdivision (a) unless federal funding is available to defray the cost of developing and adopting the model curriculum framework for driver training and education.

history: (History: Amended by Stats. 1997, Ch. 760, Sec. 1. Effective January 1, 1998.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) The Instructional Quality Commission shall develop, and the state board shall adopt, modify, or revise, a model curriculum in ethnic studies to ensure quality courses of study in ethnic studies. The model curriculum shall be developed with participation from faculty of ethnic studies programs at universities and colleges with ethnic studies programs and a group of representatives of local educational agencies, a majority of whom are kindergarten to grade 12, inclusive, teachers who have relevant experience or education background in the study and teaching of ethnic studies.

(b) The model curriculum shall be written as a guide to allow school districts to adapt their courses to reflect the pupil demographics in their communities. The model curriculum shall include examples of courses offered by local educational agencies that have been approved as meeting the A–G admissions requirements of the University of California and the California State University, including, to the extent possible, course outlines for those courses.

(c) On or before December 31, 2020, the Instructional Quality Commission shall submit the model curriculum to the state board for adoption, and the state board shall adopt the model curriculum on or before March 31, 2021.

(d) The Instructional Quality Commission shall provide a minimum of 45 days for public comment before submitting the model curriculum to the state board.

(e) It is the intent of the Legislature that local educational agencies submit course outlines for ethnic studies for approval as A–G courses.

history: (History: Amended by Stats. 2021, Ch. 661, Sec. 3. (AB 101) Effective January 1, 2022.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) The Instructional Quality Commission shall develop and recommend to the state board, for consideration and adoption by the state board, a curriculum guide and resources for a separate, stand-alone one-semester course in personal finance, that is not combined with any other course. On or before May 31, 2026, the state board shall adopt a curriculum guide and resources for a separate, stand-alone one-semester course in personal finance based on the Instructional Quality Commission’s recommendation. The curriculum guide and resources shall include all of, and only, the personal finance content specified in paragraphs (1) to (13), inclusive, of subdivision (a) of Section 51284.5.

(b) In the event that the state board has not adopted a curriculum guide and resources for a separate, stand-alone one-semester course in personal finance as of May 31, 2026, local educational agencies, including charter schools, shall locally develop the curriculum and resources to offer a separate, stand-alone one-semester course in personal finance meeting the requirements of clause (v) of subparagraph (H) of paragraph (1) of subdivision (a) of Section 51225.3 for approval by the governing board or body of the local educational agency, in order to meet the requirement to offer the separate, stand-alone one-semester course in personal finance as of the 2027–28 school year described in clause (iv) of subparagraph (H) of paragraph (1) of subdivision (a) of Section 51225.3.

(c) The sum of three hundred thousand dollars ($300,000) is hereby appropriated from the General Fund to the Instructional Quality Commission for purposes of carrying out the duties required under subdivision (a).

history: (History: Added by renumbering Section 51225.32 (as added by Stats. 2024, Ch. 37, Sec. 4) by Stats. 2025, Ch. 67, Sec. 57. (AB 1170) Effective January 1, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) (1) The department shall, no later than June 1, 2022, in collaboration with, and subject to the approval of, the executive director of the state board, use the funding appropriated pursuant to Section 156 of Chapter 44 of the Statutes of 2021 to enter into a contract with a county office of education or a consortium of county offices of education for the purposes of developing a model curriculum related to Native American studies by September 1, 2025. The model curriculum shall be housed on the platform developed and maintained by the California History-Social Science Project. The designated county office of education or consortium of county offices of education shall work with the California History-Social Science Project and Teaching California to ensure that the model curriculum is accessible and compatible with the platform.

(2) The county office of education or consortium of county offices of education shall ensure the inclusion of authentic voices and perspectives in the development of the model curriculum and shall provide multiple opportunities for authentic stakeholder engagement across the state which shall include, but not be limited to, town halls or other input sessions and surveys. The county office of education or consortium of county offices of education shall consult with federally recognized Native American tribes located in California, California Native American tribes, faculty of Native American studies programs at universities and colleges with Native American studies programs, representatives of local educational agencies, members of the Instructional Quality Commission established pursuant to Section 33530, and teachers, including teachers who have relevant experiences or education backgrounds in the study and teaching of Native American studies. The Governor’s Tribal Advisor, the Native American Heritage Commission, and the department shall assist the county office of education or consortium of county offices of education in statewide tribal consultations with federally recognized Native American tribes located in California and California Native American tribes.

(3) For purposes of this subdivision, “California Native American tribe” means a Native American tribe that is on the contact list maintained by the Native American Heritage Commission for the purposes of Chapter 905 of the Statutes of 2004 and Chapter 532 of the Statutes of 2014.

(b) The model curriculum shall be written as a guide to allow school districts and charter schools to adapt their related courses to reflect the pupil demographics in their communities. The model curriculum shall include examples of courses offered by local educational agencies that have been approved as meeting the A–G admissions requirements of the University of California and the California State University, including, to the extent possible, course outlines for those courses.

(c) The model curriculum shall be open source and accessible to educators across the state and include online instructional modules appropriate for use in elementary, middle, and high schools.

(d) The county office of education or consortium of county offices of education may subcontract with a nonprofit organization or institution of higher education in the development of the model curriculum pursuant to this subdivision.

(e) The county office of consortium or county offices of education shall submit a report annually, until the completion of the model curriculum, on its progress in the development of the model curriculum to the appropriate fiscal and policy committees of the Legislature and to the state board.

(f) Beginning in the school year following the completion of the model curriculum pursuant to subdivision (a), each school district or charter school maintaining any of grades 9 to 12, inclusive, that does not otherwise offer a standards-based Native American studies curriculum is encouraged to offer to all otherwise qualified pupils a course of study in Native American studies. A school district or charter school that elects to offer a course of study in Native American studies pursuant to this subdivision shall offer the course as an elective in the social sciences or English language arts and shall make the course available in at least one year during a pupil’s enrollment in grades 9 to 12, inclusive.

(g) It is the intent of the Legislature that local educational agencies submit course outlines for Native American studies for approval as A–G courses.

(h) For purposes of this section, “model curriculum” means lesson plans, primary source documents, planning resources, teaching strategies, and professional development activities to assist teachers in teaching about Native American studies.

history: (History: Amended by Stats. 2021, Ch. 252, Sec. 27. (AB 167) Effective September 23, 2021.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) The Instructional Quality Commission shall ensure that the environmental principles and concepts developed pursuant to Section 71301 of the Public Resources Code are integrated into the content standards and curriculum frameworks in the subjects of English language arts, science, history-social science, health, and, to the extent practicable, mathematics whenever those standards and frameworks are revised.

(b) The environmental principles and concepts shall be incorporated, as the state board determines to be appropriate, in the criteria developed for textbook adoption required pursuant to Section 60200 or 60400.

history: (History: Added by Stats. 2018, Ch. 374, Sec. 4. (SB 720) Effective January 1, 2019.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) Each school district maintaining any of grades 7 to 12, inclusive, shall offer to all otherwise qualified pupils in those grades a course of study fulfilling the requirements and prerequisites for admission to the California public institutions of postsecondary education and shall provide a timely opportunity to each of those pupils to enroll within a four-year period in each course necessary to fulfill those requirements and prerequisites prior to graduation from high school.

(b) Each school district maintaining any of grades 7 to 12, inclusive, shall offer to all otherwise qualified pupils in those grades a course of study that provides an opportunity for those pupils to attain entry-level employment skills in business or industry upon graduation from high school. Districts are encouraged to provide all pupils with a rigorous academic curriculum that integrates academic and career skills, incorporates applied learning in all disciplines, and prepares all pupils for high school graduation and career entry.

(c) A school district that adopts a required curriculum that meets or exceeds the model standards developed and adopted by the state board pursuant to Section 51226 shall be deemed to have fulfilled its responsibilities pursuant to subdivision (b).

(d) A school district that adopts a required curriculum pursuant to subdivision (c) that meets or exceeds the model standards developed by the state board pursuant to Section 51226, or that adopts alternative means for pupils to complete the prescribed course of study pursuant to subdivision (b) of Section 51225.3, may substitute pupil demonstration of competence in the prescribed subjects through a practical demonstration of these skills in a regional occupational center or program, work experience, interdisciplinary study, independent study, credit earned at a postsecondary institution, or other outside school experience, as prescribed by Section 51225.3.

history: (History: Amended by Stats. 2008, Ch. 179, Sec. 50. Effective January 1, 2009.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) Commencing with the 2016–17 school year, except as provided in subdivision (e), a school district maintaining any of grades 9 to 12, inclusive, shall not assign a pupil enrolled in any of grades 9 to 12, inclusive, in a school in the school district to any course period without educational content for more than one week in any semester, unless all of the following conditions are satisfied:

(1) A pupil is assigned to that course only if the pupil or, for a pupil who has not reached the age of majority, the pupil’s parent, guardian, or educational rights holder has consented in writing to the assignment.

(2) A school official has determined that the pupil will benefit from being assigned to the course period.

(3) The principal or assistant principal of the school has stated in a written document maintained at the school that, for the relevant school year, no pupils are assigned to those classes unless the school has met the conditions specified in paragraphs (1) and (2).

(b) Under no circumstances shall a school district assign a pupil enrolled in any of grades 9 to 12, inclusive, in a school in the school district to a course period without educational content because there are not sufficient curricular course offerings for the pupil to take during the relevant period of the designated schoolday.

(c) For purposes of this section, “course period without educational content” is defined as one course period during which any of the following occurs:

(1) The pupil is sent home or released from campus before the conclusion of the designated schoolday.

(2) The pupil is assigned to a service, instructional work experience, or to an otherwise named course in which the pupil is assigned to assist a certificated employee, but not expected to complete curricular assignments, in a course the certificated employee is teaching during that period and where the ratio of certificated employees to pupils assigned to the course for curricular purposes is less than one to one.

(3) The pupil is not assigned to any course for the relevant course period.

(d) Nothing in this section shall be interpreted to limit or otherwise affect the authority of a school district to authorize dual enrollment in community college, as provided for in Chapter 5 (commencing with Section 48800) of Part 27, to establish and maintain evening high school programs, as provided for in Article 3 (commencing with Section 51720) of Chapter 5, to offer independent study, as provided for in Article 5.5 (commencing with Section 51745) of Chapter 5, to provide courses of work-based learning or work experience education, as provided for in Article 7 (commencing with Section 51760) of Chapter 5, or to offer any class or course of instruction authorized under Chapter 5 (commencing with Section 51700), if the program otherwise meets all of the requirements of law governing that program.

(e) This section shall not apply to a pupil enrolled in any of the following:

(1) An alternative school.

(2) A community day school.

(3) A continuation high school.

(4) An opportunity school.

(f) The Superintendent shall develop regulations for adoption by the state board to establish procedures governing this section, including the form of the written statement required pursuant to subdivision (a).

history: (History: Added by Stats. 2015, Ch. 703, Sec. 1. (AB 1012) Effective January 1, 2016.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) Commencing with the 2016–17 school year, except as provided in subdivision (d), a school district maintaining any of grades 9 to 12, inclusive, shall not assign a pupil enrolled in any of grades 9 to 12, inclusive, in a school in the school district to a course that the pupil has previously completed and received a grade determined by the school district to be sufficient to satisfy the requirements and prerequisites for admission to the California public institutions of postsecondary education and the minimum requirements for receiving a diploma of graduation from high school established in this article, unless either of the following applies:

(1) The course has been designed to be taken more than once because pupils are exposed to a new curriculum year to year and are therefore expected to derive educational value from taking the course again.

(2) For any course that has not been designed to be taken more than once, all of the following conditions are satisfied:

(A) A pupil is assigned to the course only if the pupil or, for a pupil who has not reached the age of majority, the pupil’s parent, guardian, or educational rights holder has consented in writing to the assignment for the purpose of improving a lower grade.

(B) A school official has determined that the pupil will benefit from being assigned to the course period.

(C) The principal or assistant principal of the school has stated in a written document to be maintained at the school that, for the relevant school year, no pupils are assigned to those classes unless the school has met the conditions specified in subparagraphs (A) and (B).

(b) Under no circumstances shall a school district assign a pupil enrolled in any of grades 9 to 12, inclusive, in a school in the school district to a course that the pupil has previously completed and received a grade determined by the school district to be sufficient to satisfy the requirements and prerequisites for admission to the California public institutions of postsecondary education and the minimum requirements for receiving a diploma of graduation from high school established in this article because there are not sufficient curricular course offerings for the pupil to take during the relevant period of the designated schoolday.

(c) Nothing in this section shall be interpreted to limit or otherwise affect the authority of a school district to authorize dual enrollment in community college, as provided for in Chapter 5 (commencing with Section 48800) of Part 27, to establish and maintain evening high school programs, as provided for in Article 3 (commencing with Section 51720) of Chapter 5, to offer independent study, as provided for in Article 5.5 (commencing with Section 51745) of Chapter 5, to provide courses of work-based learning or work experience education, as provided for in Article 7 (commencing with Section 51760) of Chapter 5, or to offer any class or course of instruction authorized under Chapter 5 (commencing with Section 51700), if the program otherwise meets all of the requirements of law governing that program.

(d) This section shall not apply to a pupil enrolled in any of the following:

(1) An alternative school.

(2) A community day school.

(3) A continuation high school.

(4) An opportunity school.

(e) The Superintendent shall develop regulations for adoption by the state board to establish procedures governing this section, including the form of the written statement required pursuant to subdivision (a).

history: (History: Added by Stats. 2015, Ch. 703, Sec. 2. (AB 1012) Effective January 1, 2016.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) A complaint of noncompliance with the requirements of Section 51228.1 or 51228.2 may be filed with the local educational agency under the Uniform Complaint Procedures set forth in Chapter 5.1 (commencing with Section 4600) of Division 1 of Title 5 of the California Code of Regulations.

(b) A complainant not satisfied with the decision of a local educational agency may appeal the decision to the department pursuant to the Uniform Complaint Procedures set forth in Chapter 5.1 (commencing with Section 4600) of Division 1 of Title 5 of the California Code of Regulations, and shall receive a decision regarding the appeal within 60 days of the department’s receipt of the appeal.

(c) If a local educational agency finds merit in a complaint filed pursuant to subdivision (a), or the Superintendent finds merit in an appeal made pursuant to subdivision (b), the local educational agency shall provide a remedy to the affected pupil.

(d) The Superintendent shall prepare an annual report detailing actions taken pursuant to this section. By January 1 of each year, the Superintendent shall submit the report to the appropriate fiscal and policy committees of the Legislature.

(e) The Superintendent shall have all power and authority necessary to effectuate the requirements of this section. The Superintendent shall develop regulations for adoption by the state board that set forth the procedures governing this section.

history: (History: Added by Stats. 2015, Ch. 703, Sec. 3. (AB 1012) Effective January 1, 2016.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) Each school year, as part of the annual notification required pursuant to Section 48980, a school district offering any of grades 9 to 12, inclusive, shall provide the parent or guardian of each minor pupil enrolled in any of those grades in the district with written notification that, to the extent possible, shall not exceed one page in length and that includes all of the following:

(1) A brief explanation of the college admission requirements.

(2) A list of the current University of California and California State University internet websites that help pupils and their families learn about college admission requirements and that list high school courses that have been certified by the University of California as satisfying the requirements for admission to the University of California and the California State University.

(3) A brief description of what career technical education is, as defined by the department.

(4) The internet address for the portion of the department’s internet website where pupils can learn more about career technical education.

(5) Information about how pupils may meet with school counselors to help them choose courses at their schools that will meet college admission requirements or enroll in career technical education courses, or both.

(6) A separate and distinct disclosure, provided as part of the school district’s annual parent notification, as required by the federal Family Education Rights and Privacy Act of 1974 (20 U.S.C. Sec. 1232g), that data may be shared with the California College Guidance Initiative to provide pupils and their families with direct access to online tools and resources for college and career planning.

(7) Direction to the CaliforniaColleges.edu platform in order to access resources that help pupils and their families learn about college admissions requirements.

(b) For purposes of this section, “college admission requirements” means the list of courses that satisfy the subject requirements for admission to the California State University and the University of California.

history: (History: Amended by Stats. 2024, Ch. 38, Sec. 64. (SB 153) Effective June 29, 2024.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) If the governing board of a school district requires the completion of community service hours as a requirement for graduation from high school, the school district may provide a pupil with credit towards the community service hours required for graduation commensurate with the hours required for completion of a course in community emergency response training.

(b) Subdivision (a) does not exempt the governing board of a school district from complying with the requirements of subdivision (b) of Section 51225.3.

history: (History: Added by Stats. 2019, Ch. 70, Sec. 1. (AB 1062) Effective January 1, 2020.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Courses of Study, Grades 7 to 12


text:
(a) If any part of a school’s instruction in health conflicts with the religious training and beliefs of a parent or guardian of a pupil, the pupil, upon written request of the parent or guardian, shall be excused from the part of the instruction that conflicts with the religious training and beliefs.

(b) For purposes of this section, “religious training and beliefs” includes personal moral convictions.

history: (History: Added by Stats. 2004, Ch. 896, Sec. 49. Effective September 29, 2004. Note: Similar provisions were in the previous Section 51240, which was enacted by Stats. 1976, Ch. 1010, and repealed by Stats. 2003, Ch. 650.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 4. Exemptions from Requirements

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 28. GENERAL INSTRUCTIONAL PROGRAMS > 2. Required Courses of Study > 4. Exemptions from Requirements


text:
(a) A pupil in kindergarten or any of grades 1 to 12, inclusive, shall be granted an accommodation in connection with any physical activity components of a physical education course during a period of religious fasting upon the submission to the school principal of written notification from the pupil’s parent or guardian, if the pupil is less than 18 years of age, or from the pupil, if the pupil is 18 years of age or older, that the pupil is participating in religious fasting.

(b) For purposes of calculating compliance with the instructional time requirements of paragraph (7) of subdivision (a) of Section 51210, subdivision (a) of Section 51222, and subdivision (a) of Section 51223, a pupil shall be credited with instructional time for any time for which the pupil was granted an accommodation in connection with engaging in physical activity components pursuant to this section, upon completion of alternative assignments or activities by the pupil.

history: (History: Added by Stats. 2024, Ch. 960, Sec. 1. (AB 2377) Effective January 1, 2025.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 4. Exemptions from Requirements


text:
(a) The governing board of a school district or the office of the county superintendent of schools of a county may grant a temporary exemption to a pupil from courses in physical education, if the pupil is one of the following:

(1) Ill or injured and a modified program to meet the needs of the pupil cannot be provided.

(2) Enrolled for one-half, or less, of the work normally required of full-time pupils.

(b) (1) The governing board of a school district or the office of the county superintendent of schools of a county, with the consent of a pupil, may grant a pupil an exemption from courses in physical education for two years anytime during grades 10 to 12, inclusive, if the pupil has met satisfactorily at least five of the six standards of the physical performance test administered in grade 9 pursuant to Section 60800.

(2) Pursuant to Sections 51210, 51220, and 51222, physical education is required to be offered to all pupils, and, therefore, schools are required to provide adequate facilities and instructional resources for that instruction. In this regard, paragraph (1) shall be implemented in a manner that does not create a new program or impose a higher level of service on a local educational agency. Paragraph (1) does not mandate any overall increase in staffing or instructional time because, pursuant to subdivision (d), pupils are not permitted to attend fewer total hours of class if they do not enroll in physical education. Paragraph (1) does not mandate any new costs because any additional physical education instruction that a local educational agency provides may be accomplished during the existing instructional day, with existing facilities. Paragraph (1) does not prevent a local educational agency from implementing any other temporary or permanent exemption authorized by this section.

(c) The governing board of a school district or the office of the county superintendent of a county may grant permanent exemption from courses in physical education if the pupil complies with any one of the following:

(1) Is 16 years of age or older and has been enrolled in grade 10 for one academic year or longer.

(2) Is enrolled as a postgraduate pupil.

(3) Is enrolled in a juvenile home, ranch, camp, or forestry camp school where pupils are scheduled for recreation and exercise pursuant to the requirements of Article 24 (commencing with Section 880) of Chapter 2 of Part 1 of Division 2 of the Welfare and Institutions Code.

(d) A pupil exempted under paragraph (1) of subdivision (b) or paragraph (1) of subdivision (c) shall not attend fewer total hours of courses and classes if he or she elects not to enroll in a physical education course than he or she would have attended if he or she had elected to enroll in a physical education course.

(e) Notwithstanding any other law, the governing board of a school district also may administer to pupils in grades 10 to 12, inclusive, the physical performance test required in grade 9 pursuant to Section 60800. A pupil who meets satisfactorily at least five of the six standards of this physical performance test in any of grades 10 to 12, inclusive, is eligible for an exemption pursuant to subdivision (b).

history: (History: Amended (as amended by Stats. 2008, Ch. 32) by Stats. 2009, Ch. 140, Sec. 56. (AB 1164) Effective January 1, 2010.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 4. Exemptions from Requirements


text: The governing board of a school district may exempt any four-year or senior high school pupil from attending courses of physical education, if the pupil is engaged in a regular school-sponsored interscholastic athletic program carried on wholly or partially after regular school hours.

history: (History: Enacted by Stats. 1976, Ch. 1010.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 4. Exemptions from Requirements


text: Credit shall be given for purposes of the course of study requirements prescribed by school district governing boards or other authorities having jurisdiction for grades 9 to 12, inclusive, to courses in world languages in private schools on the basis of their being at least equivalent to those that would be required for the pupil in a world language class in the same grade level in the public schools. The state board shall adopt rules and regulations prescribing standards and conditions pursuant to which credit shall be given for those purposes to pupils in the public schools who have successfully completed world language studies in private schools.

history: (History: Amended by Stats. 2018, Ch. 865, Sec. 19. (AB 2319) Effective January 1, 2019.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 4. Exemptions from Requirements


text: The provisions of Section 51243 giving credit for world language courses given in private schools shall apply to courses in the following languages: Chinese, French, German, Greek (classical and modern), Hebrew (classical and modern), Italian, Japanese, Jewish, Latin, Spanish, and Russian, and other languages as the state board shall designate.

history: (History: Amended by Stats. 2018, Ch. 865, Sec. 20. (AB 2319) Effective January 1, 2019.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 4. Exemptions from Requirements


text: For purposes of the credit that may be given pursuant to Sections 51243 and 51244 for world language courses undertaken in private schools, it shall not be required that instructors in the private schools be regularly credentialed teachers.

history: (History: Amended by Stats. 2018, Ch. 865, Sec. 21. (AB 2319) Effective January 1, 2019.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 4. Exemptions from Requirements


text: The governing board of a school district may exempt any pupil enrolled in his last semester or quarter, as the case may be, of the 12th grade who, pursuant to Section 46145 or 46147, is permitted to attend school less than 240 or 180 minutes per day, from attending courses of physical education; provided, however, that such pupil may not be exempted pursuant to this section from attending courses of physical education if such pupil would, after such exemption, attend school for 240 minutes or more per day.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 4. Exemptions from Requirements


text:
The department shall establish a formal liaison with the United States Department of Defense and school districts and county offices of education that enroll military dependents to do all of the following:

(a) Examine course credit transfer issues and establish guidelines for course credit transfer.

(b) Develop procedures to facilitate the integration of military dependents into new public schools.

(c) Establish procedures to assist military dependents in meeting local graduation requirements.

(d) Create model memorandums of agreement between military bases and school districts or county offices of education regarding enabling schoolage military dependents to experience a smoother transition from one school to another school.

history: (History: Added by Stats. 2006, Ch. 608, Sec. 2. Effective January 1, 2007.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 4.5. Schoolage Military Dependents

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 28. GENERAL INSTRUCTIONAL PROGRAMS > 2. Required Courses of Study > 4.5. Schoolage Military Dependents


text:
(a) A governing board of a school district and a county office of education may undertake any or all of the following in order to properly address the needs of military dependents:

(1) Establish a course credit transfer policy for schoolage military dependents provided that, under the policy, the military dependents would still substantially meet the graduation requirements prescribed by the governing board. A school district may require a military dependent, within reason, to meet the graduation requirements of the district, established pursuant to paragraph (2) of subdivision (a) of Section 51225.3, that are in addition to state graduation requirements.

(2) Provide early entry transfer, pretranscript evaluation, pupil support services, and other similar assistance to aid schoolage military dependents in meeting graduation requirements.

(b) A governing board of a school district may take the actions described in subdivision (a) if both of the following circumstances have been met:

(1) The parent or legal guardian of the military dependent is serving on active duty or has been discharged from military service within the last year.

(2) The transfer of the military dependent to a new school is the direct result of a military transfer or discharge of the parent or legal guardian of the dependent.

(c) For purposes of this section, the following terms have the following meanings:

(1) “Early entry transfer” means that a pupil shall have completed the transfer process prior to arriving on the campus of the school to which the pupil is transferring and that upon arrival at the school to which the pupil is transferring, the pupil shall be able to attend his or her assigned classes and participate in his or her desired extracurricular activities, if the pupil meets the eligibility requirements for those activities.

(2) “Pretranscript evaluation” means that the school to which the pupil is transferring shall review the coursework-to-date of the pupil, including any unofficial transcripts, prior to the receipt of official transcripts or the arrival of the pupil. This evaluation process shall be designed to clarify any questions about the placement of the pupil in classes at the school to which the pupil is transferring and shall include communication with school counselors and teachers at the school from which the pupil is transferring by any or all of the following means: videoconferencing, e-mail correspondence, and telephone calls.

history: (History: Amended by Stats. 2007, Ch. 130, Sec. 74. Effective January 1, 2008.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 4.5. Schoolage Military Dependents


text:
(a) The department shall establish a nonmonetary California Purple Star School Designation Program pursuant to this article in order to achieve both of the following goals:

(1) Reduce the burden on military-connected pupils and their families by articulating the most critical transition supports for military-connected pupils and their families.

(2) Publicly recognize and designate schools that meet certain requirements and signal which schools are the most committed and best equipped to meet military-connected pupils and their families’ unique needs.

(b) (1) The department shall develop an application process that provides annual opportunities for schoolsites to earn the Purple Star School designation by demonstrating compliance with the application criteria adopted pursuant to paragraph (2).

(2) The department shall adopt application criteria for schoolsites seeking the Purple Star School designation. The department shall consider including, as part of the application criteria, a requirement that a schoolsite do all of the following:

(A) Demonstrate an active status designation, as identified by the department on the department’s internet website.

(B) Designate a staff member to serve as a point of contact, who shall act as a liaison between military families and the schoolsite, easing military-connected pupils’ enrollment and acclimation period, and assist with pupils’ graduation requirements.

(C) Provide professional development opportunities to train staff on the unique considerations for, and needs of, military-connected pupils.

(D) Develop a dedicated webpage on the schoolsite’s internet website with easily accessible information and resources for military-connected families.

(E) Provide a transition program to welcome and socially acclimate incoming military-connected pupils. This transition program may be pupil led.

(F) Provide programming and events to include, celebrate, and honor service members and military-connected pupils and families, including community members.

(c) (1) Once a schoolsite is awarded a Purple Star School designation, it shall display its active status designation, as identified by the department, on the schoolsite’s internet website.

(2) A Purple Star School designation shall be valid for three years, after which a schoolsite seeking to renew its designation shall reapply pursuant to subdivision (b).

(3) The department may request additional information to verify if a schoolsite that has earned a Purple Star School designation continues to adhere to the Purple Star School designation criteria adopted pursuant to paragraph (2) of subdivision (b).

(4) (A) Notwithstanding paragraphs (1) and (2), if the department finds that a schoolsite that has earned a Purple Star School designation ceases to comply with the criteria adopted pursuant to paragraph (2) of subdivision (b) during the three-year designation period, the schoolsite shall lose the designation.

(B) A schoolsite that loses the designation pursuant to subparagraph (A) may reapply pursuant to subdivision (b).

(d) For purposes of this section, the following definitions apply:

(1) “Military-connected pupil” means a schoolage child who is either of the following:

(A) A dependent of a current or former member of any of the following:

(i) The United States military, serving in the United States Air Force, United States Army, United States Coast Guard, United States Marine Corps, United States Navy, or United States Space Force on active duty.

(ii) The California National Guard.

(iii) A reserve force of the United States military.

(B) Was a dependent of a member of a military or reserve force described in subparagraph (A) who was killed in the line of duty.

(2) “Schoolsite” means a publicly funded school serving pupils in kindergarten or any of grades 1 to 12, inclusive.

history: (History: Amended by Stats. 2025, Ch. 67, Sec. 58. (AB 1170) Effective January 1, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 28. GENERAL INSTRUCTIONAL PROGRAMS > 2. Required Courses of Study > 4.6. California Purple Star School Designation Program


text:
(a) Instruction shall be given in the elementary and secondary schools by appropriately trained instructors on drug education and the effects of the use of tobacco, alcohol, narcotics, dangerous drugs, as defined in Section 11032 of the Health and Safety Code, and other dangerous substances.

For purposes of this chapter, an “appropriately trained instructor” is one who, based upon the determination of the site administrator, demonstrates competencies in interacting in a positive manner with children and youth; demonstrates knowledge of the properties and effects of tobacco, alcohol, narcotics, and dangerous drugs; and who demonstrates skills in conducting affective education, which include methods and techniques for helping children and youth to freely express ideas and opinions in a responsible manner and to gain an awareness of their values as they affect decisions related to drug use and misuse.

In grades 1 through 6, instruction on drug education should be conducted in conjunction with courses given on health pursuant to subdivision (f) of Section 51210.

In grades 7 to 12, inclusive, instruction on drug education shall be conducted in conjunction with courses given on health or in any appropriate area of study pursuant to Section 51220.

Such instruction shall be sequential in nature and suited to meet the needs of students at their respective grade level.

(b) Services provided under this section shall be in addition to, but shall not be duplicative of, services provided pursuant to Article 2 (commencing with Section 11965) of Part 3 of Division 10.5 of the Health and Safety Code.

history: (History: Amended by Stats. 1987, Ch. 880, Sec. 1.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 5. Drug Education

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 28. GENERAL INSTRUCTIONAL PROGRAMS > 2. Required Courses of Study > 5. Drug Education


text: Notwithstanding the provisions of Sections 44227 and 44228, the State Board of Education shall not accredit any teacher education institution for teacher certification purposes after the 1972–73 fiscal year unless it offers courses for prospective teachers on drug education and the effects of the use of tobacco, alcohol, narcotics, restricted dangerous drugs, as defined in Section 11032 of the Health and Safety Code, and other dangerous substances. The State Board of Education shall continually reevaluate approved teacher training institutions to insure that programs are in conformance with the intent of this section.

history: (History: Repealed and added by Stats. 1977, Ch. 242.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 5. Drug Education


text: The Legislature hereby finds and declares that the use of anabolic steroids to expedite the physical development and to enhance the performance level of secondary school athletes presents a serious health hazard to these student athletes. It is the intent of the Legislature in enacting this measure that, beginning with the 1987–88 school year, schools be encouraged to include in instruction in grades 7 to 12, inclusive, in science, health, drug abuse, or physical education programs a lesson on the effects of the use of anabolic steroids.

history: (History: Amended by Stats. 1994, Ch. 840, Sec. 24. Effective January 1, 1995.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 5. Drug Education


text: The State Department of Education shall make available information on model drug and alcohol abuse prevention education programs developed and funded pursuant to Article 2 (commencing with Section 11965) of Chapter 2 of Part 3 of Division 10.5 of the Health and Safety Code, Chapter 7 (commencing with Section 13860) of Title 6 of Part 4 of the Penal Code, and other public and private sources.

history: (History: Amended by Stats. 2003, Ch. 828, Sec. 29. Effective January 1, 2004.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 5. Drug Education


text:
(a) The State Department of Education shall prepare and distribute to school districts and county offices of education guidelines for incorporating in-service training in gang violence and drug and alcohol abuse prevention for teachers, counselors, athletic directors, school board members, and other educational personnel into the staff development plans of all school districts and county offices of education.

(b) The department shall, upon request, assist school districts and county offices of education in developing comprehensive gang violence and drug and alcohol abuse prevention in-service training programs. The department’s information and guidelines, to the maximum extent possible, shall encourage school districts and county offices of education to avoid duplication of effort by sharing resources, adapting or adopting model in-service training programs, developing joint and collaborative programs, and coordinating efforts with existing state staff development programs, county gang violence and drug and alcohol staff development programs, county health departments, county and city law enforcement agencies, and other public and private agencies providing health, drug, alcohol, gang violence prevention, or other related services at the local level.

(c) The department shall assist school districts and county offices of education in qualifying for the receipt of federal and state funds to support their gang violence and drug and alcohol abuse prevention in-service training programs.

(d) Each school that chooses to utilize the provisions of this article related to in-service training in gang violence and drug and alcohol abuse prevention, is encouraged to develop a single plan to strengthen its gang violence and drug and alcohol abuse prevention efforts. If a school develops or has developed a school improvement plan pursuant to Article 2 (commencing with Section 52010) of Chapter 6 of Part 28, or a school safety plan pursuant to Article 5 (commencing with Section 32280) of Chapter 2.5 of Part 19, it is encouraged to incorporate into that plan, where appropriate, the gang violence and drug and alcohol prevention plan that it has developed.

(e) The department shall consult with the Office of Emergency Services regarding gang violence.

history: (History: Amended by Stats. 2013, Ch. 352, Sec. 72. (AB 1317) Effective September 26, 2013. Operative July 1, 2013, by Sec. 543 of Ch. 352.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 5. Drug Education


text:
It is the intent of the Legislature that school districts and county offices of education give high priority to gang violence and drug and alcohol abuse prevention in-service training programs, which shall be part of the overall strategy for comprehensive gang violence and drug and alcohol abuse prevention education.

“Gang violence and drug and alcohol abuse prevention in-service training” for purposes of this article means the presentation of programs, instruction and curricula that will help educators develop competencies in interacting in a positive manner with children and youth to assist them in developing the positive values, self-esteem, knowledge, and skills to lead productive, gang-free and drug-free lives; develop knowledge of the causes of gang violence and substance abuse, and the properties and effects of tobacco, alcohol, narcotics, and dangerous drugs, including the risk of contracting acquired immune deficiency syndrome (AIDS) associated with intravenous drug use; receive training regarding available information and resources concerning gang violence and drug and alcohol abuse prevention as well as antigang and antisubstance abuse crime trends; develop familiarity with teaching social skills and resistance skills to children and youth; and develop skills in conducting effective education, which includes methods and techniques for helping children and youth to freely express ideas and opinions in a responsible manner and to understand the nature and consequences of their decisions as they relate to gang involvement and drug and alcohol abuse.

history: (History: Added by Stats. 1988, Ch. 1048, Sec. 2.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 5. Drug Education


text:
(a) The Office of Emergency Services, in collaboration with the State Department of Education, shall develop a model gang violence suppression and substance abuse prevention curriculum for grades 2, 4, and 6. The curriculum for grades 2, 4, and 6 shall be modeled after a similar curriculum that has been developed by the Orange County Office of Education for grades 3, 5, and 7. The Office of Emergency Services, in collaboration with the State Department of Education, may contract with a county office of education for the development of the model curriculum. The model curriculum shall be made available to school districts and county offices of education and shall, at a minimum, provide for each of the following:

(1) Lessons for grades 2, 4, and 6 that are aligned with the state curriculum frameworks for history, social science, and English and language arts.

(2) Instructional resources that address issues of ethnic diversity and at-promise pupils.

(3) The integration of the instructional resources of the Office of Emergency Services and the School/Law Enforcement Partnership in order to support the school curriculum and assist in the alignment of the state curriculum framework.

(b) The Office of Emergency Services shall develop an independent evaluation of the pupil outcomes of the model gang violence suppression and substance abuse prevention curriculum program.

history: (History: Amended by Stats. 2019, Ch. 800, Sec. 12. (AB 413) Effective January 1, 2020.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 5. Drug Education


text: The Rural Gang Task Force Subcommittee provided for by subdivision (g) of Section 13826.1 of the Penal Code, in collaboration with the Gang Violence Suppression Advisory Committee provided for by subdivision (g) of Section 13826.1 of the Penal Code and the Office of Emergency Services, shall review the model gang violence suppression and substance abuse prevention curriculum for grades 2, 4, and 6, developed pursuant to Section 51266, and identify methods by which the curriculum can best be utilized in rural school settings.

history: (History: Amended by Stats. 2013, Ch. 352, Sec. 74. (AB 1317) Effective September 26, 2013. Operative July 1, 2013, by Sec. 543 of Ch. 352.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 5. Drug Education


text:
The State Department of Education shall encourage school districts and county offices of education to avoid duplication of efforts with regard to education programs for the prevention of drug, alcohol, and tobacco abuse through the following methods:

(a) The sharing of resources.

(b) The adaptation or adoption of model programs.

(c) The development of joint and collaborative programs.

(d) Coordination of the local planning and implementation of state programs with local health, social services, criminal justice, and education agencies and other entities.

(e) The use of a single community advisory committee or task force for drug, alcohol, and tobacco abuse prevention programs, as an alternative to the creation of a separate group for that purpose under each state or federally funded program.

history: (History: Added by Stats. 1990, Ch. 923, Sec. 2.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 5. Drug Education


text:
(a) The State Department of Education shall collaborate, to the extent possible, with other state agencies that administer drug, alcohol, and tobacco abuse prevention education programs to streamline and simplify the process whereby local educational agencies apply for state and federal drug, alcohol, and tobacco education funds.

(b) The State Department of Education, in consultation with the Department of Justice, Office of Emergency Services, the State Department of Public Health, and the State Department of Health Care Services, shall develop, to the extent possible, an ongoing statewide monitoring and assessment system to provide current and reliable data on the utilization of resources for programs for prevention of and early intervention for drug, alcohol, and tobacco abuse. The purpose of the system shall be to facilitate improved planning and program delivery among state and local agencies, including law enforcement, juvenile justice, county health, and county drug and alcohol agencies and programs, and communities.

history: (History: Amended by Stats. 2013, Ch. 22, Sec. 6. (AB 75) Effective June 27, 2013. Operative July 1, 2013, by Sec. 110 of Ch. 22.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 5. Drug Education