25993.2.
The master plan shall include all of the following:(a) (1) An assessment of a representative sample of the state’s public elementary and secondary school buildings and grounds that includes building and site sizes and location, building age, whether and when the building and building systems such as heating, ventilation, and air conditioning were last modernized, age and fuel source for all building systems and major appliances, scores under the United States Environmental Protection Agency’s Energy Star system, information related to available shade, information related to outdoor ground surface materials, and energy and water expenditures in the three most recent school years. The plan shall also include recommendations for building ongoing capacity and systems to track and analyze this data to inform planning and investment decisions. The commission shall catalog and use existing and previously collected data on the condition and performance of school infrastructure to inform the plan. The assessment of a representative sample of the state’s public school buildings and grounds shall include information on emissions of greenhouse gases, sustainability, and climate vulnerability.
(2) For purposes of this subdivision, the sample of school buildings and grounds shall be representative of geographic and climate zones, the size of the local educational agency’s pupil population, building age, urban and rural communities, and pupil demographics. Through study of the representative sample of schools, the assessment shall identify the aspects of a school that indicate high-priority status for intervention and investment.
(3) For purposes of this subdivision, the representative sample may be provided by local educational agencies that agree to participate in the master plan’s development.
(b) A set of priorities, benchmarks, and milestones for health, resilience, and decarbonization of California’s public school campuses and support facilities in alignment with the state’s climate and equity goals. These priorities, benchmarks, and milestones shall do all of the following:
(1) Encompass recommendations for school buildings, school grounds, and support facilities.
(2) Account for the need for local educational agencies to maintain fiscal sustainability and responsibly invest local and state funding.
(3) Prioritize schools and communities that are disproportionately impacted by climate-related hazards and by structural inequities in the state’s economy and education system.
(c) Actionable steps and recommendations for school, local educational agency, and state agency roles within each priority area and an estimate of the costs to implement and achieve the benchmarks and milestones over a multiyear period, and the fiscal, health, and learning costs of inaction.
(d) Guidance for the Legislature and Governor to inform the development of infrastructure-related programs and the identification of the financial resources for local educational agencies to implement the recommendations and achieve the goals of the master plan. This guidance shall be informed by policy and institutional analyses to understand state and local climate adaptation capacities, limitations, including existing demand for available financial resources, and opportunities within California’s public school system.
(e) Recommendations and cost estimates for future school infrastructure spending, including guidance on infrastructure-related budget proposals and state bond measures, to do all of the following:
(1) Align spending with the state’s goal of achieving carbon neutrality by 2045 and climate adaptation and extreme heat action plans.
(2) Position California schools to take full advantage of incentives and funding for decarbonization and climate adaptation within relevant federal legislation, including the Infrastructure Investment and Jobs Act (Public Law 117-58) and Inflation Reduction Act of 2022 (Public Law 117-169).
(3) Equitably identify climate-vulnerable communities for priority investment.
(f) Guidance for local school infrastructure funding measures that align with state decarbonization and climate adaptation goals.
(g) Guidance on the roles of state and county agencies and other partners in providing technical assistance to local educational agencies to support sustainable and climate-resilient school infrastructure.
(h) Recommendations to ensure that local educational agencies have access to sufficient technical assistance, professional learning, training programs, and pipelines of sustainability and climate-resilience personnel to implement decarbonization and adaptation plans that include high road labor standards, project labor agreements with unionized workforces, workforce development, and training opportunities for current local educational agency employees who construct, operate, and maintain school infrastructure. The recommendations and guidelines shall be consistent with Section 45103.1 of the Education Code regarding the roles of current employees and staff in the implementation of the plan.
(i) Recommendations for state and local leaders from the public and private sectors to connect sustainable and climate-resilient school buildings and grounds to learning opportunities for pupils, green career and technical education, and pathways to green economy careers that support and advance statewide sustainability and resilience.
(j) Recommendations for county and city governments to more effectively include local educational agencies in their decarbonization and climate adaptation efforts.