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Article 4. High School Career Technical Courses of California Education Code >> Division 4. >> Title 2. >> Part 28. >> Chapter 9. >> Article 4.
The governing board of any high school district may provide
for the maintenance on Saturday of special day and evening classes in
career technical training authorized and provided for by any program
of national defense of the federal government, or any agency
thereof, acting through the State Department of Education.
No apportionments from state funds based upon average daily
attendance in special day or evening classes, whether maintained on
Saturday or other days, shall be made where the total cost of the
classes is borne by the federal government, or any agency thereof.
Pilot programs may be established by school districts to
provide for the maintenance on Saturday of classes in career
technical training, upon the approval of the Superintendent of Public
Instruction. Career technical training may be a part of, but is not
limited to, a program of national defense of the federal government,
or any agency thereof.
No apportionments to districts from state funds based upon average
daily attendance in these classes, whether maintained on Saturday or
other days, shall be made where the total cost of the classes is
borne by the federal government, or any agency thereof.
The governing board of any high school district, subject to
the provisions of this code relating to courses of study for high
schools, the governing board of any joint powers regional
occupational center or program, or the county superintendent of
schools which conducts any county-operated regional occupational
center or program, may establish and maintain, in connection with any
high school or regional occupational center or program under its or
his or her jurisdiction, cooperative career technical education
programs or community classrooms as part of a career technical
education course in accordance with rules and regulations prescribed
by the Superintendent of Public Instruction.
(a) The Superintendent of Public Instruction shall adopt
rules and regulations for cooperative career technical education
programs and community classrooms. The rules and regulations shall
include, but need not necessarily be limited to, all of the
following:
(1) Selection and approval of work and training stations.
(2) Related classroom instruction.
(3) Supervision of students while in training.
(4) Joint venture training agreements and plans.
(5) Student teacher ratios.
(6) Paid and unpaid on-the-job experiences.
(7) Credit for participation in cooperative career technical education programs and community classrooms.
(b) As used in this section, "cooperative career technical education programs" includes cooperative agreements between schools and employers to provide students with paid on-the-job experiences, as well as career technical education instruction contributing to the student's education and employability.
(c) As used in this section, "community classrooms" includes instructional methodologies which are part of a career technical education course, and which may utilize the facilities and equipment of a public agency or private business to provide students the opportunity to expand competencies developed in a career technical course in unpaid on-the-job experiences.
(d) Joint venture agreements shall be entered into between the director and the management of the community classroom site to ensure that students will be provided, through unpaid on-the-job experiences, the opportunity to expand the competencies developed in the classroom instruction portion of their training. Each instructor, in cooperation with the business or agency in which the student will be placed, shall develop an individualized training plan for each pupil enrolled in a community classroom.
(e) All statutes and regulations applicable to minors in employment relationships apply to cooperative career technical education programs and to community classrooms.
(f) For purposes of this section, "public agency" means any public agency capable of providing unpaid on-the-job experience meeting all of the following requirements:
(1) The on-the-job experiences are in occupations for which there is a local job market.
(2) The on-the-job experiences are equivalent to those which could be received for each specific occupational area as if they were held at a private business site.
(1) Selection and approval of work and training stations.
(2) Related classroom instruction.
(3) Supervision of students while in training.
(4) Joint venture training agreements and plans.
(5) Student teacher ratios.
(6) Paid and unpaid on-the-job experiences.
(7) Credit for participation in cooperative career technical education programs and community classrooms.
(b) As used in this section, "cooperative career technical education programs" includes cooperative agreements between schools and employers to provide students with paid on-the-job experiences, as well as career technical education instruction contributing to the student's education and employability.
(c) As used in this section, "community classrooms" includes instructional methodologies which are part of a career technical education course, and which may utilize the facilities and equipment of a public agency or private business to provide students the opportunity to expand competencies developed in a career technical course in unpaid on-the-job experiences.
(d) Joint venture agreements shall be entered into between the director and the management of the community classroom site to ensure that students will be provided, through unpaid on-the-job experiences, the opportunity to expand the competencies developed in the classroom instruction portion of their training. Each instructor, in cooperation with the business or agency in which the student will be placed, shall develop an individualized training plan for each pupil enrolled in a community classroom.
(e) All statutes and regulations applicable to minors in employment relationships apply to cooperative career technical education programs and to community classrooms.
(f) For purposes of this section, "public agency" means any public agency capable of providing unpaid on-the-job experience meeting all of the following requirements:
(1) The on-the-job experiences are in occupations for which there is a local job market.
(2) The on-the-job experiences are equivalent to those which could be received for each specific occupational area as if they were held at a private business site.
(a) For purposes of this section, a "linked learning
program" is a program that is all of the following:
(1) A multiyear, comprehensive high school program of integrated academic and technical study that is organized around a broad theme, interest area, or industry sector, including, but not necessarily limited to, the industry sectors identified in the model standards adopted by the state board pursuant to Section 51226.
(2) A program that ensures that all pupils have curriculum choices that will prepare them for career entry and a full range of postsecondary options, including two- and four-year college, apprenticeship, and formal employment training.
(3) A program that is comprised, at a minimum, of the following components:
(A) An integrated core curriculum that meets the eligibility requirements for admission to the University of California and the California State University and is delivered through project-based learning and other engaging instructional strategies that intentionally bring real-world context and relevance to the curriculum where broad themes, interest areas, and career technical education are emphasized.
(B) An integrated technical core of a sequence of at least four related courses, that may reflect career technical education standards-based courses, that provide pupils with career skills, that are aligned to and underscore academic principles, and to the extent possible fulfill the academic core requirements listed in subparagraph (A).
(C) A series of work-based learning opportunities that begin with mentoring and job shadowing and evolve into intensive internships, school-based enterprises, or virtual apprenticeships.
(D) Support services, including supplemental instruction in reading and mathematics, that help pupils master the advanced academic and technical content that is necessary for success in college and career.
(b) The Superintendent, in conjunction with the Office of the Secretary for Education, the California Community Colleges, the University of California, the California State University, the Employment Development Department, both houses of the California Legislature, teachers, chamber organizations, industry representatives, research centers, parents, school administrators, representatives of regional occupational centers and programs, community-based organizations, labor organizations, and others deemed appropriate by the Superintendent, shall develop a report that explores the feasibility of establishing and expanding additional linked learning programs in California, including the costs and merits associated with expansion of these programs. Linked learning programs created for high schools may include, but are not limited to, California partnership academies, regional occupational centers and programs, charter schools, academies, small learning communities, and other career-themed small schools.
(c) The report described in subdivision (b) shall do all of the following:
(1) Identify regulations, policies, and practices that need to be added, deleted, or amended in order to promote the development and expansion of linked learning programs.
(2) Set forth a reasonable timeline for the development and expansion of linked learning programs.
(3) Include at least all of the following components:
(A) Assessment of the current capacity of the department for the purpose of maximizing the development of these programs.
(B) Identifying the possible roles and responsibilities of other departments or agencies to assist in developing or expanding linked learning programs.
(C) An assessment of the appropriateness of school districts fulfilling the requirements set forth in subdivisions (a) and (b) of Section 51228 by developing industry-focused linked learning programs, including those described in this section.
(D) Methods for developing and sharing models of integrated curriculum and instruction.
(E) Strategies for increasing the course options and instructional time for pupils in high school.
(F) Plans for increasing opportunities for high-quality learning based on real-world applications in industry and careers.
(G) Methods for improving alignment of curriculum between middle schools and high schools with career instruction, exploration, and counseling for middle school pupils.
(H) Methods for improving coordination and articulation between high schools and postsecondary institutions, including, but not limited to, California Community Colleges, the California State University, and the University of California.
(I) Recommendations for increasing the supply of teachers who can teach effectively in a linked learning setting that aims to prepare pupils for a full range of postsecondary options. Necessary specialized skills include, but are not limited to, the abilities to design interdisciplinary projects and use project-based learning as an instructional strategy, work with other teachers in a team-teaching arrangement, develop curriculum that effectively integrates academic and technical content, design and utilize high-quality work-based learning to reinforce lessons in both academic and technical courses, and develop authentic pupil assessments.
(J) Recommendations for increasing the supply of schoolsite and district administrators who can effectively create and manage schools that are implementing one or more industry-focused linked learning programs. Necessary specialized skills include, but are not limited to, the abilities to develop and sustain partnerships with industry partners, recruit and retain uniquely qualified teachers, guide development of integrated curriculum, understand needs for and provide teacher professional development, guide development of comprehensive guidance systems that integrate college advising and career counseling, guide development of a coordinated and sequenced work-based learning component, and utilize data to assess pupil readiness for college and career.
(K) Recommendations for supporting regional coalitions in planning and developing programs.
(L) Evaluation of current linked learning programs, including partnership academies, regional occupational centers or programs and postsecondary linked learning programs, including middle colleges and early college models.
(M) Recommendations for increasing and improving in-school support services.
(N) Recommendations for incorporating new measures into the state' s accountability system to better assess the results of these linked learning programs.
(O) Assessment of the budgetary implications of offering all pupils access to these linked learning programs.
(d) For purposes of completing the report described in subdivision (b), the Superintendent is authorized to use existing state resources and federal funds. If state or federal funds are not available or sufficient, 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) In developing the report, the Superintendent may accept support including, but not necessarily limited to, financial and technical support, from high school reform advocates, teachers, chamber organizations, industry representatives, research centers, parents, and pupils.
(f) The Superintendent shall report to the Legislature as to the status of completing the report and any preliminary recommendations no later than July 1, 2009.
(g) The Superintendent shall submit a final report with recommendations to the Legislature and the Governor no later than December 1, 2009.
(1) A multiyear, comprehensive high school program of integrated academic and technical study that is organized around a broad theme, interest area, or industry sector, including, but not necessarily limited to, the industry sectors identified in the model standards adopted by the state board pursuant to Section 51226.
(2) A program that ensures that all pupils have curriculum choices that will prepare them for career entry and a full range of postsecondary options, including two- and four-year college, apprenticeship, and formal employment training.
(3) A program that is comprised, at a minimum, of the following components:
(A) An integrated core curriculum that meets the eligibility requirements for admission to the University of California and the California State University and is delivered through project-based learning and other engaging instructional strategies that intentionally bring real-world context and relevance to the curriculum where broad themes, interest areas, and career technical education are emphasized.
(B) An integrated technical core of a sequence of at least four related courses, that may reflect career technical education standards-based courses, that provide pupils with career skills, that are aligned to and underscore academic principles, and to the extent possible fulfill the academic core requirements listed in subparagraph (A).
(C) A series of work-based learning opportunities that begin with mentoring and job shadowing and evolve into intensive internships, school-based enterprises, or virtual apprenticeships.
(D) Support services, including supplemental instruction in reading and mathematics, that help pupils master the advanced academic and technical content that is necessary for success in college and career.
(b) The Superintendent, in conjunction with the Office of the Secretary for Education, the California Community Colleges, the University of California, the California State University, the Employment Development Department, both houses of the California Legislature, teachers, chamber organizations, industry representatives, research centers, parents, school administrators, representatives of regional occupational centers and programs, community-based organizations, labor organizations, and others deemed appropriate by the Superintendent, shall develop a report that explores the feasibility of establishing and expanding additional linked learning programs in California, including the costs and merits associated with expansion of these programs. Linked learning programs created for high schools may include, but are not limited to, California partnership academies, regional occupational centers and programs, charter schools, academies, small learning communities, and other career-themed small schools.
(c) The report described in subdivision (b) shall do all of the following:
(1) Identify regulations, policies, and practices that need to be added, deleted, or amended in order to promote the development and expansion of linked learning programs.
(2) Set forth a reasonable timeline for the development and expansion of linked learning programs.
(3) Include at least all of the following components:
(A) Assessment of the current capacity of the department for the purpose of maximizing the development of these programs.
(B) Identifying the possible roles and responsibilities of other departments or agencies to assist in developing or expanding linked learning programs.
(C) An assessment of the appropriateness of school districts fulfilling the requirements set forth in subdivisions (a) and (b) of Section 51228 by developing industry-focused linked learning programs, including those described in this section.
(D) Methods for developing and sharing models of integrated curriculum and instruction.
(E) Strategies for increasing the course options and instructional time for pupils in high school.
(F) Plans for increasing opportunities for high-quality learning based on real-world applications in industry and careers.
(G) Methods for improving alignment of curriculum between middle schools and high schools with career instruction, exploration, and counseling for middle school pupils.
(H) Methods for improving coordination and articulation between high schools and postsecondary institutions, including, but not limited to, California Community Colleges, the California State University, and the University of California.
(I) Recommendations for increasing the supply of teachers who can teach effectively in a linked learning setting that aims to prepare pupils for a full range of postsecondary options. Necessary specialized skills include, but are not limited to, the abilities to design interdisciplinary projects and use project-based learning as an instructional strategy, work with other teachers in a team-teaching arrangement, develop curriculum that effectively integrates academic and technical content, design and utilize high-quality work-based learning to reinforce lessons in both academic and technical courses, and develop authentic pupil assessments.
(J) Recommendations for increasing the supply of schoolsite and district administrators who can effectively create and manage schools that are implementing one or more industry-focused linked learning programs. Necessary specialized skills include, but are not limited to, the abilities to develop and sustain partnerships with industry partners, recruit and retain uniquely qualified teachers, guide development of integrated curriculum, understand needs for and provide teacher professional development, guide development of comprehensive guidance systems that integrate college advising and career counseling, guide development of a coordinated and sequenced work-based learning component, and utilize data to assess pupil readiness for college and career.
(K) Recommendations for supporting regional coalitions in planning and developing programs.
(L) Evaluation of current linked learning programs, including partnership academies, regional occupational centers or programs and postsecondary linked learning programs, including middle colleges and early college models.
(M) Recommendations for increasing and improving in-school support services.
(N) Recommendations for incorporating new measures into the state' s accountability system to better assess the results of these linked learning programs.
(O) Assessment of the budgetary implications of offering all pupils access to these linked learning programs.
(d) For purposes of completing the report described in subdivision (b), the Superintendent is authorized to use existing state resources and federal funds. If state or federal funds are not available or sufficient, 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) In developing the report, the Superintendent may accept support including, but not necessarily limited to, financial and technical support, from high school reform advocates, teachers, chamber organizations, industry representatives, research centers, parents, and pupils.
(f) The Superintendent shall report to the Legislature as to the status of completing the report and any preliminary recommendations no later than July 1, 2009.
(g) The Superintendent shall submit a final report with recommendations to the Legislature and the Governor no later than December 1, 2009.
(a) Commencing with the 2012-13 school year, the Linked
Learning Pilot Program is hereby established for the purpose of
implementing districtwide linked learning programs, as defined in
subdivision (a) of Section 52372.5, in all participating school
districts.
(b) The pilot program shall be administered by the department and shall contain all of the following requirements:
(1) Each participating school district shall incorporate small-sized schools and smaller groupings of pupils within new and existing high schools.
(2) Rigorous linked learning programs shall be implemented that guide pupils through course sequences leading to mastery of standards, high school graduation, and transition to postsecondary education or employment. These programs shall include career technical education courses as defined by the California State Plan for Career Technical Education.
(3) Policies and agreements shall be adopted by participating school districts that promote concurrent enrollment and dual credit with community colleges and universities.
(4) Problem-based instructional methodologies, inquiry learning approaches, and applied learning strategies shall be adopted within all subject areas.
(5) Pupil progress through high school shall be determined by mastery of grade-level standards-based performance benchmarks developed by the participating school district.
(6) Linked learning programs shall be implemented by participating school districts within the district's existing state and local resources.
(7) Participating school districts shall involve local business, labor, parent, and community partners to advise the district on the development, implementation, and ongoing evaluation of the pilot program.
(c) (1) A school district that maintains any of grades 9 to 12, inclusive, may apply to the Superintendent to operate a Linked Learning Pilot Program in accordance with this section. The department shall review these applications and the Superintendent may initially approve no more than 20 applications.
(2) (A) Each applicant school district shall demonstrate its plans to implement the components of a linked learning program, as defined in subdivision (a) of Section 52372.5. Consideration shall be given to factors related to the geographic diversity, type, and size of a school district, and the extent to which a school district's pilot program would receive financial and in-kind support from the business and civic community or funding from government or foundation grants.
(B) If funds become available for the pilot program, the Superintendent shall allocate these funds on a competitive basis to applicant school districts based on the applications submitted pursuant to paragraph (1).
(d) (1) On or before September 30, 2016, the Superintendent shall transmit a report to the Legislature and the Governor that documents an evaluation that includes both of the following:
(A) The costs and merits of the pilot program, including pupil outcome data that includes, but is not limited to, pupil dropout and graduation rates, the number and percentage of participating pupils who meet the requirements and prerequisites for admission to California public institutions of postsecondary education, and workforce outcome data, which may include the number or percentage of pupils who earn a certificate, license, or the equivalent in a designated occupation.
(B) The Superintendent's recommendations regarding the need for additional statutory changes to facilitate the statewide expansion of the Linked Learning Pilot Program.
(2) A report submitted pursuant to this subdivision shall be submitted in compliance with Section 9795 of the Government Code.
(e) The Superintendent may develop regulations necessary to implement the provisions of this section.
(f) The Superintendent shall use existing state and federal resources to implement the provisions of this section.
(g) This section shall become inoperative on July 1, 2017, and, as of January 1, 2018, is repealed, unless a later enacted statute, that becomes operative on or before January 1, 2018, deletes or extends the dates on which it becomes inoperative and is repealed.
(b) The pilot program shall be administered by the department and shall contain all of the following requirements:
(1) Each participating school district shall incorporate small-sized schools and smaller groupings of pupils within new and existing high schools.
(2) Rigorous linked learning programs shall be implemented that guide pupils through course sequences leading to mastery of standards, high school graduation, and transition to postsecondary education or employment. These programs shall include career technical education courses as defined by the California State Plan for Career Technical Education.
(3) Policies and agreements shall be adopted by participating school districts that promote concurrent enrollment and dual credit with community colleges and universities.
(4) Problem-based instructional methodologies, inquiry learning approaches, and applied learning strategies shall be adopted within all subject areas.
(5) Pupil progress through high school shall be determined by mastery of grade-level standards-based performance benchmarks developed by the participating school district.
(6) Linked learning programs shall be implemented by participating school districts within the district's existing state and local resources.
(7) Participating school districts shall involve local business, labor, parent, and community partners to advise the district on the development, implementation, and ongoing evaluation of the pilot program.
(c) (1) A school district that maintains any of grades 9 to 12, inclusive, may apply to the Superintendent to operate a Linked Learning Pilot Program in accordance with this section. The department shall review these applications and the Superintendent may initially approve no more than 20 applications.
(2) (A) Each applicant school district shall demonstrate its plans to implement the components of a linked learning program, as defined in subdivision (a) of Section 52372.5. Consideration shall be given to factors related to the geographic diversity, type, and size of a school district, and the extent to which a school district's pilot program would receive financial and in-kind support from the business and civic community or funding from government or foundation grants.
(B) If funds become available for the pilot program, the Superintendent shall allocate these funds on a competitive basis to applicant school districts based on the applications submitted pursuant to paragraph (1).
(d) (1) On or before September 30, 2016, the Superintendent shall transmit a report to the Legislature and the Governor that documents an evaluation that includes both of the following:
(A) The costs and merits of the pilot program, including pupil outcome data that includes, but is not limited to, pupil dropout and graduation rates, the number and percentage of participating pupils who meet the requirements and prerequisites for admission to California public institutions of postsecondary education, and workforce outcome data, which may include the number or percentage of pupils who earn a certificate, license, or the equivalent in a designated occupation.
(B) The Superintendent's recommendations regarding the need for additional statutory changes to facilitate the statewide expansion of the Linked Learning Pilot Program.
(2) A report submitted pursuant to this subdivision shall be submitted in compliance with Section 9795 of the Government Code.
(e) The Superintendent may develop regulations necessary to implement the provisions of this section.
(f) The Superintendent shall use existing state and federal resources to implement the provisions of this section.
(g) This section shall become inoperative on July 1, 2017, and, as of January 1, 2018, is repealed, unless a later enacted statute, that becomes operative on or before January 1, 2018, deletes or extends the dates on which it becomes inoperative and is repealed.
(a) The governing board of any high school district
maintaining an agriculture course may transport pupils, instructors,
or supervisors of classes to and from any classes or places where the
work of the classes is being done, whether within or without the
district, in the same manner and subject to the same limitations as
in transporting pupils to and from school.
(b) No pupil shall be required to pay any fee or charge for transportation associated with activities of career technical student organizations which are a part of a career technical class or course of instruction offered for credit, when those activities are integral to assisting the pupil to achieve the career objectives of the class or course.
(b) No pupil shall be required to pay any fee or charge for transportation associated with activities of career technical student organizations which are a part of a career technical class or course of instruction offered for credit, when those activities are integral to assisting the pupil to achieve the career objectives of the class or course.
The duties, powers, purposes, responsibilities, and
jurisdiction of the governing board of any high school district with
respect to any high school established in the district prior to
August 14, 1929, and not supported in whole or in part by any funds
derived from the levy of any district tax may, with the approval of
the State Board of Education, acting upon the recommendation of the
Superintendent of Public Instruction, be transferred to the Chief of
the Division of Vocational Education in the Department of Education
who may appoint any qualified person to exercise immediate
supervision over the school.
No pupil shall be required to pay any fee or charge for
enrollment or participation in activities of career technical student
organizations which are a part of a career technical class or course
of instruction offered for credit, when those activities are
integral to assisting the pupil to achieve the career objectives of
the class or course. This section shall apply to activities which
occur during or outside of the regular schoolday.
This section does not constitute a change in, but is declaratory
of, existing law. Furthermore, this section shall not be construed to
authorize a fee or charge for any pupil to enroll or participate in
any activity other than career technical student organizations.
(a) The governing board of any school district that
maintains a high school may expend supplemental funding apportioned
pursuant to Section 54761 for the purposes of this section. Any
governing board that expends supplemental grant funding pursuant to
this section or accepts other funds made available for purposes of
this section shall do all of the following:
(1) By May 1, 1991, establish procedures and policies required pursuant to subdivision (b).
(2) By July 1, 1992, establish a program required pursuant to subdivision (c).
(b) The governing board of each school district that elects to utilize supplemental grant funding or accept other funds for the purposes of this section shall do the following:
(1) Establish district policies and procedures to systematically review career technical education classes offered by the district to determine the degree to which each class may offer an alternative means for completing and receiving credit for specific portions of the district's prescribed course of study to graduate from high school. The governing board shall ensure that those classes are equivalent, in terms of content and rigor, to the courses prescribed in subdivision (a) of Section 51225.3.
(2) Establish district policies and procedures to compare, not less than every three years, the local curriculum, course content, and course sequence of career technical education programs in the district with the state model curriculum standards for career technical education.
(c) Each governing board expending supplemental grant funding or accepting other funds made available for the purposes of this section shall develop and implement, in consultation with the regional occupational center or program and community college serving the geographic area of the school district, a career technical education program that meets at least the following criteria:
(1) Provides a series of career technical education programs, each of which offers a sequence of courses leading to specific competencies that will enable pupils to manage personal and work life and attain entry level employment in business or industry upon graduation from high school. The plan to provide a series of career technical education programs shall be consistent with local agreements with regional occupational centers and programs and community colleges regarding the responsibilities for the provision and articulation of services among those local agencies. Each governing board shall also develop and implement plans for articulation of career technical courses, or both career technical and technical courses, with the community colleges to extend the sequence of courses through grades 13 and 14.
(2) Conducts or obtains access to needs data and assessment of local business and industry to ensure that the career technical education programs offered will prepare pupils in competencies for which employment opportunities exist.
(3) Provides counseling and guidance services to pupils to help them meet all necessary requirements for high school graduation and make informed career preparation choices. Counseling and guidance services provided to promote the purposes of this section may include counseling for pupils in grades 6 to 12, inclusive.
(4) Involves business and industry in cooperative projects with the schools to provide work experience opportunities, instructors from business and industry, assistance with needs assessments and program evaluations, and access to business and industry employment placement services.
(5) Provides access to employment placement services to help graduating pupils obtain employment.
(6) Includes a system of data collection to report annually to the governing board on the success or failure of each career technical education program in terms of all of the following:
(A) Pupils achieving the desired competencies.
(B) Pupils securing employment, particularly in jobs related to the area of their career technical preparation.
(C) Pupils proceeding to advanced education and training at the postsecondary level.
(D) Number and types of career technical classes offered and the number of those classes that qualify as alternative means to complete the prescribed course of study pursuant to subdivision (b) of Section 51225.3.
(E) Number of pupils enrolled in career technical classes.
(1) By May 1, 1991, establish procedures and policies required pursuant to subdivision (b).
(2) By July 1, 1992, establish a program required pursuant to subdivision (c).
(b) The governing board of each school district that elects to utilize supplemental grant funding or accept other funds for the purposes of this section shall do the following:
(1) Establish district policies and procedures to systematically review career technical education classes offered by the district to determine the degree to which each class may offer an alternative means for completing and receiving credit for specific portions of the district's prescribed course of study to graduate from high school. The governing board shall ensure that those classes are equivalent, in terms of content and rigor, to the courses prescribed in subdivision (a) of Section 51225.3.
(2) Establish district policies and procedures to compare, not less than every three years, the local curriculum, course content, and course sequence of career technical education programs in the district with the state model curriculum standards for career technical education.
(c) Each governing board expending supplemental grant funding or accepting other funds made available for the purposes of this section shall develop and implement, in consultation with the regional occupational center or program and community college serving the geographic area of the school district, a career technical education program that meets at least the following criteria:
(1) Provides a series of career technical education programs, each of which offers a sequence of courses leading to specific competencies that will enable pupils to manage personal and work life and attain entry level employment in business or industry upon graduation from high school. The plan to provide a series of career technical education programs shall be consistent with local agreements with regional occupational centers and programs and community colleges regarding the responsibilities for the provision and articulation of services among those local agencies. Each governing board shall also develop and implement plans for articulation of career technical courses, or both career technical and technical courses, with the community colleges to extend the sequence of courses through grades 13 and 14.
(2) Conducts or obtains access to needs data and assessment of local business and industry to ensure that the career technical education programs offered will prepare pupils in competencies for which employment opportunities exist.
(3) Provides counseling and guidance services to pupils to help them meet all necessary requirements for high school graduation and make informed career preparation choices. Counseling and guidance services provided to promote the purposes of this section may include counseling for pupils in grades 6 to 12, inclusive.
(4) Involves business and industry in cooperative projects with the schools to provide work experience opportunities, instructors from business and industry, assistance with needs assessments and program evaluations, and access to business and industry employment placement services.
(5) Provides access to employment placement services to help graduating pupils obtain employment.
(6) Includes a system of data collection to report annually to the governing board on the success or failure of each career technical education program in terms of all of the following:
(A) Pupils achieving the desired competencies.
(B) Pupils securing employment, particularly in jobs related to the area of their career technical preparation.
(C) Pupils proceeding to advanced education and training at the postsecondary level.
(D) Number and types of career technical classes offered and the number of those classes that qualify as alternative means to complete the prescribed course of study pursuant to subdivision (b) of Section 51225.3.
(E) Number of pupils enrolled in career technical classes.
Any reference to "vocational" education, skill training,
instruction, or training in this code shall be deemed to be a
reference to "career technical" education, skill training,
instruction, or training.
