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AB-1196 Community schools: California Community Schools Act.(2019-2020)

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Date Published: 04/30/2019 08:55 AM
AB1196:v97#DOCUMENT

Amended  IN  Assembly  April 29, 2019
Amended  IN  Assembly  March 26, 2019

CALIFORNIA LEGISLATURE— 2019–2020 REGULAR SESSION

Assembly Bill
No. 1196


Introduced by Assembly Member Gipson
(Coauthor: Assembly Member Luz Rivas)

February 21, 2019


An act to add Chapter 11 (commencing with Section 9100) to Part 6 of Division 1 of Title 1 of the Education Code, relating to community schools.


LEGISLATIVE COUNSEL'S DIGEST


AB 1196, as amended, Gipson. Community schools: California Community Schools Act.

(1)

Existing law authorizes a county board of education to establish and maintain one or more county community schools, and authorizes a county board of education to enroll certain pupils in county community schools.
This bill would establish the California Community Schools Act, which would require the State Department of Education to make 3-year grants available to qualified schools to plan and operate community schools. applicant school districts, county offices of education, and charter schools to plan and operate California Community Schools under the program, as provided. The bill would require the department to establish an Office of Community Schools to oversee the community schools program. The bill would require the department to provide technical assistance to planning grant recipients and would allocate an unspecified amount to the department for that purpose, subject to appropriation of those funds by the Legislature in the annual Budget Act or another statute. The bill would require the department to award community school planning grants of an unspecified amount to schools for planning relating to the development of a community school plan, as described, and to award community school operational grants of an unspecified amount per year for 5 years to participating schools following the approval of a community school plan, as specified. The bill would require a planning a grant recipient to establish a community school leadership team and hire a community school coordinator, and would require the community school coordinator, in collaboration with the community school leadership team and others, to conduct a baseline analysis of assets and needs and assets assessment at the schoolsite. schoolsite and to develop a community school plan within prescribed timeframes. The bill would require a planning grant recipient participating eligible school to first submit the community school plan to the governing board of its school district or body of the local educational agency for approval before submitting the community school plan to the department for approval. To the extent the bill imposes additional duties on school districts, the bill would impose a state-mandated local program. The bill would require a participating school community school coordinator, in consultation with the community school leadership team, to submit a report to the department that includes specified information relating to the implementation and effectiveness of the community school plan, and would require the department to evaluate the participating school’s report in accordance with specified criteria. the governing board or body of the local educational agency and to the department that describes efforts to integrate community school programming at the participating eligible school and the impact of the transition to a community school on participating pupils and adults. The bill would require the department, no later than August 30 after the first year of operation and each year thereafter, 18 months after the completion of the 3-year grant program, to report to the Governor and the Legislature an evaluation on the impact of the community school program. act and the grant program to the Department of Finance, the relevant policy and fiscal committees of the Legislature, and the Legislative Analyst. The bill would provide that the act shall be implemented only if funds are appropriated for its purposes by the Legislature in the annual Budget Act or another statute.

(2)The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.

This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.

Vote: MAJORITY   Appropriation: NO   Fiscal Committee: YES   Local Program: YESNO  

The people of the State of California do enact as follows:


SECTION 1.

 This act shall be known, and may be cited, as the California Community Schools Act.

SEC. 2.

 The Legislature finds and declares all of the following:
(a) Too many children, particularly children of color and socioeconomically disadvantaged children, attend schools that are persistently struggling to achieve the outcomes stakeholders desire. In order to ensure high-quality educational opportunities and improved educational outcomes for all pupils, the state must invest in approaches that are supported by research and consistent with best practices in the field.
(b) Poverty limits educational opportunities and the well-being of children. Studies demonstrate that the results of poverty negatively impact, at a minimum, the following areas: physical health outcomes, cognitive outcomes, school achievement outcomes, emotional or behavioral outcomes, youth employment, and food security. A school’s core mission to educate children is profoundly dependent on ameliorating the symptoms of poverty. Community schools are an effective strategy to combat the consequences of poverty and provide all children with an opportunity to thrive.
(c) High-quality and equitable education is a long-term public safety strategy. Measures to reduce school dropout rates, increase access to health and mental health services, and improve employment prospects are proven alternatives to expensive and often inhumane attempts to reduce crime via criminalization and incarceration. Studies show that a 10-percent increase in the high school graduation rate leads to a 9.4-percent reduction in the crime rate. This effect may also be multiplied, as an increase in the high school graduation rate will also lead to an increase in real wages and lower unemployment rates.
(d) The Legislature can drive dramatic improvements in public education, public safety, and pupil health and achievement by creating opportunities for school districts, schools, and community partners to collaborate in the planning and operation of community schools and by creating pathways for parents, teachers, other school staff, and members of the broader community to engage meaningfully in these processes.

SEC. 3.

 Chapter 11 (commencing with Section 9100) is added to Part 6 of Division 1 of Title 1 of the Education Code, to read:
CHAPTER  11. California Community Schools

9100.
 A California Community School is a public school that serves children in kindergarten or any of grades one to twelve, inclusive, and that includes all of the following elements:
(a) A curriculum that is engaging, culturally relevant, and challenging, including a robust selection of classes and expanded learning programs.
(b) An emphasis on high-quality teaching.
(c) Integrated pupil supports that address out-of-school barriers to learning for all pupils and facilitate inclusion for pupils with exceptional needs and English learners through partnerships with social and health service agencies and culturally-competent providers, coordinated by a community school coordinator. These supports may include, but are not limited to, medical, dental, vision, and mental health care, or counselors to assist with housing, transportation, nutrition, immigration, or criminal justice issues.
(d) An emphasis on positive discipline practices, such as restorative justice and social and emotional learning supports, so each pupil can grow and contribute to the school and community. Suspensions and harsh punishments are eliminated or greatly reduced in these schools under those practices.
(e) Promotion of family and community engagement to facilitate effective involvement in planning and decisionmaking and effective home-to-school communication.
(f) Collaborative leadership and practices that emphasize positive discipline practices and high-quality teaching, and build a culture of professional learning, collective trust, and shared responsibility, including a community school leadership team, a community school coordinator, and other staff to ensure the effective functioning of the community school.

9101.
 For purposes of this chapter, the following definitions apply:
(a) “Applicant” means a local educational agency that applies to plan and operate at least one eligible school.
(b) “Community partner” means a community stakeholder, including, but not limited to, early learning programs, the business community, health care and social services and social services providers, civil rights organizations, civic engagement organizations, advocacy groups, local civic and community-based organizations, local governmental agencies, and postsecondary educational institutions.
(c) “Community school” means a California Community School described in Section 9100.
(d) “Community school coordinator” means a person who is a staff member serving one eligible school who is responsible for the implementation and coordination of the community school plan, including arranging for the provisions of services and programs that meet school and community needs.
(e) “Community school leadership team” means a school-level team established or maintained to assess that school’s needs, develop its goals, select programming and services, and implement the community school program at the school.
(f) “Eligible school” means a school in a school district or county office of education, or a charter school that serves pupils in kindergarten, or any of grades one to twelve, inclusive, that is identified for differentiated assistance pursuant to subdivision (c) of Section 52071.
(g) “Local educational agency” means a school district, county office of education, or charter school.
(h) “Numerically significant pupil subgroup” has the same meaning as defined in Section 52052.
(i) “Planning grant recipient” means a school that has been awarded a community school planning grant pursuant to Section 9102.
(j) “Program” means the community schools grant program established pursuant to this chapter.

9102.
 (a) The department shall monitor and oversee the community schools grant program, which is hereby created.
(b) (1) The department shall make community school grants available to applicants under the program to plan and operate community schools. The grants shall be based on pupil enrollment. Funded applicants may receive up to a specified amount per year per pupil enrolled in the local educational agency, for a three-year grant period, with the per pupil amounts as well as the minimum and maximum grants to be established by the department. The department shall use a request for proposal process and proposals shall be evaluated and scored on the basis of criteria established by the department that are consistent with this chapter.
(2) A proposal may be submitted by a local educational agency on behalf of a school within its jurisdiction that the local educational agency determines is an eligible school that would benefit from the community school program.
(3) A local educational agency that receives a grant shall provide a local match equal to at least 20 percent of the total grant award. This local contribution may be contributed by local partners.
(c) The department may use up to 1 percent of the total grant funds to support the implementation of the program, including providing technical advice and support to applicants, subject to appropriation for this purpose by the Legislature in the annual Budget Act or another statute. Technical assistance may be provided by the department directly or by a nonprofit organization with demonstrated experience with community schools planning.
(d) The department shall establish and enforce a policy prohibiting discrimination on the basis of race, national origin, religion, sex, disability, sexual orientation, gender expression or identity, housing status, or immigration status in the development and administration of community school programming.
(e) A local educational agency receiving funding under the program shall hire a community school coordinator. The community school coordinator shall do all of the following:
(1) Serve as a member of the community school leadership team.
(2) Work collaboratively with school leadership and the community school leadership team, established pursuant to subdivision (f).
(3) Serve as the lead for the needs and asset assessment and community school plan.
(f) (1) A local educational agency receiving funding under the program shall establish a community school leadership team for each of the participating eligible schools to assess that school’s needs, develop its goals, select programming and services, and implement the community school program at the school. The community school leadership team shall include a balanced representation of parents or guardians, teachers, school staff, and community members. The team shall also include the school’s principal, the community school coordinator, representatives of relevant nonprofit organizations that serve the school, and, for schools serving pupils in grades nine to twelve, inclusive, pupils at the school. The team leader shall be selected by the membership of the team.
(2) A school may choose to have its schoolsite council, established pursuant to Sections 64001 and 65000, assume the roles and responsibilities of the community school leadership team if it otherwise conforms to the requirements of paragraph (1).

9103.
 (a) Within six months of receiving initial funding under the program, the participating eligible school shall complete a needs and assets assessment that includes all of the following:
(1) Pupil demographic, academic achievement, graduation rates, chronic absenteeism, and school climate data, including suspension and expulsion rates. When possible, these data shall be disaggregated by numerically significant pupil subgroups.
(2) Access to, and need for, integrated pupil supports to meet pupils’ academic as well as social, emotional, and physical health needs.
(3) Access to, and need for, expanded and enriched learning time.
(4) Access to, and need for, family and community engagement activities.
(5) School funding information, including federal, state, local, and philanthropic or other private education funding, and per-pupil spending.
(6) Information on the number, qualifications, and stability of school staff, including the number and percentage of fully certificated teachers and rates of teacher turnover.
(7) Opportunities for partnerships with systems-level and community entities, which may include, but are not limited to, government agencies, nonprofit organizations, community and neighborhood associations, community-based institutions, hospitals, museums, businesses, or postsecondary educational institutions, including teacher preparation institutions.
(8) Community climate indicators, which may include, but are not limited to, housing instability, unemployment, poverty, jobs that offer a living wage, health indicators, the need for high-quality, full-day childcare and early childhood education, youth employment, access to parks, environmental hazards, crime, and gang activity.
(b) Within one year of receiving initial funding under the program, the participating eligible school shall complete a community school plan that includes descriptions of all of the following:
(1) How the community school coordinator will be expected to fulfill the coordinator’s responsibilities as described in subdivision (e) of Section 9102.
(2) Community priorities and the indicators that the participating eligible school will use to track progress in these areas.
(3) The collaborative leadership and practices structures and strategies.
(4) The integrated pupil supports, including physical and mental health services, academic supports, expanded and enriched learning time and opportunities, and active family and community engagement activities that will be tailored to the needs and assets assessment required under subdivision (a).
(5) How the participating eligible school will provide culturally and linguistically relevant communication between the school and families.
(6) Strategies for creating safe and secure school environments and improving school climate and discipline, such as restorative justice, implementing a system of positive behavioral supports, and taking additional steps to eliminate bullying.
(7) How the participating eligible school will establish and maintain partnerships with community entities and systems-level partners that will help implement and sustain the community school plan.
(8) How actions described in the community school plan will reinforce and not be duplicative of existing programs and activities at the participating eligible school.
(9) If applicable, a description of the federal, state, local, and philanthropic or other private education funds that will be accessed to ensure continuation of the community school once the grant period ends.
(c) The participating eligible school shall submit its community school plan as described in subdivision (b) to the governing board or body of the local educational agency for approval. The governing board or body of the local educational agency shall approve or deny the plan within 90 days of receiving the plan. If the community school plan is not reviewed within 90 days, the community school plan shall be considered approved by the governing board or body of the local educational agency.
(d) After the community school plan is approved by the governing board or body of the local educational agency, the participating eligible school shall submit the community school plan to the department. If the community school plan is deemed incomplete or inadequate, the department shall notify the participating eligible school and shall provide technical assistance within 45 days of that notice.

9104.
 (a) A community school grant received pursuant to this chapter shall be used to support all of the following:
(1) To hire a community school coordinator.
(2) To fund new employee positions that fulfill strategic needs identified in the needs and assets assessment and as deemed reasonable and necessary to align with the local educational agency’s local control and accountability plan and the single plan for student achievement, and which are aligned to the community school plan elements specified in subdivision (b) of Section 9103.
(3) To implement integrated pupil supports, expanded and enriched learning time and opportunities, improvements in school climate and positive discipline practices, family and community engagement strategies, and collaborative leadership and practices that are identified in the community school plan required pursuant to subdivision (b) of Section 9103.
(4) Professional development for school staff that engages them as full partners in the community school.
(5) Ongoing monitoring of the impact of the community school on participating pupils and adults. This shall include information and data required by the Superintendent pursuant to subdivision (b) of Section 9105.
(6) Development of alternative funding strategies to guarantee the long-term sustainability of the community school.
(b) Initiatives supported by the community school grant shall supplement not supplant existing funding, and shall not be duplicative of existing programs and services.

9105.
 (a) On or before January 1 after the completion of the three-year grant period of the program, the community school coordinator of the participating eligible school, in consultation with the community school leadership team, shall submit to the governing board or body of the local educational agency and to the department, and make available at the schoolsite and on the school’s internet website, a report describing efforts to integrate community school programming at the participating eligible school and the impact of the transition to a community school on participating pupils and adults. This report shall include data elements identified by the department, consistent with the requirements of this chapter.
(b) No later than eighteen months after the completion of the three-year grant period of the program, the department shall evaluate the impact of the California Community Schools Act using, at a minimum, information from reports submitted by participating eligible schools pursuant to subdivision (a). The evaluation shall describe the impact of the community schools program on academic achievement and opportunities, school climate, disciplinary practices, attendance, integrated pupil supports, expanded and enriched learning time and opportunities, active family and community engagement strategies, collaborative leadership and practices, and any budgetary savings accruing as a result of community school programming. The report shall also include recommendations related to the potential to replicate the best practices of participating eligible schools in other public schools. Additional information and data needed to complete this evaluation may be determined by the Superintendent.
(c) The department shall submit the evaluation, required pursuant to subdivision (b), as a report to the Department of Finance, the relevant policy and fiscal committees of the Legislature, and the Legislative Analyst on the impact of the California Community Schools Act and the grant program established by this chapter. The report shall be made publicly available on the department’s internet website.
(d) (1) The requirement for submitting a report imposed under subdivision (c) is inoperative on January 1, 2029, pursuant to Section 10231.5 of the Government Code.
(2) A report to be submitted pursuant to subdivision (c) shall be submitted in compliance with Section 9795 of the Government Code.

9106.
 (a) This chapter shall be implemented only if funds are appropriated for its purpose by the Legislature in the annual Budget Act or another statute.
(b) It is the intent of the Legislature that the appropriation made for purposes of this chapter pursuant to subdivision (a) shall equal ____ ($____) in one-time funds.

SECTION 1.Chapter 11 (commencing with Section 9100) is added to Part 6 of Division 1 of Title 1 of the Education Code, to read:
11.California Community Schools
9100.

This chapter shall be known, and may be cited, as the California Community Schools Act.

9101.

The Legislature finds and declares all of the following:

(a)Too many children, particularly children of color and socioeconomically disadvantaged children, attend schools that are persistently struggling to achieve the outcomes stakeholders desire. In order to ensure high-quality educational opportunities and improved educational outcomes for all pupils, the state must invest in approaches that are supported by research and consistent with best practices in the field.

(b)Poverty limits educational opportunities and the well-being of children. Studies demonstrate that the results of poverty impact at least the following areas negatively: physical health outcomes, cognitive outcomes, school achievement outcomes, emotional or behavioral outcomes, youth employment, and food security. A school’s core mission, to educate children, is profoundly dependent on ameliorating the symptoms of poverty. Community schools are an effective strategy to combat the consequences of poverty and provide all children with an opportunity to thrive.

(c)High-quality and equitable education is a long-term public safety strategy. Measures to reduce school dropout rates, increase access to health and mental health services, and improve employment prospects are proven alternatives to expensive and often inhumane attempts to reduce crime via criminalization and incarceration. Studies show that a 10-percent increase in the high school graduation rate leads to a 9.4-percent reduction in the crime rate. This effect may also be multiplied, as an increase in the high school graduation rate will also lead to an increase in real wages and lower unemployment rates.

(d)The Legislature can drive dramatic improvements in public education, public safety, and pupil health and achievement by creating opportunities for school districts, schools, and community partners to collaborate in the planning and operation of community schools and by creating pathways for parents, teachers, other school staff, and members of the broader community to engage meaningfully in these processes.

9102.

A community school is a school that includes all of the following elements:

(a)A curriculum that is engaging, culturally relevant, and challenging, including a robust selection of classes and after school programs in the arts, languages, ethnic studies, advanced placement and honors courses, as well as services to support English learners and special education pupils, GED preparation, career technical education, and job training.

(b)An emphasis on high-quality teaching and not on high-stakes testing. Assessments are used to help teachers meet the needs of pupils, and educators have a real voice in professional development.

(c)Wraparound supports such as health care, eye care, and social and emotional services that support academics that are available before, during, and after school, year-round, to the community with providers who are accountable and culturally competent.

(d)An emphasis on positive discipline practices, such as restorative justice and social and emotional learning supports, so each pupil can grow and contribute to the school and community. Suspensions and harsh punishments are eliminated or greatly reduced.

(e)Promotion of parent and community engagement so the community actively participates in planning and decisionmaking. This process recognizes the link between the success of the school and the development of the community as a whole.

(f)Leadership that is committed to making the community school integral to the school’s educational mandate and functioning and to ensuring that the community school coordinator is part of the leadership team.

9103.

For purposes of this chapter, the following definitions apply:

(a)“Applicant” means a school maintained by a school district that applies to plan and operate a community school.

(b)“Classified staff” means nonsupervisory employees of a school, excluding teachers.

(c)“Community organization” means a nonprofit organization that has been in existence for three years or more and has a verifiable track record of working with the community surrounding the covered schoolsite on education and other issues.

(d)“Community partner” means a community stakeholder, including, but not limited to, parents and parent organizations, pupils and pupil organizations, early learning programs, the business community, health care providers, civil rights organizations, civic engagement organizations, advocacy groups, local civic and community-based organizations, local governmental agencies, local school employee organizations, and postsecondary educational institutions.

(e)“Covered schoolsite” means a schoolsite at which a school has proposed to operate a community school.

(f)“Participating school” means a school that has received a community school operational grant and is participating in the community schools grant program.

(g)“Planning grant recipient” means a school that has been awarded a community school planning grant pursuant to Section 9108.

(h)“Program” means the community schools grant program established pursuant to this chapter.

9104.

(a)The department shall make planning grants of ____ dollars ($____) available to applicants in accordance with this section. The department shall use a request for proposal process and proposals shall be evaluated and scored on the basis of criteria established by each school district that are consistent with this chapter. A proposal may be submitted by a school to the school district in whose geographic boundary the school is located for a covered schoolsite that is either of the following:

(1)The school district determines the school is a high-needs school that would benefit from the community school program.

(2)The school serves a higher than average share of high-needs pupils relative to the school district average of high-needs pupils served per schoolsite.

(b)The department shall establish and enforce a policy prohibiting discrimination on the basis of race, national origin, religion, sex, disability, sexual orientation, gender expression or identity, housing status, or immigration status in the development and administration of community school programming.

(c)The department shall establish an Office of Community Schools that oversees the community schools program.

(d)The department shall provide technical assistance, including, but not limited to, grant writing and support for the design of nondiscriminatory community school programming. Technical assistance may be provided by the department directly or by a nonprofit organization with demonstrated experience with community schools planning in partnership with community organizations or civic engagement organizations funded by the department through a request for proposal process to provide technical assistance. Technical assistance in the amount of ____ ($____) shall be allocated to the department to provide assistance to planning grant recipients, subject to appropriation by the Legislature in the annual Budget Act or another statute.

(e)A planning grant recipient shall hire a community school coordinator as a full-time member of the schoolsite staff to coordinate a planning process. The community school coordinator shall be a nonadministrative certificated employee. If an employee organization of certificated employees has a collective bargaining agreement with the school district in which the planning grant recipient is located, the community school coordinator shall be a bargaining unit member covered by the agreement.

(f)A community school coordinator shall work collaboratively with school leadership and the community school leadership team to identify and arrange for the provision of services and programs that meet school and community needs and priorities. The role of a community school coordinator shall be limited exclusively to work directly related to fulfilling the priorities for the schoolsite as described in the community school plan.

(g)A planning grant recipient shall use community school planning grant funds for up to one year of planning. At the end of this period, the planning grant recipient shall submit a community school plan to the governing board of the school district and, if approved, to the department in accordance with Section 9108.

9105.

(a)During the planning period and notwithstanding the existence of locally bargained schoolsite leadership bodies, a planning grant recipient shall establish a community school leadership team responsible for developing school-specific programming goals, assessing program needs, and overseeing the process of implementing expanded programming at each covered schoolsite. If a locally bargained schoolsite leadership body already exists, it may assume the roles and responsibilities of a community school leadership team if it includes the community school coordinator as a voting member and conforms to the requirements of subdivision (b).

(b)If there is no locally bargained school leadership body, the community school leadership team shall meet the following requirements:

(1)The community school leadership team shall be comprised of no less than 12 people and no more than 16 people, with at least three parents, three classroom teachers, one nonadministrative certificated employee working outside of the classroom, one classified employee, and one principal. The community school leadership team shall include at least one representative from the following stakeholder groups:

(A)Principal. The school principal shall be a voting member of the community school leadership team. The school principal shall not be the chairperson of the community school leadership team.

(B)Community partners.

(C)Parents and residents. The community school leadership team shall work with engaged parents and community residents to conduct an annual election for representatives on the community school leadership team.

(D)Classroom teachers and other nonadministrative certificated employees. If an employee organization of nonadministrative certificated employees has a collective bargaining agreement with the school district, the employee organization shall conduct an annual majority vote election for representatives on the community school leadership team. If the nonadministrative certificated employees are not represented by an employee organization and do not have a collective bargaining agreement with the school district, the nonadministrative certificated employee representative shall be elected by a majority vote of the nonadministrative certificated employees assigned to the school.

(E)Classified employees. If an employee organization of classified employees has a collective bargaining agreement with the school district, the employee organization shall conduct an annual majority vote election for representatives on the community school leadership team. If the classified employees are not represented by an employee organization and do not have a collective bargaining agreement with the school district, the classified employee representatives shall be elected by a majority vote of the classified employees assigned to the school.

(2)Upon selection, the community school leadership team shall immediately appoint two representatives from the community who are not parents, teachers, classified staff, or pupils to serve as voting members on the community school leadership team.

(3)Following the selection of the community representatives pursuant to paragraph (2), the community school leadership team shall select a chairperson to guide the community school leadership team’s work.

(4)The community school leadership team for a high school shall have between 13 and 16 members, inclusive, and shall meet the requirements of this section, except the community school leadership team shall also include two pupils elected by pupils of the school who shall serve as voting members.

(5)The community school coordinator and community school leadership team at a covered schoolsite shall oversee the baseline analyses required by Section 9106. The community school coordinator and community school leadership team shall also monitor the development and implementation of community school operations and programming at a covered schoolsite, and shall issue recommendations to school leadership, the school district, and community partners on a regular basis and summarize the recommendations in an annual report. The annual report shall be made publicly available at the covered schoolsite and on the school’s and school district’s internet websites.

9106.

(a)The community school coordinator, in collaboration with the community school leadership team and relevant experts, as appropriate, shall conduct a baseline analysis of assets and needs at the schoolsite that includes all of the following elements:

(1)(A)Development of a needs/asset assessment survey for the following stakeholder groups:

(i)Pupils.

(ii)Parents and guardians.

(iii)School staff.

(iv)Community members and partners.

(B)The community school coordinator shall work with the community school leadership team to identify a lead person or persons for each stakeholder group to help develop the assessment for their stakeholder needs/asset assessment survey.

(2)Conduct a needs/asset assessment that identifies the challenges facing the school and identifies school assets. The needs/asset assessment shall include qualitative and quantitative surveys, at least three forums with stakeholders, and at least two focus groups with each stakeholder group. At least 75 percent of pupils, parents, and guardians, and all school staff shall take part in the survey, and at least 45 percent shall take part in the forums and focus groups during the needs/asset assessment process. The needs/asset assessment survey shall include questions that evaluate each element specified in Section 9102.

(3)Analysis of the student body, including, but not limited to, all of the following:

(A)The number and percentage of pupils with disabilities and the needs of these pupils.

(B)The number and percentage of pupils who are English learners and the needs of these pupils.

(C)The number and percentage of pupils who are foster youth and the needs of these pupils.

(D)The number of pupils who are homeless and the needs of these pupils.

(E)The number and percentage of pupils receiving free or reduced-priced meals and the needs of these pupils.

(4)Analysis of enrollment and retention rates for pupils with disabilities, English learners, and pupils receiving free or reduced-priced meals.

(5)Analysis of suspension and expulsion data, including the justification for disciplinary actions and the degree to which particular populations, including, but not limited to, pupils of color, pupils with disabilities, pupils who are English learners, and pupils receiving free or reduced-price meals are represented among pupils subject to disciplinary actions.

(6)Analysis of school achievement data disaggregated by major demographic categories, including, but not limited to, race, ethnicity, English learner status, disability status, and eligibility for free or reduced-priced meals.

(7)Analysis of current parent engagement strategies and their success.

(8)Evaluation of the need for and availability of wraparound services, including, but not limited to, all of the following:

(A)Mechanisms for meeting pupils’ social, emotional, and physical health needs, which may include coordination of existing services as well as the development of new services based on pupil needs.

(B)Strategies to create safe and secure school environments and improve school climate and discipline, such as implementing a system of positive behavioral supports and taking additional steps to eliminate bullying.

(C)Strategies to provide professional development for school staff based on needs identified by school staff in their needs/asset assessment.

(9)Analyze the breadth and depth of community and school support for the school curriculum and the breadth and depth of support for changes to the school curriculum.

(10)A baseline analysis of community assets and a strategic plan for using and aligning identified assets. This analysis shall include, but is not limited to, a list of individuals in the community, faith-based organizations, community and neighborhood associations, postsecondary educational institutions, hospitals, libraries, businesses, and social service agencies that may be able to provide support and resources.

(11)A baseline analysis of needs in the community surrounding the school, including, but not limited to, all of the following:

(A)The need for high-quality, full-day childcare and early childhood education programs.

(B)The need for physical and mental health care services for children and adults.

(C)The need for job training and other adult education programming.

(D)The need for before and after school programs and summer learning opportunities.

9107.

(a)Each planning grant recipient shall demonstrate in the community school plan that all of the following have been addressed in the needs/asset assessment and shall include a description of how the planning grant recipient plans to support each of the following:

(1)Positive discipline practices such as restorative justice.

(2)Curricula that is engaging, culturally and socially relevant, and academically rigorous.

(3)Wraparound supports such as physical and mental health services, social services, and academic enrichment programs.

(4)An emphasis on high-quality teaching, not on high-stakes testing.

(5)Parent and community engagement plans so the full community actively participates in decisionmaking processes.

(6)Inclusive school leadership that is committed to making the community school program integral to the school’s mandate and functioning and ensuring that the community school coordinator is a part of the leadership team.

(b)The community school plan shall also address all of the following:

(1)Maintenance of attendance records in all programming components.

(2)Maintenance of measurable data showing annual participation and the impact of programming on the participating children and adults, which shall be made publicly available to the extent permitted by state and federal law.

(3)Documentation of meaningful and sustained collaboration between the school and community stakeholders, including local governmental entities, civic engagement organizations, businesses, social service providers, cultural organizations, postsecondary educational institutions, and health institutions.

(4)Ensuring compliance with the nondiscrimination policy.

(5)Measurements assessing the areas specified in subdivision (a) in the beginning and end of the school year.

(6)Steps the planning grant recipient and community partners will take to integrate community school programing at the schoolsite and how the planning grant recipient will ensure the continuation of the community school after the grant period ends.

9108.

(a)The department shall make community school operational grants of ____ dollars ($____) per year per school available to planning grant recipients in accordance with this section. A community schools operational grant shall be for a term of five years and shall be renewable at the discretion of the department.

(b)A planning grant recipient shall first submit its community school plan to the governing board of its school district for approval. The governing board of the school district shall approve or deny a grantee within 45 days of receiving the community school plan. If the community school plan is not reviewed within 45 days, the community school plan shall be considered approved by the governing board of the school district.

(c)After the community school plan is approved by the governing board of the school district, the school shall submit the community school plan to the department. The department shall approve or deny the community school plan within 45 days of receipt. If the community school plan is not reviewed within 45 days, the community school plan shall be considered approved and the department shall award a community school operational grant to the school. If the community school plan is deemed incomplete or inadequate, the department shall notify the school and provide support to the school to reach approval within 90 days of notice.

(d)A community school operational grant shall be used to support the following activities:

(1)To hire a community school coordinator. For multiple schoolsites, a program director shall be hired to oversee and coordinate programing for the schoolsites.

(2)To fund new employee positions that fulfill strategic needs found in the needs/asset assessment process. The new positions shall be aligned to the community school elements specified in Section 9102.

(3)Funding for nonprofit partner organizations to increase parent and community engagement.

(4)Ongoing convening and consultation of institutional and community partners.

(5)General coordination of programs within and between covered schoolsites.

(6)Professional development for school staff that engages them as full partners in the community school.

(7)Ongoing monitoring of the impact of the community school on participating children and adults.

(8)Development of alternative funding strategies to guarantee the long-term sustainability of the community school.

(9)Ongoing operation of the community school leadership team.

(10)Other activities, both operational and programmatic, that assist in implementation of the community school plan.

9109.

At the conclusion of each year under the grant term, the community school coordinator of the participating school, in consultation with the community school leadership team, shall submit to the department and make available at the schoolsite and on the school’s internet website a report describing efforts to integrate community school programming at each covered schoolsite and the impact of the transition to a community school on participating children and adults. This report shall include, but is not limited to, all of the following:

(a)An assessment of the effectiveness of the participating school in implementing the community school plan.

(b)Problems encountered in the design and execution of the community school plan, including identification of any federal, state, or local statute or regulation impeding program implementation.

(c)The operation of the community school leadership team and its contribution to successful execution of the community school plan.

(d)Recommendations for improving delivery of community school programming to pupils.

(e)The number and percentage of pupils receiving community school programming who had not previously been served.

(f)The number and percentage of nonpupil community members receiving community school programming who had not previously been served.

(g)Any improvement in retention among pupils who receive community school programming.

(h)Any improvement in academic achievement among pupils who receive community school programming.

(i)Any changes in pupils’ readiness to enter school, their active involvement in learning and in their community, their health, and their relationship with the school and community environment.

(j)An accounting of anticipated budget savings, if any, resulting from the implementation of the program.

(k)Any improvements to the frequency or depth of families’ involvement with their children’s education.

(l)Assessment of community stakeholder satisfaction.

(m)Assessment of institutional partner satisfaction.

(n)The anticipated ability of the participating school and community partners to continue to provide services in the absence of future funding under this chapter.

(o)Increases in access to services for pupils and their families.

(p)The degree of increased collaboration among participating agencies and private partners.

9110.

The department shall evaluate each report submitted by a participating school pursuant to Section 9109 using criteria developed by the department that includes, but is not limited to, all of the following:

(a)The effectiveness of the school in implementing the community school plan, including the degree to which the participating school navigated difficulties encountered in the design and operation of the community school plan and the identification of any federal, state, or local laws impeding program implementation.

(b)The extent to which the recommendations of the community school leadership team are reflected in the community school plan and the degree to which the community school leadership team has been engaged in discussion and decisionmaking.

(c)The extent to which the community school program has yielded lessons about ways to improve delivery of community school programming to pupils.

(d)The degree to which there has been an increase in the number or percentage of pupils and nonpupils receiving community school programming.

(e)The degree to which there has been an improvement in retention of pupils and improvement in academic achievement among pupils receiving community school programming.

(f)Local budget savings, if any, resulting from the implementation of the program.

(g)The degree of community stakeholder and institutional partner engagement.

(h)Increases in access to services for pupils and their families.

(i)The degree of increased collaboration among participating agencies and private partners.

9111.

(a)No later than August 30 of the year following the first full year of operation of the community school program and each year thereafter, the department shall report to the Governor and the Legislature on the impact of the community school program. The report shall be made publicly available at covered schoolsites and on the department’s internet website. Data in the report shall be made available in machine-readable formats.

(b)The report shall use the following data sources to provide analysis of the community schools program’s success in addressing the issues set forth in Section 9101, the impact of funded initiatives, and recommendations for enhancing the community school program’s effectiveness:

(1)Aggregate data from reports required under subdivision (a).

(2)Aggregate data from reports submitted by participating schools pursuant to Section 9109.

(3)Interviews and other consultation with pupils, parents, community members, program directors, and resource coordinators.

(4)Consultation with community school leadership teams.

(c)The report shall include analyses and recommendations related to the potential to replicate the best practices of participating schools in other public schools.

(d)The report shall include a calculation or estimate of cost savings, including budget savings at the state, local, and federal levels in areas such as public health, public safety, and public education resulting from investment in community school programming.

(e)A report to be submitted to the Legislature pursuant to this section shall be submitted in compliance with Section 9795 of the Government Code.

9112.

This chapter shall be implemented only if funds are appropriated for its purposes by the Legislature in the annual Budget Act or another statute.

SEC. 2.

If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.