Bill Text: CA AB2555 | 2013-2014 | Regular Session | Amended
Bill Title: Cradle-to-career initiatives: plan.
Spectrum: Partisan Bill (Democrat 3-0)
Status: (Introduced - Dead) 2014-05-23 - In committee: Set, second hearing. Held under submission. [AB2555 Detail]
Download: California-2013-AB2555-Amended.html
BILL NUMBER: AB 2555 AMENDED
BILL TEXT
AMENDED IN ASSEMBLY APRIL 23, 2014
INTRODUCED BY Assembly Member Bocanegra
( Coauthors: Assembly Members
Ian Calderon and Jones-Sawyer )
FEBRUARY 21, 2014
An act to add and repeal Section 33134
of to the Education Code, relating to
cradle-to-career initiatives.
LEGISLATIVE COUNSEL'S DIGEST
AB 2555, as amended, Bocanegra. Cradle-to-career initiatives:
report. plan.
Existing law establishes the Superintendent of Public Instruction
and requires the Superintendent to develop, and submit to the State
Board of Education for approval, information to strengthen and
promote the opportunities for quality involvement by parents and
guardians in schoolsite councils.
This bill would require the Superintendent, in
conjunction collaboration with specified
entities, to develop a report exploring the feasibility of
establishing and expanding cradle-to-career initiatives that are
collective-impact strategies containing specified tenets.
5-year plan for expanding cradle-t o-career
initiatives throughout the state. The bill would require the 5-year
plan to include certain things, including a description of the
components of effective cradle-to-career initiatives, and
recommendations, as specified. The bill would require the
Superintendent to provide the Legislature with an interim
status report by July 1, 2016, and to submit the plan
to the Legislature a final report by
December 1, 2016. The bill would repeal these provisions on
January 1, 2021. The bill would make specified
findings and declarations.
Vote: majority. Appropriation: no. Fiscal committee: yes.
State-mandated local program: no.
THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:
SECTION 1. The Legislature finds and declares all
of the following:
(a) All children throughout California, regardless of their
families' socioeconomic, English learner, or special education
status, or the neighborhoods in which they reside, deserve access to
a high-quality education, health services, and social services that
will prepare them to succeed in college and in their careers, and
that will allow them to become productive citizens contributing to
the wealth of our cities, state, and nation.
(b) Many children living in California's most distressed
communities lack access to opportunities that will ensure adequate
academic, social, and physical and mental health preparation to
achieve success and help end family and neighborhood poverty.
(c) Innovative and comprehensive approaches to break the cycle of
poverty are necessary for creating opportunities for children to
succeed and ultimately help turn around poor neighborhoods.
(d) Long-term investments in underserved children's academic,
social, and health development and the strengthening of a system of
family and community support shared by various stakeholders are also
needed to sustain the future of our communities.
(e) The Harlem Children's Zone in New York City has demonstrated
the lasting benefit of developing a network of support services to
revitalize an entire community by focusing on the educational,
social, and physical and mental health of children.
(f) The federal Promise Neighborhoods Initiative, inspired by the
Harlem Children's Zone, seeks to develop a cradle-to-career pipeline
of support services in specific neighborhoods that will transform
communities.
(g) Of 78 California communities that applied for a federal
Promise Neighborhoods Initiative grant, eight communities were
selected to receive planning or implementation grants.
(h) Many of the communities that were not selected to receive a
federal Promise Neighborhoods Initiative grant continue to work on
developing community plans because cross-community planning provides
lasting benefits in aligning and maximizing community resources.
(i) Many full-service community schools are currently operating in
California, and hundreds of California schools have implemented
components of community schools, such as 226 school-based health
centers, robust afterschool programs, and other community
partnerships that support children and families.
(j) Integrated support services programs represent a proven
pupil-centric approach focused on promoting academic success by
coordinating support services. These programs serve 1,500,000 pupils
nationwide and a recent Child Trends report found that in the Los
Angeles Unified School District, these programs showed 99 percent
retention of potential dropouts, propelled 96 percent of eligible
high school seniors to graduation, and successfully helped 97 percent
of pupils continue to the next grade.
(k) Establishing a network of services to serve families breaks
down many unnecessary barriers in the effective delivery of programs
and services.
(l) The alignment of local, state, and federal resources can
maximize existing funds and better serve specific communities.
SECTION 1. SEC. 2. Section 33134 is
added to the Education Code, to read:
33134. (a) The Superintendent, in conjunction
collaboration with the State Department of Social
Services, the Employment Development Department, the California
Health and Human Services Agency, the Business, Consumer Services,
and Housing Agency, the Department of Transportation, the California
Children and Families Commission, the Chancellor of the California
Community Colleges, the Chancellor of the California State
University, the President of the University of California, the
California Workforce Investment Board, the
Department of Parks and Recreation, teacher organizations, chambers
of commerce, industry representatives, research centers, parent
organizations, school administrators, representatives of
regional occupational centers and programs, community-based
organizations, labor organizations, and other interested parties
deemed appropriate by the Superintendent, shall develop a
report that explores the feasibility of establishing and expanding
cradle-to-career initiatives that are collective-impact strategies
with all of the following tenets: five-year plan for
expanding cradle-to-career initiatives throughout the state.
(1) Aligning local, state, federal, and private resources to
maximize existing dollars and better serve children and their
families.
(2) Focusing coordinated efforts in one geographic location to
target a specific scope of children and their families.
(3) Sharing a focus on pupil success and mobilizing senior
community leaders around a policy, program, and quality-improvement
agenda.
(4) Providing for partnerships among schools, government, and
community-based organizations.
(5) Providing for collaborative leadership structures that play an
essential function in the alignment of planning, resource
development, and implementation at both the school and community
levels.
(6) Coordinating improvements across multiple sectors, such as
housing, education, employment, transportation, and health.
(7) Selecting and targeting research-informed milestones, such as
kindergarten readiness, third grade reading levels, and high school
graduation rates, and focusing on the collective effort of partners
in attaining these goals.
(8) Providing for a results-driven focus on improving the
educational and life outcomes of children, both to ensure brighter
futures for young people and to create healthier, safer neighborhoods
with greater access to employment opportunities.
(9) Using the principles of equity and academic excellence to
drive the initiative to meet the needs of all pupils, including those
pupils identified as vulnerable to social disconnection and dropping
out of school.
(10) Reflecting local employment opportunities, needs, and
objectives with input from, and coordination with, residents,
community leaders, and local institutions.
(b) In developing the cradle-to-career initiatives, the
Superintendent shall consider approaches that include, but are not
limited to, community schools, promise neighborhoods, and healthy
communities efforts in the state.
(c) The report shall include all of the following components:
(1) Methods for developing and sharing models of cradle-to-career
initiatives.
(2) Strategies for effective implementation of the
cradle-to-career initiatives.
(3) Recommendations for supporting regional coalitions in planning
and developing the cradle-to-career initiatives.
(b) The five-year plan shall include all of the following:
(1) A description of the components of effective cradle-to-career
initiatives.
(2) Identification of successful models of cradle-to-career
initiatives, including measurements of their impacts.
(3) Strategies for effective implementation of cradle-to-career
initiatives, including how the initiatives can be coordinated with
local control and accountability plans.
(4) Methods for developing and sustaining cradle-to-career
initiatives, including, but not limited to, all of the following:
(A) Leveraging existing funding and services.
(B) Providing incentives for collaboration.
(C) Identifying new funding opportunities.
(D) Providing technical support.
(E) Developing greater connectivity between state entities.
(F) Evaluating success.
(5) Recommendations for supporting regional coalitions in planning
and developing cradle-to-career initiatives.
(6) Recommendations for ensuring that the state's most distressed
neighborhoods and communities are prioritized in the expansion of
cradle-to-career initiatives.
(7) A five-year timeline for implementing the recommendations.
(c) (1) For purposes of this section, cradle-to-career initiatives
include, but are not limited to, collaborative school and community
programs and services that align local, state, federal, and private
resources and that focus on the following objectives:
(A) Ensuring that children are healthy.
(B) Increasing the learning opportunities and academic achievement
of all pupils.
(C) Strengthening family structures.
(D) Establishing safe neighborhoods.
(E) Expanding college and career opportunities.
(2) Cradle-to-career initiatives in the state also include, but
are not limited to, full-service community centers, promise
neighborhoods, wraparound programs, school-based health centers, and
healthy community efforts.
(d) (1) The Superintendent shall, upon appropriation by the
Legislature, Legislature for purposes of this
section, use state and federal funds ,
or federal funds, or both, to implement this section.
(2) To the extent that funding pursuant to paragraph (1)
is insufficient, the The Superintendent may
apply for and accept grants, and receive donations and other
financial support from public or private sources for purposes of
this section .
(e) On or before July 1, 2016, the Superintendent shall, pursuant
to Section 9795 of the Government Code, report to the Legislature on
the status of completing the report.
(f)
(e) On or before December 1, 2016, the Superintendent
shall, pursuant to Section 9795 of the Government Code, submit
a final report the plan developed
pursuant to subdivision (a) with recommendations
to the Legislature.
(g) Pursuant to Section 10231.5 of the Government Code, this
section shall become inoperative on December 1, 2020, and, as of
January 1, 2021, is repealed, unless a later enacted statute, that
becomes operative on or before January 1, 2021, deletes or extends
the dates on which it becomes inoperative and is repealed.
