text:
The following definitions apply to educational advisory bodies created by this chapter:

(a) An “educational policy advisory commission” is an advisory body to the state board composed of professional and lay members, as defined by this code. These groups are established to advise the state board within the general policy areas to which they are charged. The Superintendent or the Superintendent’s representative shall serve as executive secretary to each educational policy advisory commission.

(b) An “educational advisory committee” is an advisory body to the Superintendent composed of any combination of educational specialists, technical experts, or specially qualified members of the public that is established to advise the Superintendent on the administration of programs with which the Superintendent is charged, and serves at the Superintendent’s pleasure.

history: (History: Amended by Stats. 2021, Ch. 666, Sec. 22. (AB 486) Effective January 1, 2022.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 4. State Educational Commissions and Committees

article: 1. General Provisions


kind: section

code: EDC

text:
There is in the state government the Educational Innovation and Planning Commission consisting of a Member of the Assembly appointed by the Speaker of the Assembly, a Member of the Senate appointed by the Senate Committee on Rules, one public member appointed by the Speaker of the Assembly, one public member appointed by the Senate Committee on Rules, one public member appointed by the Governor, and 15 public members appointed by the State Board of Education upon the recommendation of the Superintendent of Public Instruction or the members of the State Board of Education.

The 15 public members appointed by the State Board of Education shall be broadly representative of the cultural and educational resources of the state and the public, including at least one individual from each of the following categories:

(a) Classroom teachers at the elementary level.

(b) Classroom teachers at the secondary level.

(c) Principals, superintendents, and other professional employees of local educational agencies and private schools.

(d) Teachers from institutions of higher education.

(e) School librarians, personnel involved in operating media programs in local schools, and guidance counselors.

(f) Individuals from fields of professional competence in dealing with children needing special education because of physical or mental handicaps, specific learning disabilities, severe educational disadvantages, and limited English proficiency or because they are gifted or talented, and individuals from fields of professional competence in guidance and counseling.

(g) Parents, senior class high school students, and other interested members of the public.

(h) Leaders from private industry.

The State Board of Education upon recommendation from the Superintendent of Public Instruction may add to the 15 public members of the commission as required to fully conform to federal legislation and regulations.

history: (History: Amended by Stats. 1980, Ch. 1354, Sec. 10. Effective September 30, 1980.)

division: 2. STATE ADMINISTRATION

part: 20. STATE EDUCATIONAL AGENCIES

title: 2. ELEMENTARY AND SECONDARY EDUCATION

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 2. STATE ADMINISTRATION > 20. STATE EDUCATIONAL AGENCIES > 4. State Educational Commissions and Committees > 2. Educational Innovation and Planning Commission


text:
The Members of the Legislature appointed to the commission pursuant to Section 33502 shall have the powers and duties of a joint legislative committee on the subject of educational innovation and planning and shall meet with, and participate in, the work of the commission to the extent that such participation is not incompatible with their positions as Members of the Legislature.

The Members of the Legislature appointed to the commission shall serve at the pleasure of the appointing power.

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

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 2. Educational Innovation and Planning Commission


text: The Superintendent of Public Instruction or his representative shall serve as executive secretary to the commission.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The commission, in carrying out its powers and duties, shall utilize the staff of the Department of Education.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The members of the commission shall serve without compensation, except that they shall receive their actual and necessary expenses incurred in the performance of their duties and responsibilities, including traveling expenses.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The commission shall select one of its members to be chairman of the commission.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: Commission members shall serve for four-year terms and shall be eligible to serve more than one full term, except in the case of student representatives who shall serve a one-year term.

history: (History: Amended by Stats. 1980, Ch. 1354, Sec. 11. Effective September 30, 1980.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
As used in this article:

(a) “Commission” means the Educational Innovation and Planning Commission.

(b) “Title IV” means Title IV, Parts A, B, C, and D of the Educational Amendments of 1978 (Public Law 95-561) as amended.

(c) “State plan” means the plan for the use of Title IV funds as approved by the State Board of Education.

(d) “Secondary schools,” notwithstanding Section 52, shall not include community colleges.

(e) “Local educational agency” means the governing body of any school district, county office of education, or state special school.

history: (History: Amended by Stats. 1980, Ch. 1354, Sec. 12. Effective September 30, 1980.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: For purposes of this article, the commission shall have the powers, duties, and responsibilities of a state advisory council prescribed in Title IV.

history: (History: Amended by Stats. 1980, Ch. 1354, Sec. 13. Effective September 30, 1980.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
The commission may do all of the following:

(a) Advise the state educational agency on the preparation of, and policy matters arising in the administration of, the state plan, including the development of criteria for the distribution of funds and the approval of applications for assistance under Title IV.

(b) Assist the State Board of Education and the Department of Education in the planning, development, and improvement of educational programs.

(c) Evaluate all programs and projects assisted under Title IV.

history: (History: Amended by Stats. 1994, Ch. 840, Sec. 6. Effective January 1, 1995.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: All projects recommended by the commission shall be submitted to the State Board of Education for its approval.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The State Board of Education shall allocate funds under Title IV, Part C, to provide to the extent feasible a geographical spread of experimental projects in the state. All such grants for a particular project shall be limited to a five-year period.

history: (History: Amended by Stats. 1980, Ch. 1354, Sec. 15. Effective September 30, 1980.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The State Board of Education shall annually allocate, insofar as practicable, 15 percent of the total amount of federal funds received by the State of California pursuant to Title IV, Part C for special education projects.

history: (History: Amended by Stats. 1980, Ch. 1354, Sec. 16. Effective September 30, 1980.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
In order to be deemed an approved project and be eligible to receive an allocation from the State Board of Education, an experimental, demonstration, or operational project shall meet the following criteria:

(a) The proposed activities are not activities presently being performed by other state and federal programs.

(b) The proposed activities supplement, but do not supplant, other state or federal programs.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The State Board of Education may reserve a sum of money, to be recommended by the commission and approved by the State Board of Education, to support demonstration and experimental projects designed to develop new methods of allocating personnel, equipment, and facilities to solve educational problems associated with educational management. Such projects may include, but need not be limited to, the development of new and potentially more economical staffing, arrangements for administration and for classroom instruction, a modification of class size in schools, the utilization of classroom aides, flexible class scheduling, and the use of instructional television and audiovisual equipment so as to more effectively utilize local resources. Also included may be projects for educational problems associated with general curriculum development, community relations, urbanization, and work-study programs. The standards for such demonstrational and experimental projects shall be recommended by the commission and approved by the State Board of Education, based upon the best interests of the students involved, except that a project shall be approved only if it can be shown that, if successful, the cost effectiveness of the project will be such so as to be adaptable within the budgets of other similar school districts throughout the state.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The State Board of Education shall reserve not more than 15 percent of the state’s federal allocation under Title IV, Part C, for grants to the local educational agencies which have operated exemplary projects during the preceding year. Such funds shall be used by such local educational agencies to expand the projects locally and for diffusion of such successful projects statewide. A local education agency whose project is selected for diffusion is hereby designated as agent for all local education agencies in California for purposes of ESEA Title IV, Part C, diffusion.

history: (History: Amended by Stats. 1980, Ch. 1354, Sec. 21. Effective September 30, 1980.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) There is in the state government the Instructional Quality Commission consisting of a Member of the Assembly appointed by the Speaker of the Assembly, a Member of the Senate appointed by the Senate Committee on Rules, one public member appointed by the Speaker of the Assembly, one public member appointed by the Senate Committee on Rules, one public member appointed by the Governor, and 13 public members appointed by the state board upon the recommendation of the Superintendent or the members of the state board.

(b) So far as is practical and consistent with the duties assigned to the commission by the state board, at least seven of the 13 public members appointed by the state board shall be persons who, because they have taught, written, or lectured on the subject matter fields specified in Section 33533, in the course of public or private employment, have become recognized authorities or experienced practitioners in those fields. The state board shall make its appointments to ensure that, at any one time, at least seven of the public members shall be current classroom teachers, or mentor teachers, or both assigned to teach kindergarten or any of grades 1 to 12, inclusive.

(c) Notwithstanding the requirement that seven of the public members shall be current classroom teachers or mentor teachers, current members of the commission who were appointed on or before December 31, 1989, shall be allowed to complete their terms.

(d) (1) It is the intent of the Legislature to encourage the state board to consider appointing a pupil to the commission, using the current appointment process.

(2) Notwithstanding Section 1020 of the Government Code, if the state board elects to appoint a pupil to the commission, the pupil shall meet both of the following criteria:

(A) The pupil has been enrolled in a California high school for a minimum of two consecutive years.

(B) The pupil is in good standing.

(e) In making the remaining appointments to the commission, and in establishing the commission’s advisory task forces or committees, the state board is encouraged to consider the role of other representatives of the educational community in the development of curriculum and instructional materials, including, but not limited to, administrators, governing school board members, pupils, and parents who are reflective of the various ethnic groups and types of school districts in California.

history: (History: Amended by Stats. 2015, Ch. 441, Sec. 1. (AB 1204) Effective January 1, 2016.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 2. STATE ADMINISTRATION > 20. STATE EDUCATIONAL AGENCIES > 4. State Educational Commissions and Committees > 3. Instructional Quality Commission


text:
The Members of the Legislature appointed to the commission pursuant to Section 33530 shall have the powers and duties of a joint legislative committee on the subject of curriculum development and supplemental materials and shall meet with, and participate in, the work of the commission to the extent that such participation is not incompatible with their positions as Members of the Legislature.

The Members of the Legislature appointed to the commission shall serve at the pleasure of the appointing power.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text:
(a) (1) Except as provided in paragraph (2), each commission member shall serve for a four-year term and shall not be eligible to serve more than one full term. Prior service on the commission for a term of less than three years resulting from an initial appointment or an appointment for the remainder of an unexpired term shall not be counted as a full term.

(2) A pupil member of the commission shall serve for a one-year term and shall not be eligible to serve more than one full term. The pupil member shall be a voting member with the full rights and duties of the other members of the commission.

(b) With respect to the appointment of 13 public members by the state board to the first commission, four shall be appointed for terms of two years, four shall be appointed for terms of three years, and five shall be appointed for a term of four years.

history: (History: Amended by Stats. 2015, Ch. 441, Sec. 2. (AB 1204) Effective January 1, 2016.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text:
The Superintendent and the state board shall consider for membership on the commission persons representing subjects commonly taught in public schools, including:

(a) English.

(b) Social sciences.

(c) World languages.

(d) Science.

(e) Mathematics.

(f) Visual and performing arts.

(g) Applied arts.

(h) Conservation education.

history: (History: Amended by Stats. 2018, Ch. 865, Sec. 6. (AB 2319) Effective January 1, 2019.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text: The Superintendent of Public Instruction or his representative shall serve as executive secretary to the commission.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text: The members of the commission shall serve without compensation, except that they shall receive their actual and necessary travel expenses in attending meetings of the commission and in attending meetings of any committee or subcommittee of the commission of which they are members. Expenses of the commission shall be paid out of appropriations made to the Superintendent of Public Instruction or the Department of Education.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text: The commission shall select one of its members to be chairman of the commission.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text: Whenever an employee of any public school district, state college, or other public agency is appointed to membership on the commission, his employer shall grant him sufficient time away from his regular duties, without loss of income or other benefits to which he is entitled by reason of his employment, to attend meetings of the commission and to attend to the duties imposed upon him by reason of his membership on the commission. The employer of any such member may make available such stenographic, secretarial, and staff assistance as is reasonably necessary to enable him to execute the duties imposed upon him by reason of his membership on the commission.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text: The commission shall study problems of courses of study in the schools of the state and shall, upon request of the State Board of Education, recommend to the State Board of Education the adoption of minimum standards for courses of study in preschool, kindergarten, elementary, and secondary schools. Courses of study in the public schools shall conform to such minimum standards when adopted.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text: As used in this article, “commission” means the Instructional Quality Commission.

history: (History: Amended by Stats. 2011, Ch. 608, Sec. 4. (AB 250) Effective January 1, 2012.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text:
(a) The state board and the department shall request that the commission review and revise, as necessary, the course requirements in the history-social science framework developed by the History-Social Science Curriculum Framework and Criteria Committee of the state board to ensure that minimum standards for courses in American government and civics include sufficient attention to teaching pupils how to interact, in a practical manner, with state and local governmental agencies and representatives to solve problems and to petition for changes in laws and procedures, and that the course requirements in the history-social science framework are also included in all history and social science courses and all grade levels, as appropriate.

(b) Whenever the history-social science framework is revised as required by law, the commission shall do, as appropriate and based on the subject matter of the course, all of the following:

(1) Receive input from civics learning experts, including civics education program providers, associations of civics educators, and organizations dedicated to research on civics learning, for purposes of integrating civics learning content, concepts, and skills, at all appropriate grade levels, with the standards established by the state board in core curriculum areas, as specified in Section 60605, as that section read on June 30, 2011, and Section 60605.8.

(2) Consider how civics and history instruction, at all appropriate grade levels, includes, in addition to the acquisition of content knowledge, the application of that content to develop the competence and skills needed for civic engagement.

(3) Ensure that voter education information is included in the American government and civics curriculum at the high school level, including, but not limited to, information on the importance of registering to vote in local, state, and federal elections, how to register to vote, both online and by mail, what the requirements are to register to vote, how to request an absentee ballot, how to fill out and return an absentee ballot, what to expect on election day, how to find a polling place, and where and how to access and understand the voter information pamphlet and other materials to become an informed voter.

(4) Ensure the following historical documents are incorporated into the framework:

(A) The Declaration of Independence.

(B) The United States Constitution, including the Bill of Rights.

(C) The Federalist Papers.

(D) The Emancipation Proclamation.

(E) The Gettysburg Address.

(F) George Washington’s Farewell Address.

(5) Consider incorporating the following historical documents into the framework:

(A) The Magna Carta.

(B) The Articles of Confederation.

(C) The California Constitution.

(6) Encourage instruction that promotes an understanding of the governments of California and the United States of America, including, but not limited to, the development of democracy and the history of the development of the United States Constitution.

(c) It is the intent of the Legislature, for purposes of the history-social science framework that is revised any time after January 1, 2015, that the commission consider whether and how to incorporate the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into that framework.

(d) It is the intent of the Legislature, for purposes of only the history-social science framework that is revised after January 1, 2015, that the requirements imposed pursuant to paragraphs (1) to (3), inclusive, of subdivision (b) may be satisfied under the framework adoption procedures currently being used by the department as of January 1, 2015.

(e) When the history-social science content standards are next revised after January 1, 2015, the state board shall consider incorporating the College, Career, and Civic Life (C3) Framework for Social Studies State Standards into the history-social science content standards.

history: (History: Amended by Stats. 2014, Ch. 480, Sec. 1.5. (SB 897) Effective January 1, 2015.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text:
(a) The department shall, no later than March 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 the Vietnamese American refugee experience by September 1, 2024. 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 curriculum is accessible and compatible with the platform.

(b) 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, but is not limited to consulting with, Vietnamese American cultural centers and community groups located in California, survivors, rescuers, and liberators of the Vietnam War, Vietnamese American refugees, representatives of local educational agencies, members of the commission, and teachers, including teachers who have relevant experience or educational backgrounds in the study and teaching of Vietnamese American history.

(c) (1) The model curriculum shall include the incorporation of writings and other media that represent all perspectives of the Vietnamese refugee experience, including oral testimony by survivors, rescuers, and liberators of the Vietnam War, including Vietnamese American refugees, Vietnamese boat people, and members of the Republic of Vietnam Armed Forces, to ensure quality standards and materials for this area of study.

(2) For purposes of 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.

(d) The model curriculum shall be open source and accessible to educators across the state and shall include curriculum and online instructional modules appropriate for use with pupils in kindergarten and any of grades 1 to 12, inclusive.

(e) The model curriculum shall be written as a guide to allow school districts, charter schools, and county offices of education to adapt their related courses to best meet the educational needs of their communities. The model curriculum developed for use in high schools 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.

(f) 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 section.

(g) The county office of education or consortium of 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.

(h) Beginning in the school year following the completion of the model curriculum pursuant to subdivision (a), each school district, charter school, or county office of education maintaining kindergarten or any of grades 1 to 12, inclusive, that does not otherwise offer standards-based curriculum relative to the Vietnamese American refugee experience, Vietnamese boat people, and the Republic of Vietnam Armed Forces, is encouraged to offer to pupils a course of study relative to the Vietnamese American refugee experience. A school district, charter school, or county office of education that serves pupils in any of grades 7 to 12, inclusive, that elects to offer a course of study in the Vietnamese American refugee experience pursuant to this subdivision, shall offer the course as an elective in the social sciences or world history and shall make the course available in at least one year during a pupil’s enrollment in grades 7 to 12, inclusive.

(i) It is the intent of the Legislature that local educational agencies that maintain high schools submit course outlines for studies relative to the Vietnamese American refugee experience for approval as A–G courses.

(j) 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 the Vietnamese American refugee experience, the Fall of Saigon in 1975, discussion of the Vietnamese boat people and members of the Republic of Vietnam Armed Forces, the reasons behind the exodus, the hardships faced by the Vietnamese people attempting to flee who were apprehended by the communist government, and the conditions that led to the resettlement of Vietnamese people in the United States and covers the period from the Vietnam War and the Fall of Saigon in 1975 to the year 2000, which captures the experience of postwar Vietnamese immigrants in the United States.

history: (History: Amended by Stats. 2023, Ch. 711, Sec. 1. (SB 369) Effective January 1, 2024.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text:
(a) The department shall, no later than April 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 Cambodian American history and heritage by September 1, 2024. 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 curriculum is accessible and compatible with the platform.

(b) The county office of education or consortium of county offices of education shall ensure the inclusion of a myriad of voices and perspectives in the development of the model curriculum and shall provide opportunities for stakeholders’ active engagement and participation across the state, which shall include, but not be limited to, town halls, community forums, and other forms of input. The county office of education or consortium of county offices of education shall consult with, but is not limited to consulting with, Cambodian Americans that span generations and have diverse social backgrounds, including educators, scholars, students, and artistic, creative, cultural, and religious groups.

(c) The model curriculum shall include the incorporation of tangible and intangible expressions, including, but not limited to, writings, media, other artistic, cultural, and historical artifacts, multigenerational storytelling, and oral history that represent Cambodian American history and heritage to ensure quality standards and materials for this area of study.

(d) The model curriculum shall be open source and accessible to educators across the state and shall include curriculum and online instructional modules appropriate for use with pupils in kindergarten and any of grades 1 to 12, inclusive.

(e) The model curriculum shall be written as a guide to allow school districts, charter schools, and county offices of education to adapt their related courses to accommodate the educational needs of their communities. The model curriculum developed for use in high schools 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.

(f) The county office of education or consortium of county offices of education may subcontract with nonprofit organizations or institutions of higher education in the development of the model curriculum pursuant to this section.

(g) The county office of education or consortium of 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.

(h) Beginning in the school year following the completion of the model curriculum pursuant to subdivision (a), each school district, charter school, or county office of education maintaining kindergarten or any of grades 1 to 12, inclusive, that does not otherwise offer standards-based curriculum relative to Cambodian American history and heritage is encouraged to offer to pupils a course of study relative to Cambodian American history and heritage based on the model curriculum. A school district, charter school, or county office of education that serves pupils in any of grades 7 to 12, inclusive, that elects to offer a course of study in Cambodian American history and heritage pursuant to this subdivision, shall offer the course as an elective in the social sciences or world history and shall make the course available in at least one year during a pupil’s enrollment in grades 7 to 12, inclusive.

(i) It is the intent of the Legislature that local educational agencies that maintain high schools submit course outlines for studies relative to Cambodian American history and heritage for approval as A–G courses.

(j) 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 Cambodian American history and heritage.

history: (History: Amended by Stats. 2023, Ch. 711, Sec. 2. (SB 369) Effective January 1, 2024.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text:
(a) The department shall, no later than May 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 Hmong history and cultural studies by September 1, 2024. 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 curriculum is accessible and compatible with the platform.

(b) 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 representatives of Hmong advocacy, community, social, and cultural organizations; faculty of Hmong studies programs at universities and colleges; members of the commission; representatives of local educational agencies; and teachers, including teachers of kindergarten or grades 1 to 12, inclusive, who have relevant experiences or educational backgrounds in the study and teaching of Hmong studies. The model curriculum shall identify the ways in which the model curriculum aligns with, and is supportive of, the common core academic content standards and of the goals of the curriculum framework in history-social science adopted by the state board in 2016.

(c) 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.

(d) The model curriculum shall address, but shall not necessarily be limited to, all of the following:

(1) The history of the Hmong people who lived in Laos, Thailand, Vietnam, and China.

(2) The history of the Hmong migration to the United States and California, as well as other parts of the world.

(3) Cultural beliefs, practices, and traditions of the Hmong people, including, among other things, Hmong New Year celebrations, marriages, newborns, and funerals.

(4) Contributions of the Hmong people to California and the United States.

(5) The contributions and sacrifices of the Lao-Hmong and other Southeast Asians who served in the “Secret Army” in Laos, which was funded by the United States Central Intelligence Agency.

(e) The model curriculum shall be written as a guide to allow school districts, charter schools, and county offices of education to adapt their related courses to best meet the educational needs of their communities. The model curriculum developed for use in high schools 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.

(f) 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 section.

(g) 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.

(h) Beginning in the school year following the completion of the model curriculum, local educational agencies are encouraged to use the model curriculum to provide instruction in kindergarten and grades 1 to 12, inclusive.

(i) Beginning in the school year following the completion of the model curriculum, each local educational agency maintaining any of grades 9 to 12, inclusive, that does not otherwise offer a standards-based Hmong studies curriculum is encouraged to offer to all otherwise qualified pupils a course of study in Hmong studies based on the model curriculum.

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

(k) 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) “Model curriculum” means lesson plans, primary source documents, planning resources, teaching strategies, and professional development activities to assist teachers in teaching about Hmong history pursuant to subdivision (d) and shall be open source and accessible to educators across the state and shall include curriculum and online instructional modules appropriate for use in elementary schools, middle schools, and high schools.

history: (History: Amended by Stats. 2021, Ch. 252, Sec. 6. (AB 167) Effective September 23, 2021.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text:
(a) The State Board of Education and the department shall revise, as necessary, the framework in science to include the necessary elements to teach environmental education, including, but not limited to, all of the following topics:

(1) Integrated waste management.

(2) Energy conservation.

(3) Water conservation and pollution prevention.

(4) Air resources.

(5) Integrated pest management.

(6) Toxic materials.

(7) Wildlife conservation and forestry.

(b) The Office of Education and the Environment of the California Integrated Waste Management Board, established pursuant to Part 4 (commencing with Section 71300) of Division 34 of the Public Resources Code, shall provide the State Board of Education and the department with available environmental information and materials to aid in implementing subdivision (a).

(c) Any recommended revisions in reference to the course requirements in science shall not be implemented until the commencement of the appropriate curriculum framework adoption cycle subsequent to the revision.

history: (History: Amended by Stats. 2003, Ch. 665, Sec. 1. Effective January 1, 2004.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text: The commission and the state board shall ensure that the health and science curriculum frameworks adopted in the course of the next submission cycle following the date that this section becomes effective include the subject of organ procurement and tissue donation, as appropriate.

history: (History: Added by Stats. 2012, Ch. 582, Sec. 2. (AB 1967) Effective January 1, 2013.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text:
(a) During the next revision of the history-social science curriculum framework, the commission shall consider including, and recommending for adoption by the state board, instruction on the election of President Barack Obama and the significance of the United States electing its first African American President, as appropriate.

(b) The state board shall adopt, modify, or reject the curriculum framework recommended by the commission pursuant to subdivision (a).

history: (History: Added by Stats. 2014, Ch. 286, Sec. 2. (AB 1912) Effective January 1, 2015.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text:
(a) When the “Health Framework for California Public Schools” (health framework) is next revised after January 1, 2016, the commission shall consider including comprehensive information for grades 9 to 12, inclusive, on sexual harassment and violence that includes, but is not limited to, all of the following:

(1) Information on different forms of sexual harassment and violence, including instances that occur among peers and in a dating relationship; a discussion of prevention strategies; how pupils report sexual harassment and violence; and potential resources victims can access.

(2) Discussion of the affirmative consent standard, as defined in paragraph (1) of subdivision (a) of Section 67386, and skills pupils use to establish boundaries in peer and dating relationships.

(3) Discussion of legal aspects of sexual harassment and violence under state and federal law.

(b) If the commission includes comprehensive information on sexual harassment and violence in the health framework, the commission shall comply with both of the following:

(1) Ensure information included in the framework is research based and appropriate for pupils of all races, genders, sexual orientations, gender identities, and ethnic and cultural backgrounds. This may include, but shall not be limited to, reviewing other states’ curricula.

(2) Consult with secondary health teachers and experts in sexual harassment and violence curriculum.

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

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text:
When the “Health Framework for California Public Schools” (health framework) is next revised after January 1, 2015, the commission shall consider including a distinct category on sexual abuse and sex trafficking prevention education that includes, but is not limited to, all of the following:

(a) Information on different forms of sexual abuse and assault; discussion of prevention strategies; how to report sexual abuse or suspected sexual abuse; and local resources for victims.

(b) Discussion of healthy boundaries for relationships; how to recognize potentially harmful and abusive relationships; and refusal skills to overcome peer pressure and to avoid high-risk activities.

(c) Information on sex trafficking and risk factors; the recruiting tactics of sex traffickers and peer recruiters, including recruitment through the Internet; how to report sex trafficking or suspected sex trafficking; and local resources for victims.

(d) Discussion of legal aspects of sexual abuse and sex trafficking under state and federal laws.

(e) Discussion of how culture and mass media influence and desensitize our perceptions of sexual abuse and sex trafficking, including, but not limited to, stereotypes and myths about the victims and abusers, victim blaming, and the role of language. This instruction shall emphasize compassion for people who have suffered from sexual abuse or sex trafficking, and support positive reentry experiences for survivors returning to school.

history: (History: Added by Stats. 2014, Ch. 713, Sec. 1. (SB 1165) Effective January 1, 2015.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text:
(a) When the “Health Framework for California Public Schools” (health framework) is next revised after January 1, 2017, the commission shall consider including comprehensive information for kindergarten and grades 1 to 8, inclusive, on the development of healthy relationships, which shall be age and developmentally appropriate and consistent with the health education standards adopted by the state board.

(b) If the commission includes comprehensive information on the development of healthy relationships in the health framework, the commission shall comply with both of the following:

(1) Ensure information included in the health framework is research-based and appropriate for pupils of all races, genders, sexual orientations, gender identities, and ethnic and cultural backgrounds. This may include, but shall not be limited to, reviewing other states’ curricula.

(2) Consult with teachers and educators with expertise in curriculum for developing healthy relationships.

(c) For purposes of this section, the “development of healthy relationships” includes, but is not limited to, all of the following:

(1) Understanding the principles of treating one another with respect, dignity, and kindness.

(2) Demonstrating the ability to use interpersonal communication skills to address and resolve disagreement and conflict.

(3) Recognizing when and how to respond to dangerous or other situations that may result in the bullying, harassment, harming, or hurting of another person.

history: (History: Added by Stats. 2016, Ch. 633, Sec. 1. (SB 1435) Effective January 1, 2017.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text:
(a) When the health curriculum framework is next revised, on or after January 1, 2025, the Instructional Quality Commission shall consider providing for inclusion, in that curriculum framework, content on sextortion.

(b) For the purposes of this section, “sextortion” means a threat to use sexual or intimate images or videos, however obtained, to compel another person to produce sexual or intimate images or videos, engage in sexual acts, or provide anything of value.

history: (History: Added by Stats. 2024, Ch. 118, Sec. 1. (AB 2932) Effective January 1, 2025.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text: When the “Health Education Framework for California Public Schools” (health framework) is next revised, on or after January 1, 2025, the commission shall consider including information on evidence-based schoolwide programs to support pupils in developing skills in mindfulness, distress tolerance, interpersonal effectiveness, and emotional regulation.

history: (History: Added by Stats. 2024, Ch. 176, Sec. 1. (AB 3010) Effective January 1, 2025.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text: At the next adoption or followup adoption of instructional materials for use in kindergarten and grades 1 to 8, inclusive, in English Language Arts and English Language Development, the commission shall consider including resources for teachers to help them meet the unique academic and English language development needs of newcomer pupils.

history: (History: Amended by Stats. 2025, Ch. 185, Sec. 1. (AB 1255) Effective October 1, 2025.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text: The commission shall, when the mathematics curriculum framework is next revised after January 1, 2025, consider including that pupils in grade 8 be offered the opportunity to take an Algebra I or Mathematics I course that is aligned to the content standards adopted by the state board.

history: (History: Added by Stats. 2024, Ch. 476, Sec. 1. (SB 1410) Effective January 1, 2025.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


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

(1) “Artificial Intelligence (AI) literacy” means the knowledge, skills, and attitudes associated with how artificial intelligence works, including its principles, concepts, and applications, as well as how to use artificial intelligence, including its limitations, implications, and ethical considerations.

(2) “Digital citizenship” means a diverse set of skills related to current technology and social media, including the norms of appropriate, responsible, and healthy behavior.

(3) “Media literacy” means the ability to access, evaluate, analyze, and use media and information and encompasses the foundational skills that lead to digital citizenship.

(b) When the English language arts/English language development (ELA/ELD) curriculum framework is next revised after January 1, 2024, the commission shall consider incorporating the Model Library Standards developed pursuant to Section 18101. The commission shall also consider incorporating media literacy content at each grade level.

(c) (1) The commission shall consider incorporating media literacy content into the mathematics, science, and history-social science curriculum frameworks when those frameworks are next revised after January 1, 2024.

(2) When ELA/ELD instructional materials are next adopted by the state board after January 1, 2025, the commission shall consider including the Model Library Standards, developed pursuant to Section 18101, including media literacy content, in its criteria for evaluating instructional materials.

(3) When mathematics, science, and history-social science instructional materials are next adopted by the state board after January 1, 2025, the commission shall consider including media literacy content in its criteria for evaluating instructional materials.

(d) (1) The commission shall consider incorporating AI literacy content into the mathematics, science, and history-social science curriculum frameworks when those frameworks are next revised after January 1, 2025.

(2) When mathematics, science, and history-social science instructional materials are next adopted by the state board after January 1, 2025, the commission shall consider including AI literacy in its criteria for evaluating instructional materials.

history: (History: Amended by Stats. 2024, Ch. 927, Sec. 1. (AB 2876) Effective January 1, 2025.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Instructional Quality Commission


text:
There is in the state government the Educational Management and Evaluation Commission consisting of a Member of the Assembly appointed by the Speaker of the Assembly, a Member of the Senate appointed by the Senate Committee on Rules, one public member appointed by the Speaker of the Assembly, one public member appointed by the Senate Committee on Rules, one public member appointed by the Governor, and nine public members appointed by the State Board of Education upon the recommendation of the Superintendent of Public Instruction or the members of the State Board of Education.

With respect to the nine public members appointed by the State Board of Education, three members shall represent the field of economics, three members shall represent the learning sciences, and three members shall represent the managerial sciences.

Each public member shall serve at the pleasure of the appointing power.

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

title: 2. ELEMENTARY AND SECONDARY EDUCATION

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 2. STATE ADMINISTRATION > 20. STATE EDUCATIONAL AGENCIES > 4. State Educational Commissions and Committees > 4. Educational Management and Evaluation Commission


text:
The Members of the Legislature appointed to the commission pursuant to Section 33550 shall have the powers and duties of a joint legislative committee on the subject of educational management and evaluation and shall meet with, and participate in, the work of the commission to the extent that this participation is not incompatible with their positions as Members of the Legislature.

The Members of the Legislature appointed to the commission shall serve at the pleasure of the appointing power.

history: (History: Amended by Stats. 2006, Ch. 538, Sec. 101. Effective January 1, 2007.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 4. Educational Management and Evaluation Commission


text: The members of the commission shall serve without compensation, except that they shall receive their actual and necessary expenses incurred in the performance of their duties and responsibilities, including travel expenses.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The Superintendent of Public Instruction or his representative shall serve as executive secretary to the commission.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The commission shall select one of its members to be chairman of the commission.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The commission shall assist and advise the State Board of Education in the evaluation of the program achievement of educational programs, in the determination of the relative cost effectiveness of educational programs, and shall make recommendations concerning the expanded use, modification, or replacement of educational programs so as to produce a higher degree of program achievement and cost effectiveness. The commission shall also serve as an advisory body to the State Board of Education on program budgeting and accounting systems for school districts.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: As used in this article, “commission” means the Educational Management and Evaluation Commission.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) There is in state government the Advisory Commission on Special Education consisting of the following 19 members:

(1) A Member of the Assembly appointed by the Speaker of the Assembly.

(2) A Member of the Senate appointed by the Senate Committee on Rules.

(3) Three public members appointed by the Speaker of the Assembly, two of whom shall be individuals with a disability or parents of pupils in either a public or private school who have received or are currently receiving special education services due to a disabling condition.

(4) Three public members appointed by the Senate Committee on Rules, two of whom shall be individuals with a disability or parents of pupils in either a public or private school who have received or are currently receiving special education services due to a disabling condition.

(5) Four public members appointed by the Governor, two of whom shall be parents of pupils in either a public or private school who have received or are currently receiving special education services due to a disabling condition.

(6) Five public members appointed by the State Board of Education, upon the recommendation of the Superintendent or the members of the State Board of Education, three of whom shall be parents of pupils in either a public or private school who have received or are currently receiving special education services due to a disabling condition, and one of whom shall be a representative of the charter school community.

(7) Two members appointed by the commission, both of whom shall be pupils with exceptional needs, 16 to 22 years of age, inclusive.

(b) (1) Each member shall be selected to ensure that the commission is representative of the state population and composed of individuals involved in, or concerned with, the education of children with disabilities, including parents of children with disabilities, ages birth to 26 years, inclusive; individuals with disabilities; teachers; representatives of higher education that prepare special education and related services personnel; state and local education officials, including, but not limited to, officials who carry out activities under Part B (commencing with Section 11431, et seq.) of Subchapter VI of Title 42 of the United States Code; administrators of programs for children with disabilities; representatives of other state agencies involved in the financing or delivery of related services to children with disabilities; representatives of private schools and public charter schools; at least one representative of a vocational community or business organization concerned with the provision of transition services to children with disabilities; and a representative from the State Department of Social Services responsible for foster care; and representatives from the state juvenile and adult corrections agencies.

(2) Each member shall be knowledgeable about the wide variety of disabling conditions that require special programs in order to achieve the goal of providing an appropriate education to all eligible pupils.

(3) A majority of the members of the commission shall be individuals with disabilities or parents of children with disabilities who are ages birth to 26 years, inclusive.

(c) The commission shall select one of its members to be chairperson of the commission. In addition to other duties, the chairperson shall notify the appointing bodies when a vacancy occurs on the commission and of the type of representative listed in subdivision (b) who is required to be appointed to fill the vacancy.

(d) (1) Except as provided in paragraph (2), the term of each public member is four years.

(2) The term of each pupil appointed pursuant to paragraph (7) of subdivision (a) is one year, with the option to serve a second term of one year.

(e) A public member may not serve more than two terms.

history: (History: Amended by Stats. 2022, Ch. 917, Sec. 1. (SB 291) Effective January 1, 2023.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 2. STATE ADMINISTRATION > 20. STATE EDUCATIONAL AGENCIES > 4. State Educational Commissions and Committees > 6. Advisory Commission on Special Education


text:
The Members of the Legislature appointed to the commission pursuant to Section 33590 shall have the powers and duties of a joint legislative committee on the subject of special education and shall meet with, and participate in, the work of the commission to the extent that such participation is not incompatible with their positions as Members of the Legislature.

The Members of the Legislature appointed to the commission shall serve at the pleasure of the appointing power.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 6. Advisory Commission on Special Education


text:
The members of the commission shall serve without compensation, except they shall receive their actual and necessary expenses incurred in the performance of their duties and responsibilities, including traveling expenses.

Reimbursement of other expenses, which are determined to be necessary for the commission to function, but do not exceed the commission’s budget, may be approved by the commission and the executive secretary to the commission.

history: (History: Amended by Stats. 1982, Ch. 1201, Sec. 5. Effective September 22, 1982.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The Superintendent of Public Instruction or the superintendent’s designee shall serve as executive secretary to the commission.

history: (History: Amended by Stats. 1995, Ch. 530, Sec. 8. Effective January 1, 1996.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) The commission shall study and provide assistance and advice to the State Board of Education, the Superintendent of Public Instruction, the Legislature, and the Governor in new or continuing areas of research, program development, and evaluation in special education. The commission shall also do the following:

(1) Comment publicly on any rules or regulations proposed by the state regarding the education of individuals with exceptional needs, as defined in Section 56026.

(2) Advise the Superintendent of Public Instruction in developing evaluations and reporting on data to the Secretary of Education in the United States Department of Education under Section 1418 of Title 20 of the United States Code.

(3) Advise the Superintendent of Public Instruction in developing corrective action plans to address findings identified in federal monitoring reports under the Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.).

(4) Advise the Superintendent of Public Instruction and the State Board of Education in developing and implementing policies relating to the coordination of services for individuals with exceptional needs.

(b) The commission shall report to the State Board of Education, the Superintendent of Public Instruction, the Legislature, and the Governor not less than once a year on the following with respect to special education:

(1) Activities enumerated in Section 56100 that are necessary to be undertaken regarding special education for individuals with exceptional needs.

(2) The priorities and procedures utilized in the distribution of federal and state funds.

(3) The unmet educational needs of individuals with exceptional needs within the state.

(4) Recommendations relating to providing better education services to individuals with exceptional needs, including, but not limited to, the development, review, and revision, of the definition of “appropriate” as that term is used in the phrase “free and appropriate public education” for the purposes of the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.).

(c) Commission recommendations or requests shall be transmitted by letter from the commission chairperson to the president of the State Board of Education. Each communication shall be placed on the agenda of the next forthcoming state board meeting in accordance with the announced annual state board agenda cutoff dates. Following the state board meeting, the commission shall be notified by the state board as to what action has been taken on each request. Commission requests shall also be transmitted by letter from the commission chairperson to the Superintendent of Public Instruction, the Governor, and to appropriate Members of the Legislature.

history: (History: Amended by Stats. 1998, Ch. 691, Sec. 6. Effective January 1, 1999.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: As used in this article, “commission” means the Advisory Commission on Special Education. The commission shall also serve as the State Advisory Panel required by paragraph (21) of subdivision (a) of Section 1412 of Title 20 of the United States Code.

history: (History: Amended by Stats. 1998, Ch. 691, Sec. 7. Effective January 1, 1999.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
For purposes of this chapter, the following definitions apply:

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

(b) “Office” means the Office of Civil Rights established pursuant to Section 33801.

history: (History: Added by Stats. 2025, Ch. 428, Sec. 5. (AB 715) Effective January 1, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 5. Office of Civil Rights

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 2. STATE ADMINISTRATION > 20. STATE EDUCATIONAL AGENCIES > 5. Office of Civil Rights


text:
(a) The Office of Civil Rights is hereby established under the administration of the Government Operations Agency.

(b) The Director of the Office of Civil Rights shall be appointed by the Governor and subject to confirmation by the Senate.

(c) The purpose of the office is to work directly with local educational agencies to prevent and address discrimination and bias pursuant to Section 220.

(d) The office shall engage with and seek advice from coordinators established under this chapter on actions implemented by this office.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
The Office of Civil Rights, in consultation with the department, and under the supervision of the Government Operations Agency, shall do all of the following:

(a) Provide education and educational resources to identify and prevent antisemitism and other forms of discrimination and bias, and share relevant laws and regulations with educational state agencies, local educational agencies, and community stakeholders.

(b) Annually submit a report to the Government Operations Agency, the Superintendent, the executive director of the state board, and the Legislature, consistent with Section 9795 of the Government Code, on the state of discrimination and bias in all local educational agencies serving pupils in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive. The report shall include specific information on the type of discrimination or bias against a group protected by Section 220. The report shall be made publicly available on the agency’s internet website.

(c) Recommend strategies to combat discrimination or bias against groups protected by Section 220 in local educational agencies serving pupils in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive, to the department and local educational agencies, including proactive strategies using a restorative justice approach with a focus on repairing harm, fostering empathy, and healing relationships.

(d) (1) Beginning January 1, 2027, annually review a report that the department shall provide to the Office of Civil Rights that includes a summary of all complaints made pursuant to Section 33315 that involve discrimination as defined in Section 220. The summary shall include specific information on the type of discrimination or bias against groups protected by Section 220, any action taken by the department in response to each complaint and the timeline for that action, and the disposition of each complaint.

(2) Advise on subsequent action regarding complaints made pursuant to Section 33315 that involve discrimination as defined in Section 220, including either or both of the following:

(A) Provide advice to the department and the relevant county office of education, if appropriate, to implement corrective actions that may include, but not be limited to, targeted and intensive assistance for teachers, administrators and staff to identify and proactively prevent antisemitism and other forms of discrimination and bias and on restorative justice practices.

(B) Provide technical assistance to teachers, administrators, governing board or body members or other school staff, upon the request of the Superintendent, district superintendent, county superintendent of schools, or the governing board or body of a local educational agency, in order to resolve discrimination issues at schoolsites.

(e) (1) Provide assistance, in consultation with the office of the Attorney General and the department, on proper protocols to respond to discrimination complaints filed pursuant to Section 33315.

(2) Subject to an appropriation by the Legislature for this purpose, the office shall develop a training module, in consultation with the department, the executive director of the state board, and the office of the Attorney General, regarding the appropriate manner to process and resolve discrimination complaints filed pursuant to Section 33315. The training module shall include, but not be limited to, information on timelines, appeals, and protocols regarding the interaction with pupils, parents, and school staff, in resolving complaints in a timely manner.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
It is the intent of the Legislature to enact future legislation to do both of the following:

(a) Establish coordinators to be employed within the office to prevent and address discrimination and bias.

(b) Enact the duties and responsibilities of the coordinators.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) The Office of Civil Rights shall employ the Antisemitism Prevention Coordinator who shall be appointed by the Governor and confirmed by the Senate.

(b) The Antisemitism Prevention Coordinator, in consultation with the department, and under the supervision of the Government Operations Agency, shall do all of the following:

(1) Develop, consult on, and provide antisemitism education to teachers, staff, governing board or body members, administrators, and other local educational agency personnel to identify and proactively prevent antisemitism.

(2) Make recommendations, in coordination with the executive director of the state board, to the Legislature, consistent with Section 9795 of the Government Code, on legislation necessary for the prevention of antisemitism in educational settings.

(3) Engage and advise on the actions taken by the office on issues relating to antisemitism and the Jewish community.

(4) Engage with local educational agencies on the handling of antisemitism.

(5) Beginning September 1, 2027, track and report to the Legislature, consistent with Section 9795 of the Government Code, the executive director of the state board, and the Superintendent complaints and resolutions or lack of resolutions of complaints made pursuant to Section 33315 relating to antisemitism in all local educational agencies serving pupils in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive.

(6) Engage with relevant community stakeholders, as determined by the Antisemitism Prevention Coordinator, in the execution of their duties.

(c) The United States National Strategy to Counter Antisemitism, published by the Biden Administration on May 25, 2023, shall be a basis to inform the Antisemitism Prevention Coordinator on how to identify, respond to, prevent, and counter antisemitism.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The Office of Civil Rights shall employ the Religious Discrimination Prevention Coordinator, who shall be appointed by the Governor and confirmed by the Senate.

history: (History: Added by Stats. 2025, Ch. 429, Sec. 1. (SB 48) Effective January 1, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The Office of Civil Rights shall employ the Race and Ethnicity Discrimination Prevention Coordinator, who shall be appointed by the Governor and confirmed by the Senate.

history: (History: Added by Stats. 2025, Ch. 429, Sec. 2. (SB 48) Effective January 1, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The Office of Civil Rights shall employ the Gender Discrimination Prevention Coordinator, who shall be appointed by the Governor and confirmed by the Senate.

history: (History: Added by Stats. 2025, Ch. 429, Sec. 3. (SB 48) Effective January 1, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The Office of Civil Rights shall employ the LGBTQ Discrimination Prevention Coordinator, who shall be appointed by the Governor and confirmed by the Senate.

history: (History: Added by Stats. 2025, Ch. 429, Sec. 4. (SB 48) Effective January 1, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The reports or summaries required pursuant to this chapter shall not contain any personally identifying information about any individual, and the information in the report shall be sufficiently deidentified to prevent the identification of the individuals involved in the complaint. The underlying data shall be confidential and protected from public disclosure, including disclosure pursuant to the California Public Records Act (Division 10 (commencing with Section 7920.000) of Title 1 of the Government Code), except that the information may be disclosable to the same extent as the data was disclosable by the entity that collected the data.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) The first governing board of any new school district shall, at the first meeting of the governing board or as soon as practicable thereafter, name the school district.

(b) The name of an elementary school district shall be in the form of “____ District” (using the name of the district). The name of an elementary school district shall not include a number.

(c) The name of a unified school district shall be in the form of “____ Unified School District” (using the name of the district). A number shall not be used as a part of the designation of any unified school district.

history: (History: Amended by Stats. 2018, Ch. 507, Sec. 6. (SB 816) Effective January 1, 2019.)

division: 3. LOCAL ADMINISTRATION

part: 21. LOCAL EDUCATIONAL AGENCIES

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 1. School Districts

article: 1. Naming

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 3. LOCAL ADMINISTRATION > 21. LOCAL EDUCATIONAL AGENCIES > 1. School Districts > 1. Naming


text:
(a) Whenever a petition is presented to the governing board of a school district, signed by at least 15 qualified electors of that school district, asking that the name of the district be changed and stating the new name requested, the governing board shall designate a day upon which it will act upon the petition, which shall not be less than 10 days nor more than 40 days after the receipt of the petition.

The governing board shall give or cause to be given notice to all parties interested by publication in a newspaper published within the school district, or, if there is none, in any newspaper published in the county, of the time set for the hearing of the petition. The notice shall be published at least twice before the day set for hearing. At the hearing the board shall by resolution either grant or deny the petition, and, if granted, shall notify the county superintendent of schools of the change of the name of the district. The board shall also certify the name change to the county elections official of each county in which any part of the school district is situated. The name change shall also be entered in the records of the governing board.

(b) As an alternative to the procedures set forth in subdivision (a), a petition may be presented to the superintendent of schools having jurisdiction of any high school district signed by at least two-thirds of the members of the governing board of the high school district asking that the name of the district be changed and stating the new name desired. The procedure shall thereafter be the same as is provided for electors’ petitions in subdivision (a).

history: (History: Amended by Stats. 2002, Ch. 221, Sec. 13. Effective January 1, 2003.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 1. Naming


text: Notwithstanding Section 35001, the Richmond Unified School District is hereby renamed and shall be known as the “West Contra Costa Unified School District.”

history: (History: Added by Stats. 1993, Ch. 57, Sec. 3. Effective June 30, 1993.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 1. Naming


text:
(a) Every school district shall be under the control of a board of school trustees or a board of education.

(b) The governing board of each school district shall prescribe and enforce rules not inconsistent with law, or with the rules prescribed by the State Board of Education, for its own government.

history: (History: Repealed and added by Stats. 1987, Ch. 1452, Sec. 182.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 2. General Provisions

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 3. LOCAL ADMINISTRATION > 21. LOCAL EDUCATIONAL AGENCIES > 1. School Districts > 2. General Provisions


text:
(a) Except as otherwise provided, the governing board of a school district shall consist of five regular members elected at large by the qualified voters of the school district. The terms of the regular members shall, except as otherwise provided, be for four years and staggered so that as nearly as practicable one-half of the regular members shall be elected in each odd-numbered year.

(b) A unified school district may have a governing board of seven regular members if the proposal for unification has specified a governing board of seven regular members. The regular members of the governing board of a unified school district shall be elected at large or by trustee areas as designated in the proposal for unification and shall serve four-year terms of office.

(c) Notwithstanding subdivision (a), and except as provided in this subdivision and Section 5018, the governing board of an elementary school district other than a union or joint union elementary school district shall consist of three regular members selected at large from the territory comprising the school district. Whenever, in any such elementary school district, the average daily attendance during the preceding fiscal year is 300 or more, the procedures prescribed by Section 5018 shall be undertaken.

(d) (1) There may be submitted to the governing board of a school district maintaining one or more high schools a pupil petition requesting the governing board to appoint one or more pupil members to the governing board pursuant to this section.

(2) The petition shall contain the signatures of either (A) not less than 500 pupils regularly enrolled in high schools of the school district, or (B) not less than 10 percent of the number of pupils regularly enrolled in high schools of the school district, whichever is less. Each fiscal year, and within 60 days of receipt of a petition for pupil representation, or at its next regularly scheduled meeting if no meeting is held within those 60 days, the governing board of a school district shall order the inclusion within the membership of the governing board, in addition to the number of regular members otherwise prescribed, at least one pupil member. The governing board of a school district may order the inclusion of more than one pupil member.

(3) Upon receipt of a petition for pupil representation, the governing board of a school district shall, commencing July 1, 1976, and each year thereafter, order the inclusion within the membership of the governing board, in addition to the number of regular members otherwise prescribed, at least one pupil member. The governing board of a school district may order the inclusion of more than one pupil member. The governing board of a school district may appoint a pupil to serve as an alternate pupil member who would fulfill all duties and have the same rights as a pupil member if the governing board of a school district determines the pupil member is not fulfilling their duties. If the governing board of a school district appoints an alternate pupil member, the governing board shall suspend the prior pupil member’s rights and privileges related to service on the governing board.

(4) (A) A pupil member of the governing board of a school district shall have preferential voting rights.

(B) Preferential voting, as used in this section, means a formal expression of opinion that is recorded in the minutes and cast before the official vote of the governing board of the school district. A preferential vote shall not serve in determining the final numerical outcome of a vote. No preferential vote shall be solicited on matters subject to closed session discussion.

(5) The governing board of the school district may adopt a resolution authorizing the pupil member or members to make motions that may be acted upon by the governing board, except on matters dealing with employer-employee relations pursuant to Chapter 10.7 (commencing with Section 3540) of Division 4 of Title 1 of the Government Code.

(6) (A) Each pupil member shall have the right to attend each and all meetings of the governing board of the school district, except closed sessions.

(B) (i) Each pupil member shall be appointed to subcommittees of the governing board in the same manner as regular members.

(ii) Each pupil member shall be made aware of the time commitment required to participate in subcommittee meetings and work, and may decline an appointment to a subcommittee.

(iii) Subcommittee meetings may be scheduled in accordance with the availability of all members, including each pupil member.

(7) Any pupil selected to serve as a pupil member of the governing board of a school district shall be enrolled in a high school of the school district, may be less than 18 years of age, and shall be chosen by the pupils enrolled in the high school or high schools of the school district in accordance with policies and procedures prescribed by the governing board. The term of a pupil member shall be one year, commencing on July 1 of each year, except that the term of a pupil member may be adjusted only in cases where a vacancy occurs or to provide more pupils with an opportunity to serve on the governing board.

(8) A pupil member shall be entitled to the mileage allowance to the same extent as regular members, and may receive compensation as specified in subdivision (f) of Section 35120.

(9) (A) A pupil member shall be seated with the regular members of the governing board of the school district, and shall be recognized as a full member of the governing board at the meetings, including receiving all open meeting materials presented to the regular members at the same time the materials are presented to the regular members, being invited to staff briefings of regular members or being provided a separate staff briefing within the same timeframe as the staff briefing of regular members, being invited to attend other functions of the governing board of the school district, such as forums, meetings with pupils and parents, and other general assemblies, and participating in the questioning of witnesses and the discussion of issues.

(B) A pupil member shall also receive all materials received by regular members between open meetings, except for materials that pertain to closed session items.

(C) (i) The governing board of the school district may authorize the pupil member or members to make restorative justice recommendations that may be considered by the governing board of the school district in closed session expulsion hearings. If the governing board of the school district authorizes pupil recommendations in expulsion hearings, then notwithstanding subparagraph (B), the governing board of the school district shall disclose limited case information that pertains to closed session items to the pupil member or members to allow the pupil member or members to make those recommendations.

(ii) Disclosure of case information to the pupil member or members pursuant to clause (i) shall be conditioned on the voluntary, written consent of the pupil who is subject to the expulsion hearing and the pupil’s parent or guardian, and shall be consistent with federal and state privacy laws, including, but not limited to, the federal Family Educational Rights and Privacy Act of 2001 (20 U.S.C. Sec. 1232g) and any implementing federal regulations.

(10) The pupil member shall not be included in determining the vote required to carry any measure before the governing board of the school district.

(11) The pupil member shall not be liable for any acts of the governing board of the school district.

(12) A majority vote of all voting regular members shall be required to approve a motion to eliminate the pupil member position from the governing board of a school district. The motion shall be listed as a public agenda item for a meeting of the governing board before the motion being voted upon.

(e) Pupil members shall not be considered members of a legislative body of a local agency for purposes of the Ralph M. Brown Act (Chapter 9 (commencing with Section 54950) of Part 1 of Division 2 of Title 5 of the Government Code).

(f) As used in this section, the following definitions apply:

(1) “Pupil member” means a pupil board member appointed pursuant to subdivision (d).

(2) “Regular member” means a board member elected or selected pursuant to subdivisions (a) to (c), inclusive.

history: (History: Amended by Stats. 2024, Ch. 327, Sec. 1. (SB 1445) Effective January 1, 2025.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 2. General Provisions


text: The governing board of each school district shall fix and prescribe the duties to be performed by all persons in public school service in the school district.

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

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 3. LOCAL ADMINISTRATION > 21. LOCAL EDUCATIONAL AGENCIES > 1. School Districts > 3. Officers and Agents


text:
(a) Notwithstanding any other law, any person, except a person required to register as a sex offender pursuant to Section 290 of the Penal Code, may be permitted by the governing board of any school district to perform the duties specified in Section 44814 or 44815, or to serve as a nonteaching volunteer aide under the immediate supervision and direction of the certificated personnel of the district to perform noninstructional work which serves to assist the certificated personnel in performance of teaching and administrative responsibilities. With respect to this noninstructional work, the nonteaching volunteer aide shall serve without compensation of any type or other benefits accorded to employees of the district, except as provided in Section 3364.5 of the Labor Code.

(b) No district may abolish any of its classified positions and utilize volunteer aides, as authorized herein, in lieu of classified employees who are laid off as a result of the abolition of a position. A district shall not refuse to employ a person in a vacant classified position and use volunteer aides in lieu of filling the classified position.

(c) It is the intent of the Legislature to permit school districts to use volunteer aides to enhance its educational program but not to permit displacement of classified employees nor to allow districts to utilize volunteers in lieu of normal employee requirements.

history: (History: Amended by Stats. 2001, Ch. 40, Sec. 1. Effective January 1, 2002.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text: A school district or county office of education may request that a local law enforcement agency conduct an automated records check of a prospective nonteaching volunteer aide in order to ascertain whether the prospective nonteaching volunteer aide has been convicted of any sex offense as defined in Section 44010. A plea or verdict of guilty, a finding of guilt by a court in a trial without jury, or a conviction following a plea of nolo contendere shall be deemed to be a conviction within the meaning of this section. If the local law enforcement agency agrees to provide that automated records check, the results therefrom shall be returned to the requesting district or county office of education within 72 hours of the written request. A local law enforcement agency may charge a fee to the requesting agency not to exceed the actual expense to the law enforcement agency.

history: (History: Added by Stats. 1994, Ch. 1021, Sec. 1. Effective January 1, 1995.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text:
(a) When a school district or county office of education pursuant to Section 11105.3 of the Penal Code requests from the Department of Justice records involving criminal offenses committed by a prospective volunteer, the school district or county office of education may request that the Department of Justice provide subsequent arrest notification service pursuant to Section 11105.2 of the Penal Code. The Department of Justice shall comply with a request made pursuant to this section.

(b) This section also applies to a person, firm, association, partnership, or corporation offering or conducting private school instruction on the elementary or high school level that requests, pursuant to Section 11105.3 of the Penal Code, records involving criminal offenses committed by a prospective volunteer.

history: (History: Added by Stats. 1999, Ch. 476, Sec. 1. Effective January 1, 2000.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text:
(a) A school district or a county office of education may establish a registry of volunteer after school physical recreation instructors and other before and after school program volunteers.

(b) (1) To be included on a registry established pursuant to this section, a prospective registrant shall submit to a criminal background check pursuant to Section 45125. The prospective registrant shall also submit current contact information to the school district or county office maintaining the registry and shall update that information whenever the information changes.

(2) A school, school district, or county office of education may contribute funds to pay for all or part of the cost of a criminal background check required of a prospective registrant pursuant to paragraph (1).

(c) A school district or county office maintaining a registry may impose other requirements on prospective registrants, including, but not limited to, certification in cardiopulmonary resuscitation.

(d) Upon approval of the person acting as the coordinator of, or overseeing, the after school activities of the school, a school under the jurisdiction of a school district or county office of education maintaining a registry may allow a volunteer registered with the school district or county office to provide instruction in physical recreation to pupils after school hours or provide other services.

(e) This section does not require a school district or county office of education to establish or maintain a registry and does not require a school to use a volunteer from a registry to provide instruction in physical recreation to pupils after school hours or provide other services.

(f) Instruction in physical recreation provided to a pupil by a volunteer pursuant to subdivision (d) shall not be counted toward satisfaction of either the physical education course requirements for graduation from high school pursuant to Section 51225.3 or the number of minutes of instruction in physical education required pursuant to Section 51210, 51222, or 51223, as applicable.

history: (History: Amended by Stats. 2008, Ch. 179, Sec. 44. Effective January 1, 2009.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text:
(a) The governing board of a school district may establish a school police reserve officer corps to supplement a police department established pursuant to Section 38000. Any person deputized by a school district as a school police reserve officer shall complete the training prescribed by Section 832.2 of the Penal Code.

(b) It is the intent of the Legislature to allow school districts to use volunteer school police reserve officers to the extent necessary to provide a safe and secure school environment.

history: (History: Amended by Stats. 2003, Ch. 292, Sec. 1. Effective January 1, 2004.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text: Every school district governing board consisting of five or more members shall, at its initial meeting and at each annual meeting, elect a president from among its members.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text: The governing board of each school district of every kind or class shall annually at its initial meeting select one of its members as its representative who shall have one vote for each member to be elected to the county committee provided by Article 1 (commencing with Section 4000) of Chapter 1 of Part 3. The secretary or clerk of the district shall furnish the county superintendent of schools with a certificate naming the representative selected by the board.

history: (History: Amended by Stats. 1987, Ch. 1452, Sec. 183.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text: The governing board of any school district may appoint an executive committee. In the case of a governing board which has appointed a clerk, the committee shall consist of the president, the clerk, and one other member of the board. In the case of a governing board which has not appointed a clerk the committee shall consist of the president and two members of the board. The committee shall attend to the routine business of the board. Its action shall be reported to the board for ratification at its first meeting ensuing.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text: The governing board of any school district may employ a person not a member of the board to act as secretary and bookkeeper for the board, and may delegate to such secretary the duties prescribed in paragraphs (a) and (c) of Section 35250.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text: The governing board of any school district employing eight or more teachers may employ a district superintendent for one or more schools and may delegate to the district superintendent any of the duties provided for in Section 35250.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text: A person shall not be eligible to hold a position as city superintendent, district superintendent, deputy superintendent, associate superintendent, or assistant superintendent of schools unless the person is the holder of both a valid school administration certificate and a valid teacher’s certificate, unless the person is employed as a deputy, associate, or assistant superintendent in a purely clerical capacity.

history: (History: Amended by Stats. 2021, Ch. 666, Sec. 23. (AB 486) Effective January 1, 2022.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text:
A local governing board may waive any credential requirement for the chief administrative officer of the school district under its jurisdiction. Any individual serving as the chief administrative officer of a school district who does not hold a credential may be required by the local governing board to pursue a program of in-service training conducted pursuant to guidelines approved by the commission.

No individual serving as the chief administrative officer of a school district shall be subject to the provisions of the merit system specified in Article 6 (commencing with Section 45240) of Chapter 5 of Part 25 of this division or any other similar merit system.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text: Notwithstanding Section 35029, a local governing board shall not hire an individual for the position of chief administrative officer of the school district under its jurisdiction whose credential has been revoked by the Commission on Teacher Credentialing pursuant to Sections 44421 to 44427, inclusive.

history: (History: Added by Stats. 2001, Ch. 135, Sec. 2. Effective July 31, 2001.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text: No governing board or county superintendent of schools shall affix the title of deputy, associate or assistant superintendent to any position not defined by this code as a position requiring certification qualifications or which does not qualify under the provisions of Section 44065 as a position requiring certification qualifications; except that any such title may be assigned to the position of business manager or a related business position but such position shall not, if so designated, be deemed to be a position requiring certification qualifications nor shall the employee be deemed to be a certificated employee.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text:
Any district superintendent of schools, or deputy, associate, or assistant superintendent of schools, may be elected for a term of no more than four years. The governing board of any school district, with the consent of the employee concerned, may at any time terminate, effective on the next succeeding first day of July, the term of employment of, and any contract of employment with, the superintendent of schools, or any associate, deputy, or assistant superintendent of schools of the district, and reelect or reemploy the employee, on those terms and conditions as may be mutually agreed upon by the board and the employee, for a new term to commence on the effective date of the termination of the existing term of employment. In the event the governing board of a school district determines the superintendent of schools of the district, or deputy, associate, or assistant superintendent of schools, or employee in the senior management of the classified service is not to be reelected or reemployed as such upon the expiration of his or her term, he or she shall be given written notice thereof by the governing board at least 45 days in advance of the expiration of his or her term. In the event the governing board of a district fails to reelect or reemploy the superintendent of schools of the district, or deputy, associate, or assistant superintendent of schools, or employee in the senior management of the classified service as such and the written notice herein provided for has not been given, he or she shall be deemed reelected for a term of the same length as the one completed, and under the same terms and conditions and with the same compensation.

The notice requirements of Section 44951 shall not apply to persons to whom this section applies.

history: (History: Amended by Stats. 1987, Ch. 1452, Sec. 184.5.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text: Notwithstanding Section 35031, the governing board of a school district may at any time during any school year increase the salaries of any district superintendent of schools and deputy, associate, or assistant superintendent of schools without terminating the term of employment of, and reelecting or reemploying, such employee and such increase may be effective on any date ordered by the governing board.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents


text: If a unified school district is formed pursuant to Chapter 2 (commencing with Section 4200) of Part 3, of Division 1 of Title 1 to include all the territory of one or more elementary school districts, the governing board of the unified district may elect and reelect as district superintendent of schools of the unified district, or as deputy, associate, or assistant superintendent of schools of the unified district, for a four-year term, a person employed as district superintendent of schools of one of such elementary school districts at the time of the formation of the unified school district. The person may perform service in the position for the unified district for the term to which he is elected or reelected without possessing the certification document otherwise required if he has served continuously as district superintendent of the elementary district for at least 10 years prior to the formation of the unified district and if he is elected as district superintendent of schools of the unified district or as deputy, associate or assistant superintendent of schools of the unified district pursuant to this section.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

article: 3. Officers and Agents