Existing law requires the adopted course of study for grades 1 to 6, inclusive, and for grades 7 to 12, inclusive, to offer courses in specified areas of study, including social sciences. Existing law establishes the Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the State Board of Education.

This bill would require the commission to develop, and the state board to adopt, modify, or revise, reject, or modify, a model curriculum in media literacy for social sciences for kindergarten and grades 1 to 12, inclusive. The bill would require the commission to submit the model curriculum to the state board on or before January 1, 2019, and would require the state board to adopt adopt, reject, or modify the model curriculum on or before March 31, 2019. 2019, in accordance with specified procedural requirements. The bill would require the State Department of Education to make available on its Internet Web site a list of resources and instructional materials on media literacy and to ensure that media literacy training opportunities are made available for use in literacy, including media literacy professional development programs for teachers.

Existing law requires the adopted course of study for grades 1 to 6, inclusive, and for grades 7 to 12, inclusive, to offer courses in specified areas of study, including social sciences. Existing law establishes the Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the State Board of Education.

This bill would require the commission to develop, and the state board to adopt, modify, or revise, a model curriculum in media literacy for social sciences for grades 1 to 12, inclusive. The bill would require the commission to submit the model curriculum to the state board on or before January 1, 2019, and would require the state board to adopt the model curriculum on or before March 31, 2019. The bill would require the state board, in the next revision of instructional materials or curriculum frameworks in social sciences for grades 1 to 12, inclusive, to integrate media literacy into the social sciences curriculum to the extent the state board deems appropriate. The bill would require the State Department of Education to make available on its Internet Web site a list of resources and materials on media literacy and to ensure that media literacy training opportunities are made available for use in professional development programs for teachers.

Existing law requires the adopted course of study for grades 1 to 6, inclusive, and for grades 7 to 12, inclusive, to offer courses in specified areas of study, including social sciences. Existing law establishes the Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the State Board of Education.

This bill would require the State Board of Education, commission to develop, and the state board to adopt, modify, or revise, a model curriculum in media literacy for social sciences for grades 1 to 12, inclusive. The bill would require the commission to submit the model curriculum to the state board on or before January 1, 2019, and would require the state board to adopt the model curriculum on or before March 31, 2019. The bill would require the state board, in the next revision of instructional materials or curriculum frameworks in social sciences for grades 1 to 12, inclusive, to include integrate media literacy, as defined. literacy into the social sciences curriculum to the extent the state board deems appropriate. The bill would require the State Department of Education to make available on its Internet Web site a list of resources and materials on media literacy and to ensure that media literacy training opportunities are made available for use in professional development programs for teachers.

Existing law requires the adopted course of study for grades 1 to 6, inclusive, and for grades 7 to 12, inclusive, to offer courses in specified areas of study, including social sciences.

This bill would require the State Board of Education, in the next revision of instructional materials or curriculum frameworks in social sciences for grades 1 to 12, inclusive, to include media literacy, as defined. The bill would require the State Department of Education to make available on its Internet Web site a list of resources and materials on media literacy and to ensure that media literacy training opportunities are made available for use in professional development programs for teachers.

Date of Hearing: July 19, 2017

ASSEMBLY COMMITTEE ON APPROPRIATIONS

Lorena Gonzalez Fletcher, Chair

SBPCA Bill Id:SB 135

Author:(Dodd) – As Amended Ver:July 3, 2017

Urgency: No State Mandated Local Program: No Reimbursable: No

SUMMARY:

This bill requires the Instructional Quality Commission (IQC) to develop, and the State Board of Education (SBE) to adopt, reject, or modify, a model curriculum in media literacy. The California Department of Education (CDE) is also required to make available a list of resources and instructional materials on media literacy.

FISCAL EFFECT:

1. The CDE estimates a cost of about $788,000 General Fund to develop the model curriculum. These costs would support 2.7 positions, a model curriculum writer contract, and curriculum advisory committee meetings. The estimate assumes the advisory group is voluntary and will not be compensated for their time. The CDE also estimates minor and absorbable costs to continue to update existing online media literacy resources and materials on their website.
2. On-going local cost pressures to provide media literacy courses based on the model curriculum required by the bill. To implement a new media literacy course, school districts would have to purchase instructional materials and either hire appropriate teachers or provide professional development to existing teachers. These costs would not be reimbursable by the state.
   

COMMENTS:

1. Background. California’s public school curriculum is based on content standards in various subjects, including English-Language Arts, Mathematics, Science, History-Social Science, Physical Education, English Language Development, Career Technical Education, Health Education, World Languages, and Visual and Performing Arts. State law establishes the IQC (formerly called the Curriculum Development and Supplemental Materials Commission) as an advisory body to the SBE on matters related to curriculum, instructional materials, and content standards. New standards are developed by the IQC through a public process, and are adopted by the SBE. State law has authorized the development of model curricula on a variety of topics, including the life of Cesar Chavez, human rights and genocide, and most recently, ethnic studies.
2. Purpose. According to the author, “There have been numerous research reports published recently that highlight the need for media literacy education…A recent Stanford study shows 82 percent of middle school students struggle to distinguish advertisements from news stories. It is important that California’s educational standards reflect the need for increased media literacy, so that young adults have the ability to analyze and evaluate information consumed from countless media outlets. Access to technology literacy and digital media skills education for all young students is a challenge, especially for underrepresented and economically disadvantaged communities. With over 90 percent of young adults present on social media, it is important to ensure young adults are prepared with technology literacy and computer skills in order to utilize social media sites responsibly.”
3. Related Legislation. SB 155 (Gomez) of this session would have required the IQC to develop a model curriculum in media literacy, and for the CDE to develop an online professional development module to support the model curriculum. This bill was held in this committee on Suspense.

SB 203 (Jackson) of this session would have required the CDE to identify best practices and recommendations for instruction in digital citizenship, Internet safety, and media literacy, and requires, beginning in the 2019–20 school year, school districts to annually review their policies on those topics. This bill was held in the Senate Appropriations Committee.

Analysis Prepared by: Daisy Gonzales / APPR. / (916) 319-2081

Date of Hearing: July 12, 2017

ASSEMBLY COMMITTEE ON EDUCATION

Patrick O'Donnell, Chair

SBPCA Bill Id:SB 135

Author:(Dodd) – As Amended Ver:July 3, 2017

SENATE VOTE: 27-12

SUBJECT: Pupil instruction: media literacy: model curriculum

SUMMARY: Requires the Instructional Quality Commission (IQC) to develop, and the State Board of Education (SBE) to adopt, reject, or modify, a model curriculum in media literacy. Specifically, this bill:

1. Makes findings and declarations regarding the importance of media literacy education for students.

States that “digital citizenship” and “media literacy” are broad terms that encompass consumption and use of media and digital products.

Defines “digital citizenship” to mean a diverse set of skills related to current technology and social media, including the norms of appropriate, responsible, and healthy behavior.

Defines “media literacy” to mean the ability to access, analyze, evaluate, and use media, and encompasses the foundational skills that lead to digital citizenship.

Requires the IQC to develop, and the SBE to adopt, reject, or modify, a model curriculum in media literacy for Kindergarten and grades 1 to 12, inclusive, for voluntary use by educators.

Requires that the model curriculum be designed for the purpose of providing instruction in the safe and responsible uses of media and support students’ use of critical-thinking skills when consuming media.

Requires the model curriculum to address, but not be limited to, the instruction of students in how to:

1. safely and responsibly use and consume media
2. access relevant and accurate information through media
3. analyze media content in a critical way
4. evaluate the comprehensiveness, currency, relevance, credibility, authority, and accuracy of media content
5. States that the model curriculum may be designed to promote the development of students’ skills in:
6. creativity and innovation
7. communication and collaboration
8. research and information fluency
9. critical thinking and problem solving
10. digital citizenship
11. technology operations and concepts
12. information, media, and technological literacy
13. concepts of media representation and stereotyping
14. Requires that the model curriculum provide model lessons and activities for each grade level, and identify supporting instructional materials for use in its implementation.
15. Requires that the model curriculum identify the ways in which it aligns with, and is supportive of, the Common Core State Standards and the Next Generation Science Standards.
16. Requires the IQC, in developing the model curriculum in media literacy, to convene an advisory group comprised of experts in media literacy education, and requires that a majority of this group be current public school elementary or secondary classroom teachers who have a professional teaching credential that is valid under state law and who have experience or expertise in media literacy education.
17. Requires the IQC to hold a minimum of two public hearings in order for the public to provide input on the model curriculum, and requires that the meetings be held pursuant to the Bagley-Keene Open Meeting Act.
18. Requires that, on or before January 1, 2019, the IQC submit to the SBE the model curriculum.
19. Requires that, on or before March 31, 2019, the SBE adopt, reject, or modify the model curriculum, at a subsequent public meeting.
20. Requires that, if the SBE modifies the model curriculum, the SBE explain, in writing, the reasons for the modifications to the Governor and the appropriate fiscal and policy committees of the Legislature.
21. Requires that, if the SBE modifies the model curriculum, the SBE, in a meeting conducted pursuant to the Bagley-Keene Open Meeting Act, provide written reasons for its revisions. Requires that the SBE not adopt the model curriculum at the same meeting it provides its written reasons, but, instead, adopt these revisions at a subsequent meeting conducted no later than July 31, 2019.
22. Requires that, if the SBE rejects the model curriculum, the SBE transmit to the Superintendent of Public Instruction (SPI), the Governor, and the appropriate policy and fiscal committees of the Legislature a specific written explanation of the reasons for the rejection of the model curriculum.
23. Requires the SPI, following the adoption of the model curriculum, to post the curriculum on its website for use on a voluntary basis by educators.
24. Requires the California Department of Education (CDE) to, on or before July 1, 2018, make available to school districts on its website a list of resources and instructional materials on media literacy, including media literacy professional development programs for teachers.
25. Requires that the website have a mechanism accessible to school districts and teachers to provide feedback on the model curriculum.
26. States that private resources may be used as funding sources to supplement the development of the model curriculum.

EXISTING LAW:

1. Requires the development of model curricula in human rights and genocide, the life of Cesar Chavez, and ethnic studies.
2. Requires the ethnic studies model curriculum to be developed with participation from faculty of ethnic studies programs at universities and colleges with ethnic studies programs and a group of representatives of local educational agencies.
3. Requires that the ethnic studies model curriculum be written as a guide to allow school districts to adapt their courses to reflect the student demographics in their communities, and include examples of courses offered by LEAs that have been approved as meeting A-G admissions requirements including, to the extent possible, course outlines for those courses.
4. Requires that, by December 31, 2019, the IQC to submit the ethnic studies model curriculum to the SBE for adoption, and the SBE to adopt the model curriculum by March 31, 2020.
5. Requires the IQC to provide a minimum of 45 days for public comment before submitting the ethnic studies model curriculum to the SBE.
6. Requires a school district or charter school that elects to offer a course of study in ethnic studies pursuant to this subdivision to offer the course as an elective in the social sciences or English language arts and to make the course available in at least one year during a student’s enrollment in grades 9 to 12.
7. States the intent of the Legislature that local educational agencies submit course outlines for ethnic studies for approval as A-G courses. (EC 51226.7)

FISCAL EFFECT: According to the Senate Appropriations Committee on a prior version of this bill:

• The California Department of Education estimates a cost of about $788,000 General Fund to develop the model curriculum as prescribed by this bill. These costs would support 2.7 positions, a model curriculum writer contract, and curriculum advisory committee meetings.
• Local cost pressure to provide media literacy courses based on the model curriculum required by the bill. To implement a new media literacy course, school districts would have to purchase instructional materials and either hire appropriate teachers or provide professional development to existing teachers. These costs would not be reimbursable by the state.

COMMENTS:

Need for the bill. The author states: “There have been numerous research reports published recently that highlight the need for media literacy education. Such research includes ‘Many Americans Believe Fake News is Sowing Confusion’ by the Pew Research Center (2016); and ‘Evaluating Information: The Cornerstone of Civic Online Reasoning’ by the Stanford History Education Group (2016). A recent Stanford study shows 82 percent of middle school students struggle to distinguish advertisements from news stories.

It is important that California’s educational standards reflect the need for increased media literacy, so that young adults have the ability to analyze and evaluate information consumed from countless media outlets.

Access to technology literacy and digital media skills education for all young students is a challenge, especially for underrepresented and economically disadvantaged communities. With over 90 percent of young adults present on social media, it is important to ensure young adults are prepared with technology literacy and computer skills in order to utilize social media sites responsibly.”

Curriculum, standards, frameworks, and model curricula. California’s public school curriculum is based on content standards in various subjects, including English-Language Arts, Mathematics, Science, History-Social Science, Physical Education, English Language Development, Career Technical Education, Health Education, World Languages, and Visual and Performing Arts. These standards are developed by the IQC through a public process, and are adopted by the SBE.

These standards form the basis of California’s curriculum frameworks. The frameworks guide the implementation of these standards, and are used to establish criteria for the evaluation of instructional materials for state adoption for grades kindergarten through grade eight. They also guide district selection of instructional materials for grades nine through twelve.

In addition to developing standards in the above subject areas, the SPI is has been directed by law to develop model curricula on different topics, such as those on the life of Cesar Chavez, human rights and genocide, and ethnic studies, for voluntary use by educators.

What is media literacy? According to the National Association for Media Literacy Education, media literacy is the ability to access, analyze, evaluate and create media in a variety of forms.

The Center for Media Literacy offers another definition: “Media literacy empowers people to be both critical thinkers and creative producers of an increasingly wide range of messages using image, language, and sound. It is the skillful application of literacy skills to media and technology messages.”

What does media literacy education look like? Three examples of media literacy lessons which were developed for different grades are shown below:

Through the Media Smarts curriculum (in use in Canada) students in Kindergarten to third grade can learn how to identify advertising through a lesson titled “Can you spot the ad?” with the objective of teaching students about the concept of branded content, and differences between branded and non-branded images and videos in online and offline contexts.

Through the Cyber Civics curriculum for middle school students, students learn the difference between “consuming” and “producing” media, how to read and create visual media and become less susceptible to visual manipulations, receive safety training related to the consequences of “sexting,” and learn how misinformation can spread via the Internet and social media and even find its way into the news.

Through the Facing History and Ourselves media literacy unit titled “Facing Ferguson: News Literacy in a Digital Age,” high school students investigate the choices and challenges facing journalists as they report on a story, explore the impact of social media on the traditional news cycle and understand the role it can play in influencing public opinion and the press, develop critical thinking and news literacy skills to help students find reliable information to make decisions, take action, and responsibly share news through social media, and consider their role as citizens in a democracy and their responsibilities as civic participants and citizen watchdogs.

Information literacy in California Model School Library standards. The California Model School Library Standards for California Schools, adopted by the SBE in 2011, incorporate “information literacy” skills, in which students “learn to access, evaluate, use, and integrate information and ideas found in print, media, and digital resources, enabling them to function in a knowledge-based economy and technologically oriented society.” “Information” is defined broadly to include words (whether printed or spoken), visual images (including photographs and artwork), and music.

The standards are organized into four concepts (accessing, evaluating, using, and integrating information) which contain standards spanning all of the grades. In the area of evaluating information, students are expected to be able to determine the relevance of information; assess the comprehensiveness, currency, credibility, authority, and accuracy of resources; and consider the need for additional information.

The state’s content standards for English Language Arts students also include at least one reference to media literacy. In grades 9 -12 students are expected to learn to “Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.”

The model curriculum proposed by this bill would serve as a resource for educators wishing to focus on media literacy instruction, at any grade level. It would also bring more focus to media literacy as an important set of skills for students to acquire.

Media literacy legislation in other states. According to the organization Media Literacy Now, a number of states have or are in the process of adopting legislation to address the education of students in media literacy, digital citizenship, internet safety. They include: Arizona, New Mexico, Massachusetts, Connecticut, New York, Rhode Island, Washington, New Jersey, Utah, Florida, Ohio, Illinois. States are adopting a variety of strategies, from incorporating media literacy content into state health or safety curricula, to creating elective courses, to making digital citizenship instruction a responsibility of school librarians.

Related and prior legislation. SB 155 (Gomez) of this Session would have required the IQC to develop a model curriculum in media literacy, and requires the California Department of Education (CDE) to develop an online professional development module to support the model curriculum. This bill was held in the Assembly Appropriations Committee.

SB 203 (Jackson) of this Session would have required the CDE to identify best practices and recommendations for instruction in digital citizenship, Internet safety, and media literacy, and requires, beginning in the 2019–20 school year, school districts to annually review their policies on those topics. This bill was held in the Senate Appropriations Committee.

AB 738 (Limon) of this Session would require the development of a model curriculum in Native American studies, and requires school districts which elect to offer one course in Native American studies to make the course available in at least one year during a student’s enrollment in grades 9-12.

AB 2016 (Alejo) Chapter 327, Statues of 2016 requires the development of a model curriculum in ethnic studies, and requires school districts which elect to offer one course in ethnic studies to make the course available in at least one year during a student’s enrollment in grades 9-12.

REGISTERED SUPPORT / OPPOSITION:

Support

Lieutenant Governor Gavin Newsom (sponsor)

Alliance for Boys and Men of Color

American Academy of Pediatrics, California

California Cable and Telecommunications Association

California Federation of Teachers

California Newspaper Publishers Association

California School Library Association

California State PTA

California Teachers Association

Center for Media Literacy

Common Sense Kids Action

Congressman Mike Thompson

Los Angeles County Democratic Party Board Members

Mount Saint Mary's University Elementary Teacher Preparation Program

Napa County Board of Supervisors

National Association for Media Literacy Education

Representation Project

San Francisco Unified School District

University of California, Los Angeles Teacher Education Program

Yolo County Office of Education

Opposition

None on file

Analysis Prepared by: Tanya Lieberman / ED. / (916) 319-2087

 THIRD READING  

Bill No: SB 135

Author:

:

Vote:

SENATE EDUCATION COMMITTEE: 5-2, 4/19/17

AYES: Allen, Galgiani, Leyva, Mendoza, Pan

NOES: Wilk, Vidak

SENATE APPROPRIATIONS COMMITTEE: 5-2, 5/25/17

AYES: Lara, Beall, Bradford, Hill, Wiener

NOES: Bates, Nielsen

SUBJECT:

SOURCE: Author

DIGEST:

This bill requires the Instructional Quality Commission (IQC) to develop, and the State Board of Education (SBE) to adopt, modify, or revise, a model curriculum in media literacy for social sciences for grades 1 to 12, inclusive.

ANALYSIS:

Existing law:

1. Establishes the IQC, formerly known as the Curriculum Commission, as an advisory body to the SBE. The IQC is an advisory body to the SBE and is responsible for recommending curriculum frameworks, developing criteria for the evaluation of instructional materials, and evaluating and recommending adoption of instructional materials. (Education Code § 33530 and § 60204)
2. Requires the IQC to develop, and the SBE to adopt, a model curriculum in ethnic studies, as specified. (EC § 51226.7)
3. Requires the IQC, before recommending a curriculum framework and evaluation criteria to the SBE, to do all of the following:
   1. Direct the appropriate Subject Matter Committee to consider the draft curriculum framework and evaluation criteria developed by the Curriculum Framework and Evaluation Criteria Committee, if applicable, and submit its recommendation to the IQC.
   2. Consider the recommendation from the Subject Matter Committee.
   3. Approve a draft curriculum framework and evaluation criteria and make it available for public review and comment for a minimum of 60 days. The California Department of Education (CDE) is required ensure that the draft curriculum framework and evaluation criteria are posted on the CDE’s Web site and available at Learning Resources Display Centers during this period.
   4. Hold at least one publicly-noticed meeting to receive comment on the draft curriculum framework and evaluation criteria, as specified. (Title 5, §9515 of the California Code of Regulations)

This bill requires the IQC to develop, and the SBE to adopt, modify, or revise, a model curriculum in media literacy for social sciences for grades 1 to 12, inclusive. Specifically, this bill:

1. Requires the IQC, on or before January 1, 2019, to submit the model curriculum in media literacy to the SBE for adoption and requires the SBE to adopt the model curriculum on or before March 31, 2019.
2. Requires the model curriculum in media literacy to be written as a guide to allow school districts to adapt their courses to reflect emerging technologies in their communities.
3. Specifies that the components of media literacy may be designed to include the ability to measure 21st century skills of pupils using standards that may include those defined by the International Society for Technology in Education so that teachers may effectively use measure and teach the critical 21st century skills pupils need to succeed on California’s next-generation online assessments and prepare pupils for college and career objectives. The skills to be measured may include, but are not limited to, all of the following:
   1. Creativity and innovation.
   2. Communication and collaboration.
   3. Research and information fluency.
   4. Critical thinking and problem-solving.
   5. Digital citizenship.
   6. Technology operations and concepts.
   7. Information, media, and technological literacy.
   8. Concepts of media representation and stereotyping.
4. Requires the IQC to provide a minimum of 45 days for public comment before submitting the model curriculum in media literacy to the SBE.
5. Requires the CDE to:
   1. Make available to school districts on its Internet Web site a list of resources and materials on media literacy, to be accessible for use on or before July 1, 2018, and to include a mechanism accessible to school districts and teachers to provide feedback.
   2. Ensure that approved media literacy training opportunities are made available for use in professional development programs for teachers.

Comments

1. Need for the bill. According to the author, “There have been numerous research reports published recently that highlight the need for media literacy education. Such research includes ‘Many Americans Believe Fake News is Sowing Confusion’ by the Pew Research Center (2016); and ‘Evaluating Information: The Cornerstone of Civic Online Reasoning’ by the Stanford History Education Group (2016). A recent Stanford study shows 82 percent of middle school students struggle to distinguish advertisements from news stories.

It is important that California’s educational standards reflect the need for increased media literacy, so that young adults have the ability to analyze and evaluate information consumed from countless media outlets.”

Access to technology literacy and digital media skills education for all young students is a challenge, especially for underrepresented and economically disadvantaged communities. With over 90 percent of young adults present on social media, it is important to ensure young adults are prepared with technology literacy and computer skills in order to utilize social media sites responsibly.”

1. Current history-social science framework and model curriculum. Academic content standards define the knowledge, concepts, and skills that students should acquire at each grade level. Curricular frameworks are the blueprint for implementing the standards, and include criteria by which instructional materials are evaluated. Model curriculum provides teachers with comprehensive information on a topic that may be used to create lessons or courses. Model curriculum provides instructional guidance, but is not required. The history-social science framework was last adopted on July 14, 2016. School districts currently have the authority to provide instruction based on model curriculum or other resources, including instruction relative to media literacy.

Related/Prior Legislation

SB 203 (Jackson, 2017) requires the Superintendent of Public Instruction, on or before December 1, 2018, in consultation with the executive director of the SBE, to identify best practices and recommendations for instruction in digital citizenship, Internet safety, and media literacy, and to report to the appropriate fiscal and policy committees of the Legislature on strategies to implement the best practices and recommendations statewide. The bill was held on the Senate Appropriation Committee’s suspense file.

AB 838 (Levine, 2017) requires the IQC to develop a model curriculum on the 2016 presidential election for pupils enrolled in secondary school government courses, for voluntary use by educators. The bill would require the SBE to adopt, modify, or reject the model curriculum recommended by the IQC, and beginning in the school year immediately following adoption of the model curriculum by the SBE, would encourage local educational agencies and charter schools to use the model curriculum to provide instruction in secondary school government courses. AB 838 is scheduled to be heard by the Assembly Appropriations Committee on May 26, 2017.

AB 2016 (Alejo, Chapter 327, Statutes of 2016) required the IQC to develop, and the SBE to adopt, a model curriculum in ethnic studies, as specified. The bill also encouraged school districts and charter schools to offer an ethnic studies course based on the model curriculum to students in grades 9-12

FISCAL EFFECT: Appropriation: Fiscal Com.: Local:

According to the Senate Appropriations Committee, “CDE estimates a cost of about $788,000 General Fund to develop the model curriculum as prescribed by this bill. These costs would support 2.7 PY’s, a model curriculum writer contract, and curriculum advisory committee meetings.” There would also be “local cost pressure to provide media literacy courses based on the model curriculum required by the bill. To implement a new media literacy course, school districts would have to purchase instructional materials and either hire appropriate teachers or provide professional development to existing teachers. These costs would not be reimbursable by the state.”

SUPPORT: (Verified 5/24/17)

Alliance for Boys and Men of Color

American Academy of Pediatrics

California Cable & Telecommunications Association

California Federation of Teachers

California Newspaper Publishers Association

California School Libraries Association

California State PTA

Center for Media Literacy

Common Sense Kids Action

Los Angeles County Democratic Party

Mike Thompson, Member of Congress

Mount Saint Mary’s University Elementary Teacher Preparation Program

Napa County Board of Supervisors

San Francisco Unified School District

UCLA’s Teacher Education Program

Yolo County Office of Education

OPPOSITION: (Verified 5/24/17)

None received.

Prepared by:

5/27/17 16:08:08

**** END ****

SENATE COMMITTEE ON

Senator Ricardo Lara, Chair

2017 - 2018 Regular Session

SB 135 (Dodd) - Pupil instruction: media literacy: model curriculum

This bill meets the criteria for referral to the Suspense File.

Bill Summary:

This bill requires the Instructional Quality Commission (IQC) to develop, and the State Board of Education (SBE) to adopt, modify, or revise, a model curriculum in media literacy for social sciences for grades 1 to 12, inclusive.

Fiscal Impact:

• The California Department of Education estimates a cost of about $788,000 General Fund to develop the model curriculum as prescribed by this bill. These costs would support 2.7 PY’s, a model curriculum writer contract, and curriculum advisory committee meetings.
• Local cost pressure to provide media literacy courses based on the model curriculum required by the bill. To implement a new media literacy course, school districts would have to purchase instructional materials and either hire appropriate teachers or provide professional development to existing teachers. These costs would not be reimbursable by the state.

Background:

Academic content standards define the knowledge, concepts, and skills that students should acquire at each grade level. Curricular frameworks are the blueprint for implementing the standards, and include criteria by which instructional materials are evaluated. The last revision to the history-social science framework was suspended in July 2009, subsequently resumed in July 2014, and has been recently adopted in July of 2016.

Existing law establishes the IQC as an advisory body to the Board on curriculum and instruction. It is responsible for recommending curriculum frameworks, developing criteria for the evaluation of instructional materials, evaluating and recommending adoption of instructional materials.

Existing law requires the IQC, before recommending a curriculum framework and evaluation criteria to the SBE, to do all of the following:

1. Direct the appropriate Subject Matter Committee to consider the draft curriculum framework and evaluation criteria developed by the Curriculum Framework and Evaluation Criteria Committee, if applicable, and submit its recommendation to the IQC.
2. Consider the recommendation from the Subject Matter Committee.
3. Approve a draft curriculum framework and evaluation criteria and make it available for public review and comment for a minimum of 60 days. The California Department of Education (CDE) is required ensure that the draft curriculum framework and evaluation criteria are posted on the CDE’s website and available at Learning Resources Display Centers during this period.
4. Hold at least one publicly-noticed meeting to receive comment on the draft curriculum framework and evaluation criteria, as specified.

The adopted course of study for grades 7-12 must include, among other subjects, social sciences. This instruction is required to provide a foundation for understanding, among other topics, the history, resources, development and government of California and the United States; the relations of people to their human and natural environment; eastern and western cultures and civilizations; and human rights issues.

Proposed Law:

This bill requires the IQC, on or before January 1, 2019, to submit the model curriculum in media literacy to the SBE for adoption and requires the SBE to adopt the model curriculum on or before March 31, 2019. Further, the bill requires the model curriculum in media literacy to be written as a guide to allow school districts to adapt their courses to reflect emerging technologies in their communities.

The bill specifies that the components of media literacy may be designed to include the ability to measure 21st century skills of pupils using standards that may include those defined by the International Society for Technology in Education so that teachers may effectively measure and teach the critical 21st century skills pupils need to succeed on California’s next-generation online assessments and prepare pupils for college and career objectives. The skills to be measured may include, but are not limited to, creativity and innovation, communication and collaboration, and research and information fluency.

The bill requires the IQC to provide a minimum of 45 days for public comment before submitting the model curriculum in media literacy to the SBE. It also requires the California Department of Education (CDE) to make available to school districts on its Internet Web site a list of resources and materials on media literacy, to be accessible for use on or before January 1, 2018, and to include a mechanism accessible to school districts and teachers to provide feedback; and ensure that approved media literacy training opportunities are made available for use in professional development programs for teachers.

Related Legislation:

SB 203 (Jackson, 2017) requires the CDE, on or before December 1, 2018, in consultation with an advisory committee, to identify best practices and recommendations for instruction in digital citizenship, Internet safety, and media literacy, and to report to the appropriate fiscal and policy committees of the Legislature on strategies to implement the best practices and recommendations statewide.

AB 2016 (Alejo, Ch. 327, Stats. 2016) requires the IQC to develop, and the SBE to adopt, a model curriculum in ethnic studies, as specified. The bill also encourages school districts and charter schools to offer an ethnic studies course based on the model curriculum to students in grades 9-12.

-- END --

SENATE COMMITTEE ON EDUCATION

Senator Benjamin Allen, Chair

2017 - 2018 Regular

Bill No: SB 135 Hearing Date: April 19, 2017

Subject: Pupil instruction: media literacy

SUMMARY

This bill requires the Instructional Quality Commission to develop, and the State Board of Education (SBE) to adopt, modify, or revise, a model curriculum in media literacy for social sciences for grades 1 to 12, inclusive.

BACKGROUND

Existing Law:

1. Establishes the Instructional Quality Commission (IQC), formerly known as the Curriculum Commission, as an advisory body to the SBE. The IQC is an advisory body to the SBE and is responsible for recommending curriculum frameworks, developing criteria for the evaluation of instructional materials, and evaluating and recommending adoption of instructional materials. (Education Code § 33530 and § 60204)
2. Requires the IQC to develop, and the SBE to adopt, a model curriculum in ethnic studies, as specified. (EC § 51226.7)
3. Requires the IQC, before recommending a curriculum framework and evaluation criteria to the SBE, to do all of the following:
   1. Direct the appropriate Subject Matter Committee to consider the draft curriculum framework and evaluation criteria developed by the Curriculum Framework and Evaluation Criteria Committee, if applicable, and submit its recommendation to the IQC.
   2. Consider the recommendation from the Subject Matter Committee.
   3. Approve a draft curriculum framework and evaluation criteria and make it available for public review and comment for a minimum of 60 days. The California Department of Education (CDE) is required ensure that the draft curriculum framework and evaluation criteria are posted on the CDE’s website and available at Learning Resources Display Centers during this period.
   4. Hold at least one publicly-noticed meeting to receive comment on the draft curriculum framework and evaluation criteria, as specified. (Title 5, §9515 of the California Code of Regulations)

ANALYSIS

This bill requires the Instructional Quality Commission (IQC) to develop, and the State Board of Education (SBE) to adopt, modify, or revise, a model curriculum in media literacy for social sciences for grades 1 to 12, inclusive. Specifically, this bill:

1. Requires the IQC, on or before January 1, 2019, to submit the model curriculum in media literacy to the state board for adoption and requires the SBE to adopt the model curriculum on or before March 31, 2019.
2. Requires the model curriculum in media literacy to be written as a guide to allow school districts to adapt their courses to reflect emerging technologies in their communities.
3. Specifies that the components of media literacy may be designed to include the ability to measure 21st century skills of teachers and pupils using the international standards defined by the International Society for Technology in Education so that teachers may effectively use technology and digital resources within their instructional day, measure and teach the critical 21st century skills pupils need to succeed on California’s next-generation online assessments, and prepare pupils for college and career objectives. The skills to be measured may include, but are not limited to, all of the following:
   1. Creativity and innovation.
   2. Communication and collaboration.
   3. Research and information fluency.
   4. Critical thinking and problem-solving.
   5. Digital citizenship.
   6. Technology operations and concepts.
   7. Information, media, and technological literacy.
   8. Concepts of media representation and stereotyping.
4. Requires the IQC to provide a minimum of 45 days for public comment before submitting the model curriculum in media literacy to the SBE.
5. Requires the SBE, in the next revision of instructional materials or curriculum frameworks in the social sciences for grades 1 to 12, inclusive, to ensure that media literacy is integrated into the social sciences curriculum to the extent the SBE deems appropriate.
6. Requires the California Department of Education (CDE) to:
   1. Make available to school districts on its Internet Web site a list of resources and materials on media literacy, to be accessible for use on or before January 1, 2018, and to include a mechanism accessible to school districts and teachers to provide feedback.
   2. Ensure that approved media literacy training opportunities are made available for use in professional development programs for teachers.

STAFF COMMENTS

1. Need for the bill. According to the author, “There have been numerous research reports published recently that highlight the need for media literacy education. Such research includes ‘Many Americans Believe Fake News is Sowing Confusion’ by the Pew Research Center (2016); and ‘Evaluating Information: The Cornerstone of Civic Online Reasoning’ by the Stanford History Education Group (2016). A recent Stanford study shows 82 percent of middle school students struggle to distinguish advertisements from news stories.”

“It is important that California’s educational standards reflect the need for increased media literacy, so that young adults have the ability to analyze and evaluate information consumed from countless media outlets.”

“Access to technology literacy and digital media skills education for all young students is a challenge, especially for underrepresented and economically disadvantaged communities. With over 90 percent of young adults present on social media, it is important to ensure young adults are prepared with technology literacy and computer skills in order to utilize social media sites responsibly.”

2) Current history-social science framework and model curriculum. Academic content standards define the knowledge, concepts, and skills that students should acquire at each grade level. Curricular frameworks are the blueprint for implementing the standards, and include criteria by which instructional materials are evaluated. Model curriculum provides teachers with comprehensive information on a topic that may be used to create lessons or courses. Model curriculum provides instructional guidance, but is not required. The history-social science framework was last adopted on July 14, 2016. School districts currently have the authority to provide instruction based on model curriculum or other resources, including instruction relative to media literacy.

This committee has adopted a policy that strongly discourages the introduction of measures that propose to require, or require consideration of, modifications to state curriculum through changes to the curriculum frameworks. This policy does not apply to legislation that proposes the development of model curricula, the revision of existing standards, curriculum mandates, or the establishments of new subjects or new sets of standards.

This bill proposes to require the State Board of Education (SBE), in the next revision of instructional materials or curriculum frameworks in the social sciences for grades 1 to 12, inclusive, to ensure that media literacy is integrated into the social sciences curriculum to the extent the SBE deems appropriate.

Author amendment: The author would like to amend the bill to remove that requirement in subdivision (h), consistent with this committee’s policy. Staff recommends that the bill be amended to reflect the author’s proposed amendment.

3) Additional author amendments. The author would like to amend subdivision (d) on page 5, as follows: “(d) Components of media literacy may be designed to include the ability to measure 21st century skills of teachers and pupils using the international standards that may include those defined by the International Society for Technology in Education, so that teachers may effectively use technology and digital resources within their instructional day, measure and teach the critical 21st century skills pupils need to succeed on California’s next-generation online assessments, and prepare pupils for college and career objectives. The skills to be measured may include, but are not limited to, all of the following:”

Staff recommends that the bill be amended to reflect the author’s proposed amendments.

4) Timing. This bill requires the California Department of Education (CDE) to make a list of resources and materials on media literacy available to school districts on its Internet Web site, to be accessible for use on or before January 1, 2018. This bill does not take effect until that date.

Author amendment: The author would like to amend the bill to make that date July 1, 2018. Staff recommends that the bill be amended to reflect the author’s proposed amendment.

5) Related and previous legislation.

Related legislation:

SB 203 (Jackson, 2017) would require the CDE, on or before December 1, 2018, in consultation with an advisory committee, to identify best practices and recommendations for instruction in digital citizenship, Internet safety, and media literacy, and to report to the appropriate fiscal and policy committees of the Legislature on strategies to implement the best practices and recommendations statewide. SB 203 is scheduled to be heard by this committee on April 19, 2017.

AB 617 (Gomez, 2017) would require the Instructional Quality Commission (IQC) to ensure that information on preregistering to vote is included in the next revision of the History-Social Science curriculum framework. AB 617 is scheduled to be heard by the Assembly Committee on Education on April 26, 2017.

AB 838 (Levine, 2017) would require the IQC, during the next revision of the history-social science curriculum framework after January 1, 2018, to consider including, and recommending for adoption by the state board, high school instruction regarding Russian interference with the 2016 United States presidential election, as appropriate. The bill would require the State Board of Education (SBE) to adopt, modify, or reject the curriculum framework recommended by the Instructional Quality Commission (IQC). AB 838 is scheduled to be heard by the Assembly Committee on Education on April 26, 2017.

Previous legislation:

AB 2016 (Alejo, Ch. 327, Stats. 2016) requires the IQC to develop, and the SBE to adopt, a model curriculum in ethnic studies, as specified. The bill also encourages school districts and charter schools to offer an ethnic studies course based on the model curriculum to students in grades 9-12

SB 1435 (Jackson, Ch. 633, Stats. 2016) requires that the next revision of the Health Framework for California Public Schools include information for kindergarten through grade 8 on healthy relationships.

AB 2864 (Chau, Ch. 648, Stats 2016) requires that the Chinese Exclusion Act of 1882, the Geary Act of 1892, and other laws be considered in the next cycle in which the history-social science curriculum framework and its accompanying instructional materials are adopted.

AB 2546 (Calderon, Ch. 616, Stats. 2016) requires that, when the history-social science curriculum framework is revised after January 1, 2017, the IQC include specified content on financial literacy.

SUPPORT

American Academy of Pediatrics

California Federation of Teachers

California Newspaper Publishers Association

California School Libraries Association

California State PTA

Center for Media Literacy

Common Sense Kids Action

Los Angeles County Democratic Party

Mike Thompson, Member of Congress

Mount Saint Mary’s University Elementary Teacher Preparation Program

UCLA’s Teacher Education Program

Yolo County Office of Education

OPPOSITION

None received.

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