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Article 3. Instructional Quality Commission of California Education Code >> Division 2. >> Title 2. >> Part 20. >> Chapter 4. >> Article 3.
(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.
(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.
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.
(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.
(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.
The Superintendent of Public Instruction and the State Board
of Education shall consider for membership on the commission persons
representing subjects commonly taught in public schools, including:
(a) English.
(b) Social sciences.
(c) Foreign languages.
(d) Science.
(e) Mathematics.
(f) Visual and performing arts.
(g) Applied arts.
(h) Conservation education.
(a) English.
(b) Social sciences.
(c) Foreign languages.
(d) Science.
(e) Mathematics.
(f) Visual and performing arts.
(g) Applied arts.
(h) Conservation education.
The Superintendent of Public Instruction or his
representative shall serve as executive secretary to the commission.
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.
The commission shall select one of its members to be
chairman of the commission.
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.
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.
As used in this article, "commission" means the
Instructional Quality Commission.
(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.
(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.
(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.
(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.
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.
(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).
(b) The state board shall adopt, modify, or reject the curriculum framework recommended by the commission pursuant to subdivision (a).
(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.
(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.
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.
(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.
