BILL NUMBER: AB 466 CHAPTERED
BILL TEXT
CHAPTER 737
FILED WITH SECRETARY OF STATE OCTOBER 11,2001
PASSED THE ASSEMBLY SEPTEMBER 14, 2001
PASSED THE SENATE SEPTEMBER 12, 2001
AMENDED IN SENATE SEPTEMBER 10, 2001
AMENDED IN SENATE AUGUST 29, 2001
AMENDED IN SENATE AUGUST 22, 2001
AMENDED IN SENATE JULY 21, 2001
AMENDED IN SENATE JULY 3, 2001
AMENDED IN ASSEMBLY MAY 31, 2001
AMENDED IN ASSEMBLY APRIL 17, 2001
INTRODUCED BY Assembly Members Strom-Martin and Shelley
(Coauthor: Assembly Member Alquist)
FEBRUARY 21, 2001
An act to amend Sections 99220, 99221, 99222, 99223, 99224, 99225,
and 99226 of, to add Sections 44579.5 and 99227 to, and to add and
repeal Article 3 (commencing with Section 99230) of Chapter 5 of Part
65 of, the Education Code, relating to schools, and making an
appropriation therefor.
(Approved by Governor October 10, 2001. Filed with
Secretary of State October 11, 2001.)
I am signing Assembly Bill 466, which establishes the Mathematics
and Reading Professional Development Program. The Program will
greatly assist efforts to increase academic performance in California
schools by enabling 176,000 teachers and 22,000 instructional aides
or paraprofessionals to participate in high-quality professional
development activities over a four-year period.
However, I am reducing from the bill the $1.0 million of the $1.2
million appropriation to the Department of Education for purposes of
administering the Mathematics and Reading Professional Development
Program. The compelling need for this level of funding is unclear,
as the 2001 Budget Act appropriates $515,000 to the Department of
Education for the purpose of Program administration, which is
responsible for the most significant workload. I am sustaining $200
thousand to assist the Superintendent of Public Instruction in
allocating the funding for this important program.
Additionally, in subsequent legislation, the provision requiring
the State Board of Education to establish an appeal process for audit
findings for this program should be removed. This provision
conflicts with current law, which established the Education Audits
Appeal Panel.
GRAY DAVIS, Governor
LEGISLATIVE COUNSEL'S DIGEST
AB 466, Strom-Martin. Mathematics and Reading Professional
Development Program.
Existing law requests the Regents of the University of California
to jointly develop with the Trustees of the California State
University and the independent colleges and universities, the
California Professional Development Institutes that provide training
to teachers in various subject matters taught in the elementary and
secondary schools.
This bill would require the instruction provided through the
professional development institutes to acquaint teachers with the
value in the diagnostic nature of standardized tests. The bill would
require that priority for the selection of teachers to participate
in the professional development institutes be accorded first to
teachers who have not participated in a professional development
institute in reading or mathematics; second priority would be
accorded to teachers who have participated in a professional
development institute in reading or mathematics but who have not yet
received supplemental training in the specified areas; and third
priority would be accorded to teachers who have participated in a
professional development institute in reading or mathematics and have
received supplemental training in the specified areas.
This bill would establish, until July 1, 2005, the Mathematics and
Reading Professional Development Program, to be administered by the
Superintendent of Public Instruction with the approval of the State
Board of Education under which a local education agency, as defined,
would receive incentive funding to provide training in mathematics
and reading to teachers and also to provide training to instructional
aides and paraprofessionals, as defined, who directly assist with
classroom instruction in mathematics and reading, through
professional development programs conducted by institutions of higher
education or an approved provider of training. The bill would
authorize a school or county office of education that participates in
the program to claim staff development funding, as prescribed. The
bill would authorize, subject to the concurrence of the State Board
of Education, the University of California to serve teachers in
prekindergarten through grade 12 in participating school districts
with programs in reading or mathematics, as specified. This bill
would appropriate $1,200,000 from the General Fund to the State
Department of Education for purposes of the Mathematics and Reading
Professional Development Program with half the funds available for
expenditure in each of the 2001-02 and 2002-03 fiscal years.
Appropriation: yes.
THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:
SECTION 1. Section 44579.5 is added to the Education Code, to
read:
44579.5. Notwithstanding any other provision of law, a school
district, charter school, or county office of education that
participates in the Mathematics and Reading Professional Development
Program pursuant to Article 3 (commencing with Section 99230) of
Chapter 5 of Part 65 may claim funding, as described in subdivision
(c) of Section 44579.1, for the 80 hours of followup instruction,
coaching, or additional schoolsite assistance required pursuant to
subdivision (b) of Section 99237 if the training meets the
requirements described in subdivision (d) of Section 44579.1 and is
conducted outside of an instructional day that the school district,
charter school, or county office of education is required to provide
in order to qualify for funding pursuant to Part 26 (commencing with
Section 46000). Funding claimed pursuant to this section shall be in
addition to funding received pursuant to Article 3 (commencing with
Section 99230) of Chapter 5 of Part 65.
SEC. 2. Section 99220 of the Education Code is amended to read:
99220. The Regents of the University of California are requested
to jointly develop with the Trustees of California State University
and the independent colleges and universities, the California Reading
Professional Development Institutes, to be administered by the
university, in partnership with the California State University and
with private, independent universities in California, in accordance
with all of the following criteria:
(a) (1) In June 1999, the University of California and its
institutes' partners shall commence instruction for 6,000
participants who either provide direct instruction in reading to
pupils in kindergarten or in grade 1, 2, or 3, or who supervise
beginning teachers of reading. Commencing in July 2000, the
institutes shall provide instruction for an additional 14,000
participants who either provide direct instruction in reading to
pupils, including special education pupils, in prekindergarten,
kindergarten or in grade 1, 2, or 3, or supervise beginning teachers
of reading. Of the 14,000 new positions, at least 2,000 shall be
reserved for prekindergarten teachers who teach in state preschool
programs located in the attendance area of low-performing schools in
order to link prekindergarten literacy development and reading
readiness to the state's reading goals for pupils enrolled in
kindergarten and grades 1 to 3, inclusive. If there are not enough
applicants to fill the 2,000 positions, the remaining positions may
be filled by teachers of pupils enrolled in kindergarten or any of
grades 1 to 3, inclusive.
(2) Ongoing support for second-year participants shall include a
second-year institute focusing on the use of instructional materials,
leveraging of school district resources, and the development of
teacher leadership within the school district to improve pupil
achievement in reading.
(b) (1) The institutes shall provide instruction for school teams
from each participating school. These school teams may include both
beginning and experienced teachers and the schoolsite administrator,
with the majority of the team composed of beginning teachers.
(2) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
(A) Schools whose pupils' reading scores are at or below the 40th
percentile on the reading portion of the achievement test authorized
by Section 60640.
(B) Schools with a high number of beginning and noncredentialed
teachers.
(C) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
(D) Schools with a full complement of team members as outlined
above.
(E) School teams committed to participate in the Elementary School
Intensive Reading Program established pursuant to Article 1
(commencing with Section 53025) of Chapter 16 of Part 28 for a
minimum of three years.
(F) Schools that have adopted standards-based materials approved
by the State Board of Education.
(3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(B) of paragraph (2).
(c) (1) The institutes shall provide instruction in the teaching
of reading in a manner consistent with the standard for a
comprehensive reading instruction program that is research-based, as
described in subparagraphs (A) and (B) of paragraph (4) of
subdivision (b) of Section 44259, and shall include all of the
following components:
(A) The study of organized, systematic, explicit skills including
phonemic awareness, direct, systematic explicit phonics, and decoding
skills.
(B) A strong literature, language and comprehension component with
a balance of oral and written language.
(C) Ongoing diagnostic techniques that inform teaching and
assessment.
(D) Early intervention techniques.
(2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum framework on reading/language arts adopted by the State
Board of Education.
(3) Instruction provided pursuant to this section shall acquaint
teachers with the value in the diagnostic nature of standardized
tests.
(d) (1) Each participant who satisfactorily completes an institute
authorized by this section shall receive a stipend, commensurate
with the duration of the institute, of not less than one thousand
dollars ($1,000) nor more than two thousand dollars ($2,000), as
determined by the University of California.
(2) A participant in an institute authorized by this section who
satisfactorily completes additional institute activities or
leadership and mentoring responsibilities in his or her school in
subsequent years in accordance with institute guidelines shall
receive a stipend, commensurate with the participant's
responsibilities, of not less than five hundred dollars ($500) and
not more than two thousand dollars ($2,000), as determined by the
University of California. It is the intent of the Legislature that
stipends paid to participants under this paragraph average
approximately one thousand dollars ($1,000) per stipend recipient per
year.
(e) In order to provide maximum access, the institutes shall be
offered through multiple university and college campuses that are
widely distributed throughout the state or in a regionally accredited
program offered through instructor-led, interactive online courses.
In order to maximize access to teachers and administrators who may
be precluded from participating in an onsite institute due to
geographical, physical, or time constraints, each institute shall be
required to accommodate at least 5 percent of the participants
through state-approved instructor-led, interactive online courses.
Instruction at the institutes shall consist of an intensive,
sustained training period of no less than 40 hours nor more than 120
hours during the summer or during an intersession break or an
equivalent instructor-led, online course, and shall be supplemented,
during the following school year, with no fewer than 80 additional
hours nor more than 120 additional hours of instruction and
schoolsite meetings, held on at least a monthly basis, to focus on
the academic progress of that school's pupils in reading.
(f) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of reading course
requirements to an enrolled candidate who satisfactorily completes a
California Reading Professional Development Institute program if the
institute has been certified by the Commission on Teacher
Credentialing as meeting reading preparation standards.
(g) Nothing in this section shall be construed to prohibit a
participant from attending an institute authorized by this section in
more than one academic year.
(h) "Beginning teachers," for purposes of this article, are
teachers with three or fewer years of teaching experience.
SEC. 3. Section 99221 of the Education Code is amended to read:
99221. The Regents of the University of California are requested
to develop jointly with the Trustees of the California State
University and the independent colleges and universities, the High
School English Professional Development Institutes, to be
administered by the university, in partnership with the California
State University and with private, independent universities in
California, in accordance with all of the following criteria:
(a) In July 2000, the University of California and its institutes'
partners shall commence instruction for 12,000 participants who
either provide direct instruction in reading and writing to
California public high school pupils in grades 9 to 12, inclusive, or
supervise beginning teachers of high school reading and writing.
(b) (1) The institutes shall provide instruction for school teams
from each participating school. These school teams may include both
beginning and experienced teachers and the schoolsite administrator.
(2) Criteria and priority for selection of participating school
teams shall include, but is not limited to, all of the following:
(A) Schools whose pupils' scores on the English language arts
portion of the achievement test authorized by Section 60640 are at or
below the 40th percentile.
(B) Teams composed of a large percentage of the members of their
schools' English departments, which may include the chair of that
department.
(C) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
(D) Teams of teachers from various departments within a school.
(E) Schools with a high number of beginning and noncredentialed
teachers.
(F) Schools that have adopted standards-based materials approved
by the State Board of Education.
(3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(E) of paragraph (2).
(c) (1) The institutes shall provide instruction in the teaching
of reading and writing in a manner consistent with the standard for a
comprehensive reading and writing instruction program that is
research-based, as described in subparagraphs (A) and (B) of
paragraph (4) of subdivision (b) of Section 44259.
(2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum frameworks on reading/language arts for kindergarten and
grades 1 to 12, inclusive, that are adopted by the State Board of
Education.
(3) Instruction provided pursuant to this section shall acquaint
teachers with the value in the diagnostic nature of standardized
tests.
(d) In order to provide maximum access, the institutes shall be
offered through multiple university and college campuses that are
widely distributed throughout the state or in a regionally accredited
program offered through instructor-led, interactive online courses.
In order to maximize access to teachers and administrators who may
be precluded from participating in an onsite institute due to
geographical, physical, or time constraints, each institute shall be
required to accommodate at least 5 percent of the participants
through state-approved instructor-led, interactive online courses.
Instruction at the institutes shall consist of an intensive,
sustained training period of no less than 40 hours nor more than 120
hours during the summer or during an intersession break or an
equivalent instructor-led, online course and shall be supplemented,
during the following school year, with no fewer than 80 additional
hours nor more than 120 additional hours of instruction and
schoolsite meetings, held on at least a monthly basis, to focus on
the academic progress of that school's pupils in English language
arts.
(e) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of English language arts
requirements to an enrolled candidate who satisfactorily completes a
High School English Professional Development Institute if the
institute has been certified by the Commission on Teacher
Credentialing as meeting English language arts standards.
SEC. 4. Section 99222 of the Education Code is amended to read:
99222. The Regents of the University of California are requested
to develop jointly with the Trustees of California State University
and the independent colleges and universities, the High School
Mathematics Professional Development Institutes, to be administered
by the university, in partnership with the California State
University and with private, independent universities in California,
in accordance with all of the following criteria:
(a) In July 2000, the University of California and its institutes'
partners shall commence instruction for 5,500 participants who
either provide direct instruction in mathematics to California public
high school pupils in grades 9 to 12, inclusive, or supervise
beginning teachers of high school mathematics.
(b) (1) The institutes shall provide instruction for school teams
from each participating school. The school teams may include both
beginning and experienced teachers and the schoolsite administrator.
(2) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
(A) Schools whose pupils' scores on the mathematics portion of the
achievement test authorized by Section 60640 are at or below the
40th percentile.
(B) Teams composed of a large percentage of members of their
schools' mathematics departments, which may include the chair of that
department.
(C) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
(D) Schools with a high number of beginning and noncredentialed
teachers.
(E) Schools that have adopted standards-based materials approved
by the State Board of Education.
(3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(D) of paragraph (2).
(c) (1) The institutes shall provide instruction in the teaching
of mathematics in a manner consistent with the standard for a
comprehensive mathematics instruction program that is research-based
and shall include all of the following components:
(A) Instruction in topics commonly found in high school
mathematics courses, including, but not limited to, geometry, algebra
II, trigonometry, and calculus, that will enhance the ability of
teachers to prepare pupils for the achievement test authorized
pursuant to Section 60640 and the high school exit examination
authorized pursuant to Section 60850 and to prepare pupils for
advanced placement and college coursework.
(B) Ongoing diagnostic techniques that inform teaching and
assessment.
(C) Early intervention techniques for pupils experiencing
difficulty in mathematics.
(2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum frameworks on mathematics for kindergarten and grades 1
to 12, inclusive, that are adopted by the State Board of Education.
(3) Instruction provided pursuant to this section shall acquaint
teachers with the value in the diagnostic nature of standardized
tests.
(d) In order to provide maximum access, the institutes shall be
offered through multiple university and college campuses that are
widely distributed throughout the state or in a regionally accredited
program offered through instructor-led, interactive online courses.
In order to maximize access to teachers and administrators who may
be precluded from participating in an onsite institute due to
geographical, physical, or time constraints, each institute shall be
required to accommodate at least 5 percent of the participants
through state-approved instructor-led, interactive online courses.
Instruction at the institutes shall consist of an intensive,
sustained training period of no less than 40 hours nor more than 120
hours during the summer or during an intersession break or an
equivalent instructor-led, online course and shall be supplemented,
during the following school year, with no fewer than 80 additional
hours nor more than 120 additional hours of instruction and
schoolsite meetings, held on at least a monthly basis, to focus on
the academic progress of that school's pupils in mathematics.
(e) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of mathematics course
requirements to an enrolled candidate who satisfactorily completes a
High School Mathematics Professional Development Institute if the
institute has been certified by the Commission on Teacher
Credentialing as meeting mathematics standards.
SEC. 5. Section 99223 of the Education Code is amended to read:
99223. The Regents of the University of California are requested
to jointly develop with the Trustees of the California State
University and the independent colleges and universities, the Algebra
Academies Professional Development Institutes, to be administered by
the university, in partnership with the California State University
and with private, independent universities in California, in
accordance with all of the following criteria:
(a) In July 2000, the University of California and its institutes'
partners shall commence instruction for 1,000 participants who
either provide direct instruction in prealgebra and algebra to pupils
in grades 7 and 8, or supervise beginning teachers of algebra.
(b) (1) The institutes shall provide instruction for school teams
from each participating school. These school teams may include both
beginning and experienced teachers and the schoolsite administrator.
(2) Criteria and priority for selection of participating school
teams shall include, but are not necessarily limited to, all of the
following:
(A) Schools whose pupils' scores on the mathematics portion of the
achievement test authorized by Section 60640 are at or below the
40th percentile.
(B) Teams composed of a large percentage of members of their
schools' mathematics departments, which may include the chair of that
department.
(C) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
(D) Schools with a high number of beginning and noncredentialed
teachers.
(E) Schools that have adopted standards-based materials approved
by the State Board of Education.
(3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools that meet the criteria described in subparagraph
(D) of paragraph (2).
(c) (1) The institutes shall provide instruction in the teaching
of prealgebra and algebra in a manner consistent with the standard
for a comprehensive mathematics instruction program that is
research-based and shall include all of the following components:
(A) Instruction in prealgebra and algebra that will enhance the
ability of teachers to prepare pupils for the achievement test
authorized pursuant to Section 60640 and the high school exit
examination authorized pursuant to Section 60850.
(B) Ongoing diagnostic techniques that inform teaching and
assessment.
(C) Early intervention techniques for pupils experiencing
difficulty in prealgebra and algebra.
(2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum frameworks on mathematics for kindergarten and grades 1
to 12, inclusive, that are adopted by the State Board of Education.
(3) Instruction provided pursuant to this section shall acquaint
teachers with the value in the diagnostic nature of standardized
tests.
(d) Each participant who satisfactorily completes an institute
authorized by this section shall receive a stipend, commensurate with
the duration of the institute, of not less than one thousand dollars
($1,000) nor more than two thousand dollars ($2,000), as determined
by the University of California.
(e) In order to provide maximum access, the institutes shall be
offered on multiple university and college campuses that are widely
distributed throughout the state. Instruction at the institutes
shall consist of an intensive, sustained training period of no less
than 40 hours during the summer or during an intersession break, and
shall be supplemented, during the following school year, with no
fewer than the equivalent of five additional days of instruction and
schoolsite meetings, held on at least a monthly basis, to focus on
the academic progress of that school's pupils in prealgebra and
algebra.
(f) Teachers attending the institutes authorized by this section
shall, as a condition of attendance and subsequent to that
attendance, serve as instructors in the program authorized by Chapter
17 (commencing with Section 53081) of Part 28. These teachers shall
continue to receive followup professional development during the
same time period they are providing instruction. Followup
professional development during this time period shall occur outside
of instructional time.
(g) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of mathematics course
requirements to an enrolled candidate who satisfactorily completes an
Algebra Academies Professional Development Institute if the
institute has been certified by the Commission on Teacher
Credentialing as meeting mathematics standards.
SEC. 6. Section 99224 of the Education Code is amended to read:
99224. The Regents of the University of California are requested
to develop jointly with the Trustees of the California State
University and the independent colleges and universities, the Algebra
Professional Development Institutes, to be administered by the
university, in partnership with the California State University and
with private, independent universities in California, in accordance
with all of the following criteria:
(a) In July 2000, the University of California and its institutes'
partners shall commence instruction for 5,000 participants who
either provide direct instruction in algebra or the coursework in the
two years leading to algebra to pupils enrolled in a public school
in grades 6 to 12, inclusive, or supervise beginning teachers of
algebra.
(b) (1) The institutes shall provide instruction for school teams
from each participating school. These school teams may include both
beginning and experienced teachers and the schoolsite administrator.
(2) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
(A) Schools whose pupils' scores on the mathematics portion of the
achievement examination authorized by Section 60640 are at or below
the 40th percentile.
(B) Teams composed of a large percentage of members of their
schools' mathematics departments, which may include the chair of that
department.
(C) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
(D) Schools with a high number of beginning and noncredentialed
teachers.
(E) Schools that have adopted standards-based materials approved
by the State Board of Education.
(3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(D) of paragraph (2).
(c) (1) The institutes shall provide instruction in the teaching
of prealgebra and algebra in a manner consistent with the standard
for a comprehensive mathematics instruction program that is
research-based, and shall include all of the following components:
(A) Instruction in prealgebra and algebra that will enhance the
ability of teachers to prepare pupils for the achievement test
authorized pursuant to Section 60640 and the high school exit
examination authorized pursuant to Section 60850.
(B) Ongoing diagnostic techniques that inform teaching and
assessment.
(C) Intervention techniques for pupils experiencing difficulty in
prealgebra and algebra.
(2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum frameworks on mathematics for kindergarten and grades 1
to 12, inclusive, that are adopted by the State Board of Education.
(3) Instruction provided pursuant to this section shall acquaint
teachers with the value in the diagnostic nature of standardized
tests.
(d) In order to provide maximum access, the institutes shall be
offered through multiple university and college campuses that are
widely distributed throughout the state or in a regionally accredited
program offered through instructor-led, interactive online courses.
In order to maximize access to teachers and administrators who may
be precluded from participating in an onsite institute due to
geographical, physical, or time constraints, each institute shall be
required to accommodate at least 5 percent of the participants
through state-approved instructor-led, interactive online courses.
Instruction at the institutes shall consist of an intensive,
sustained training period of no less than 40 hours nor more than 120
hours during the summer or during an intersession break or an
equivalent instructor-led, online course and shall be supplemented,
during the following school year, with no fewer than 80 additional
hours nor more than 120 additional hours of instruction and
schoolsite meetings, held on at least a monthly basis, to focus on
the academic progress of that school's pupils in prealgebra and
algebra.
(e) It is
the intent of the Legislature that a local education agency or
postsecondary institution that offers an accredited program of
professional preparation consider providing partial and proportional
credit toward satisfaction of mathematics course requirements to an
enrolled candidate who satisfactorily completes a High School Algebra
Professional Development Institute if the institute has been
certified by the Commission on Teacher Credentialing as meeting
mathematics standards.
SEC. 7. Section 99225 of the Education Code is amended to read:
99225. The Regents of the University of California are requested
to develop collaboratively with the Trustees of the California State
University, the independent colleges and universities, and the county
offices of education, the Elementary Mathematics Professional
Development Institutes, to be administered by the university, in
partnership with the California State University and with private,
independent universities in California, in accordance with all of the
following criteria:
(a) In July 2000, the University of California and its institutes'
partners shall commence instruction for 5,000 participants who
either provide direct instruction in elementary mathematics to pupils
in grades 4 to 6, inclusive, or supervise beginning teachers of
elementary mathematics.
(b) (1) The institutes shall provide instruction for school teams
from each participating school. These school teams may include both
beginning and experienced teachers and the schoolsite administrator.
(2) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
(A) Schools whose pupils' scores on the mathematics portion of the
achievement test authorized by Section 60640 are at or below the
40th percentile.
(B) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
(C) Schools with a high number of beginning and noncredentialed
teachers.
(D) Schools that have adopted standards-based materials approved
by the State Board of Education.
(3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(C) of paragraph (2).
(c) (1) The institutes shall provide instruction in the teaching
of elementary mathematics in a manner consistent with the standard
for a comprehensive mathematics instruction program that is
research-based, and shall include all of the following components:
(A) Instruction in elementary mathematics that will enhance the
ability of teachers to prepare pupils for the achievement test
authorized pursuant to Section 60640 and the high school exit
examination authorized pursuant to Section 60850.
(B) Instruction that will prepare teachers as mathematics
specialists and to become teacher trainers at their schools, assuming
more of the responsibility for mathematics instruction.
(C) Ongoing diagnostic techniques that inform teaching and
assessment.
(D) Early and continuing intervention techniques for pupils
experiencing difficulty in elementary mathematics.
(2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum frameworks on mathematics for kindergarten and grades 1
to 12, inclusive, that are adopted by the State Board of Education.
(3) Instruction provided pursuant to this section shall acquaint
teachers with the value in the diagnostic nature of standardized
tests.
(d) In order to provide maximum access, the institutes shall be
offered through multiple university and college campuses that are
widely distributed throughout the state or in a regionally accredited
program offered through instructor-led, interactive online courses.
In order to maximize access to teachers and administrators who may
be precluded from participating in an onsite institute due to
geographical, physical, or time constraints, each institute shall be
required to accommodate at least 5 percent of the participants
through state-approved instructor-led, interactive online courses.
Instruction at the institutes shall consist of an intensive,
sustained training period of no less than 40 hours nor more than 120
hours during the summer or during an intersession break or an
equivalent instructor-led, online course, and shall be supplemented,
during the following school year, with no fewer than 40 additional
hours nor more than 120 additional hours of instruction and
schoolsite meetings, held on at least a monthly basis, to focus on
the academic progress of that school's pupils in elementary
mathematics.
(e) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of mathematics course
requirements to an enrolled candidate who satisfactorily completes an
Algebra Professional Development Institute if the institute has been
certified by the Commission on Teacher Credentialing as meeting
mathematics standards.
SEC. 8. Section 99226 of the Education Code is amended to read:
99226. (a) This article shall apply to the University of
California only during periods for which the Legislature has
appropriated funds therefor in the annual Budget Act and the Regents
of the University of California have accepted the funds.
(b) This article shall not apply to the University of California
unless and until the Regents of the University of California act, by
resolution, to make it applicable.
(c) The Regents of the University of California are requested to
jointly develop with the Trustees of California State University and
the independent colleges and universities, the institutes described
in this article, to be administered by the University of California,
in partnership with the California State University and with private,
independent universities in California.
(d) Each participant who satisfactorily completes an institute
authorized by this article shall receive a stipend commensurate with
the duration of the institute, of not less than one thousand dollars
($1,000) nor more than two thousand dollars ($2,000), as determined
by the University of California. However, in making this
determination, the University of California may not exceed the amount
provided in the Budget Act for stipends for each of the institutes
authorized by this article and must serve at each institute the
number of participants specified pursuant to this section.
(e) Commencing July 2001, and each fiscal year thereafter, the
number of participants receiving instruction through each of these
institutes shall be designated in the annual Budget Act.
(f) These institutes shall be developed in accordance with all of
the criteria specified in each section, as described therein.
(g) Notwithstanding any other provision of law, on a case-to-case
basis, and subject to the concurrence of the State Board of Education
that priorities for service to high-need schools are met, the
University of California and the programs authorized pursuant to
Sections 99220 through 99226, inclusive, may serve teachers in
prekindergarten through grade 12 in participating school districts
with programs in reading or mathematics when the average of the
reading or mathematics portions of the achievement test authorized
pursuant to Section 60640 is at or below the priority level for
service in schools otherwise served by the California Professional
Development Institutes.
SEC. 9. Section 99227 is added to the Education Code, to read:
99227. Within the criteria and priority for the selection of
participating school teams set forth in paragraph (2) of subdivision
(b) of Sections 99220, 99221, 99222, 99223, 99224, and 99225,
priority for the selection of teachers to participate in the
professional development institutes authorized pursuant to those
sections shall be determined in the following manner:
(a) Teachers who have not participated in a professional
development institute in reading or mathematics that is authorized
pursuant to this article shall be accorded first priority for
training pursuant to this article.
(b) Teachers who have participated in a professional development
institute in reading or mathematics that is authorized pursuant to
this article, but who have not yet received supplemental training in
the areas specified in paragraph (2) of subdivision (a) of Section
99237 shall be accorded second priority for training pursuant to this
article.
(c) Teachers who have participated in a professional development
institute in reading or mathematics that is authorized pursuant to
this article, and have received supplemental training in the areas
specified in paragraph (2) of subdivision (a) of Section 99237 shall
be accorded third priority for training pursuant to this article.
SEC. 10. Article 3 (commencing with Section 99230) is added to
Chapter 5 of Part 65 of the Education Code, to read:
Article 3. Mathematics and Reading Professional Development
Program
99230. This article shall be known and may be cited as the
Mathematics and Reading Professional Development Program.
99231. For the purpose of this article, the following terms have
the following meanings:
(a) "Instructional aide" means a person who is employed on either
a full-time or a part-time basis for the purpose of directly
assisting with classroom instruction in mathematics and reading in a
California public school in which kindergarten or any of grades 1 to
12, inclusive, are taught and who does not possess a valid teaching
credential, certificate, authorization, or permit issued by the
Commission on Teacher Credentialing and does not include a
paraprofessional, as defined in subdivision (b).
(b) "Paraprofessional" means a teacher aide, a teacher assistant,
or a speech language pathology assistant who is employed on either a
full-time or a part-time basis for the purpose of directly assisting
with classroom instruction in mathematics and reading in a California
public school in which kindergarten or any of grades 1 to 12,
inclusive, are taught and who does not possess a valid teaching
credential, certificate, authorization, or permit issued by the
Commission on Teacher Credentialing.
(c) "Instructional materials that are aligned to state standards"
means, for grades 1 to 8, inclusive, materials adopted by the State
Board of Education after January 1, 2001, unless otherwise authorized
by the State Board of Education. For grades 9 to 12, inclusive,
"instructional materials that are aligned to state standards" means
materials that the governing board of the local education agency has,
after careful review, certified are aligned to both the state
reading or mathematics content standards and the curriculum
frameworks for these subjects.
(d) "Local education agency" means a school district, county
office of education, or charter school.
(e) "Teacher" means a person who holds a valid teaching
credential, certificate, authorization, or permit issued by the
California Commission on Teacher Credentialing and is employed on
either a full-time or a part-time basis in a California public school
in which kindergarten or any of grades 1 to 12, inclusive, are
taught.
99232. (a) The Mathematics and Reading Professional Development
Program is hereby established and shall be administered by the
Superintendent of Public Instruction with the approval of the State
Board of Education.
(b) A local education agency that maintains kindergarten or any of
grades 1 to 12, inclusive, is eligible to apply for and receive
incentive funding from funds appropriated for the purpose of this
article.
(c) From funds appropriated for the purpose of this article, the
Superintendent of Public Instruction shall award funding to provide
teachers and instructional aides and paraprofessionals who directly
assist with classroom instruction in mathematics and reading with
instruction and training in the areas of mathematics and reading.
99233. (a) This program is intended to serve the following
categories of staff:
(1) Teachers employed in a public school for the purpose of
teaching in a self-contained classroom that serves pupils in
kindergarten or any of grades 1 to 8, inclusive. Teachers described
in this paragraph are eligible to receive instruction in both
mathematics and reading.
(2) Teachers employed in a public school for the purpose of
providing both mathematics and English instruction to pupils with
exceptional needs. Teachers described in this paragraph are eligible
to receive instruction in both mathematics and reading.
(3) Teachers who hold a single-subject teaching credential,
certificate, or authorization issued by the Commission on Teacher
Credentialing that authorizes them to teach English or social science
in a classroom that is not self-contained and who are employed in a
public school. Teachers described in this paragraph are eligible to
receive instruction in reading.
(4) Holders of one-year emergency teaching permits and emergency
career substitute teaching permits who are employed in a public
school and assigned to teach English or social science courses in a
classroom that is not self-contained. Teachers described in this
paragraph are eligible to receive instruction in reading.
(5) Teachers who hold a single-subject teaching credential,
certificate, or authorization issued by the Commission on Teacher
Credentialing that authorizes them to teach mathematics or science in
a classroom that is not self-contained and who are employed in a
public school. Teachers described in this paragraph are eligible to
receive instruction in mathematics.
(6) Holders of one-year emergency teaching permits and emergency
career substitute teaching permits who are employed in a public
school and assigned to teach mathematics or science courses in a
classroom that is not self-contained. Teachers described in this
paragraph are eligible to receive instruction in mathematics.
(7) Instructional aides and paraprofessionals who directly assist
with classroom instruction in mathematics and reading who are
employed in a public school for the purpose of assisting teachers in
the instruction of pupils in kindergarten or any of grades 1 to 12,
inclusive. Instructional aides and paraprofessionals who directly
assist with classroom instruction in mathematics and reading
described in this paragraph are eligible to receive instruction in
both mathematics and reading.
(b) Holders of emergency 30-day substitute teaching permits issued
by the California Commission on Teacher Credentialing are not
eligible to receive training offered pursuant to this article.
99234. (a) The Superintendent of Public Instruction shall notify
local education agencies that they are eligible to receive an
incentive award for up to 12 percent of its eligible teachers in the
2001-02 fiscal year, up to 28.5 percent in the 2002-03 fiscal year,
and up to 28.5 percent in the 2003-04 fiscal year, with the remainder
for its eligible teachers in the 2004-05 fiscal year. It is the
intent of the Legislature that a local education agency give highest
priority to training teachers assigned to low-performing schools. It
is also the intent of the Legislature that funding appropriated in
one fiscal year that is not expended by a local education agency be
redirected to local education agencies that have trained more
eligible teachers than the percentage funded. When a redirection of
funding occurs, funding in subsequent fiscal years for the local
education agencies involved shall be adjusted to reflect the
redirection of funding.
(b) A school district that cannot make the certification required
pursuant to paragraph (3) of subdivision (a) of Section 99237 for all
the grade levels it maintains in reading and mathematics may apply
for and receive incentive funding for the grade levels and subjects
for which it can make the certification required pursuant to
paragraph (3) of subdivision (a) of Section 99237, in which case the
certified assurance submitted pursuant to Section 99237 shall apply
only to the professional development provided to teachers and
instructional aides and paraprofessionals who directly assist with
classroom instruction in mathematics and reading in the grade levels
and subjects for which it can make the certification required
pursuant to paragraph (3) of subdivision (a) of Section 99237.
(c) Of the incentive provided pursuant to subdivision (c), a
local education agency may use not more than one thousand dollars
($1,000) of the per teacher per subject amount to provide an
individual teacher stipend.
(d) The Superintendent of Public Instruction shall notify local
education agencies that the maximum funding for the purpose of this
article for which they are eligible each year is equal to the
percentage set forth in subdivision (a), multiplied by the sum of the
following two factors multiplied by two thousand five hundred
dollars ($2,500):
(1) Twice the number of multiple subjects teachers teaching in a
self-contained classroom and special education teachers, as specified
in paragraphs (1) and (2) of Section 99233, that provide direct
instruction in reading and mathematics as reported in the most recent
available CBEDS data, who have not received training pursuant to
either this article or Article 2 (commencing with Section 99220).
(2) The number of mathematics, English, science, and social
science teachers as specified in paragraphs (3) to (6), inclusive, of
Section 99233 that were reported in the most recent available CBEDS
data, who have not received training pursuant to either this article
or Article 2 (commencing with Section 99220).
(e) The Superintendent of Public Instruction shall allocate
funding appropriated for the purposes of this article in the
following order of priority:
(1) Two thousand five hundred dollars ($2,500) for each qualifying
teacher who was provided training pursuant to subdivision (a) in the
prior year for whom the local education agency did not receive
funding due to insufficient availability of funds in the prior fiscal
year.
(2) Two thousand five hundred dollars ($2,500) for each qualifying
teacher who was provided training pursuant to this article, subject
to the limitations in subdivision (d).
(3) Five hundred dollars ($500) for each qualifying teacher for
each qualifying program as specified in Article 2 (commencing with
Section 99220) who successfully completes mathematics or reading
standards training, or both, at a California Professional Development
Institute authorized pursuant to Article 2 (commencing with Section
99220) in the 2001-02 fiscal year to the 2004-05 fiscal year,
inclusive, using funds received pursuant to Article 2 (commencing
with Section 99220), and has had specific approved training on the
mathematics or reading instructional materials selected for use in
the school.
(4) Five hundred dollars ($500) for each qualifying teacher in
each qualifying program pursuant to Article 2 (commencing with
Section 99220) who successfully completed mathematics or reading
standards training, or both, at a California Professional Development
Institute authorized pursuant to Article 2 (commencing with Section
99220) in the 1999-2000 or 2000-01 fiscal year, using funds received
pursuant to Article 2 (commencing with Section 99220), and has had
specific approved training on the mathematics or English-language
arts instructional materials selected for use in the school.
(5) Two thousand five hundred dollars ($2,500) for each qualifying
teacher who was provided training pursuant to this article in excess
of limitations in subdivision (d).
(f) For purposes of this article, qualifying teachers who, in the
2000-01 fiscal year, received training at a California Professional
Development Institute authorized pursuant to Article 2 (commencing
with Section 99220) that was paid for by a local education agency
using funds that were not received pursuant to Article 2 (commencing
with Section 99220) shall be deemed to have received training in the
2001-02 fiscal year. A local education agency shall receive funding
for these qualifying teachers in accordance with paragraph (2) of
subdivision (e).
(g) Except as provided in subdivision (f) of Section 99237,
funding may not be provided to a local education agency until the
State Board of Education approves the agency's certified assurance
submitted pursuant to Section 99237.
(h) Of the funding a local education agency is eligible to receive
pursuant to this section for each eligible teacher, up to the number
specified in subdivision (a), 50 percent shall be awarded following
the provision of 40 hours of professional development as specified in
subdivision (b) of Section 99237, with the remaining funding to be
awarded following certification of the provision of the 80 hours of
followup instruction as specified in subdivision (b) of Section
99237.
(i) Except as provided in paragraphs (3) and (4) of subdivision
(e), a local education agency may not receive funds pursuant to this
article for teachers who receive training pursuant to Article 2
(commencing with Section 99220) using funding provided pursuant to
Article 2 (commencing with Section 99220).
99234.5. Prioritization for participation in the program
established pursuant to this article shall be determined in the
following manner:
(a) Teachers who have not participated in a professional
development institute in reading or mathematics that is authorized
pursuant to Article 2 (commencing with Section 99220) shall be
accorded first priority for training pursuant to this article.
(b) Teachers who have participated in a professional development
institute in reading or mathematics that is authorized pursuant to
Article 2 (commencing with Section 99220), but who have not yet
received supplemental training in the areas specified in paragraph
(2) of subdivision (a) of Section 99237 shall be accorded second
priority for training pursuant to this article.
99235. (a) The Superintendent of Public Instruction shall notify
local education agencies that they are eligible to receive funding to
provide instructional aides and paraprofessionals who directly
assist with classroom instruction in mathematics and reading with
professional development training in mathematics and reading, in an
amount equal to one thousand dollars ($1,000) per qualifying
instructional aide. Funding will be provided to local education
agencies on a first-come, first-serve basis. A local education
agency that chooses to participate in the program is eligible to
receive funding for no greater than 11.5 percent of its instructional
aides and paraprofessionals who directly assist with classroom
instruction in mathematics and reading in the 2001-02 fiscal year,
29.5 percent in the 2002-03 fiscal year, 29.5 percent in the 2003-04
fiscal year, with the remainder to be funded in the 2004-05 fiscal
year. However, the statewide total number of instructional aides and
paraprofessionals who directly assist with classroom instruction in
mathematics and reading served under this program may not exceed
22,000 over the four fiscal years.
(b) Of the incentive provided pursuant to subdivision (a), a local
educational agency may use not more than five hundred dollars ($500)
of the per instructional aide and paraprofessionals who directly
assist with classroom instruction in mathematics and reading amount
to provide an individual instructional aid stipend.
99236. The State Board of Education shall authorize the
Superintendent of Public Instruction to design, and the board shall
approve, regulations for the implementation and monitoring of the
program. The Superintendent of Public Instruction shall provide
funding to a local education agency in accordance with the funding
methodology specified in Sections 99234 and 99235 and with
regulations adopted by the State Board of Education.
99237. (a) Except as provided in subdivision (f), as a condition
of receipt of funds for purposes of Section 99234 or 99235, a local
education agency shall submit a certified assurance signed by the
appropriate agency official and approved in a public session by the
governing body of the agency to the State Board of Education that
contains its proposal to satisfy the following:
(1) It contracted with a provider whose training curriculum was
approved by the State Board of Education or the local education
agency's training curriculum was approved by the State Board of
Education. Approval by the State Board of Education of the training
curriculum shall be based on the criteria contained in paragraph (4)
and in subdivision (b).
(2) It or the provider with whom it contracted provided
professional development training focused primarily on the following:
(A) The use of instructional materials that will be used by pupils
and are aligned to the English-language arts and mathematics content
standards adopted by the State Board of Education pursuant to
Section 60605.
(B) The English-language arts and mathematics content standards
adopted by the State Board of Education pursuant to Section 60605.
(C) The curriculum frameworks adopted by the State Board of
Education for these subjects.
(3) (A) It provides each pupil with instructional materials that
are aligned to the state content standards in reading and mathematics
no later than the first day of the first school term that commences
12 months or less after those materials are adopted by the State
Board of Education in the case of instructional materials for grades
1 to 8, inclusive, or by the governing board of the school district
in the case of instructional materials for grades 9 to 12, inclusive.
(B) For local education agencies that are piloting or evaluating
instructional materials that are aligned to the state content
standards in English-language arts or mathematics, those materials
shall be provided to each pupil no later than the first day of the
first school term that commences 24 months or less after those
materials were adopted by the State Board of Education in the case of
instructional materials for grades 1 to 8, inclusive, or by the
governing board of the school district in the case of instructional
materials for grades 9 to 12, inclusive.
(C) If a local education agency has not adopted instructional
materials as required by subparagraph (A) for one or more grade
levels because it is piloting or evaluating those
instructional materials, the local education
agency may only claim funding pursuant to Section 99234 for grade
levels and subjects where the local education agency is in compliance
with subparagraphs (A) and (B).
(D) For each teacher, in each core area for which funding is
claimed pursuant to this article and for which there are not
standards aligned textbooks for each pupil, as determined through an
audit, the Superintendent of Public Instruction, on a one-time basis,
shall withhold from the local education agency's next monthly
principal apportionment payment an amount equal to one hundred
dollars ($100) for each of those pupils. The funds withheld are
deemed to be an offset against the training funds provided pursuant
to this article.
(4) It provides in-house professional development that focuses
primarily on the following:
(A) The use of instructional materials that will be used by pupils
and are aligned to the English-language arts and mathematics content
standards adopted by the State Board of Education pursuant to
Section 60605.
(B) The English-language arts and mathematics content standards
adopted by the State Board of Education pursuant to Section 60605.
(C) The curriculum frameworks adopted by the State Board of
Education for these subjects.
(5) It provides the data elements required pursuant to Section
99240.
(b) As an additional condition of receipt of funds for purposes of
Section 99234, a local education agency shall certify that:
(1) Forty hours of professional development and 80 hours of
followup instruction, coaching, or additional schoolsite assistance,
in mathematics or reading, as appropriate, was provided to teachers
who meet the criteria specified in paragraphs (1) and (2) of Section
99233.
(2) Forty hours of professional development in reading and an
average of 80 hours of followup instruction, coaching, or additional
schoolsite assistance was provided to teachers who meet the criteria
specified in paragraphs (3) and (4) of Section 99233, and 40 hours of
professional development in mathematics and an average of 80 hours
of followup instruction, coaching, or additional schoolsite
assistance was provided to teachers who meet the criteria specified
in paragraphs (5) and (6) of Section 99233.
(c) If, as the result of a program audit, it is found that the
participating local education agency served less participants than it
was funded to serve, the Superintendent of Public Instruction shall
withhold from the local education agency's next monthly principal
apportionment payment an amount proportional to the amount of funding
associated with the number of teachers that were not served.
(d) If, as the result of a program audit, it is found that the
training provided by the local education agency or the provider with
whom it contracted did not meet the requirements of paragraph (4) of
subdivision (a), the Superintendent of Public Instruction shall
withhold from the local education agency's next monthly principal
apportionment payment an amount equal to the amount of funding
associated with the training that was not aligned to state standards
and curriculum frameworks.
(e) In addition to receiving funding pursuant to this article, a
school district, charter school, or county office of education may
also claim funding under the Instructional Time and Staff Development
Reform Program established pursuant to Article 7.5 (commencing with
Section 44579) of Chapter 3 of Part 25 for the 80 hours of follow-up
instruction, coaching, or additional schoolsite assistance required
pursuant to subdivision (b) if the training meets the requirements of
Section 44579.5.
(f) A local education agency may contract with one or more of the
California Professional Development Institutes authorized pursuant to
Article 2 (commencing with Section 99220) if the training provided
by the institute meets the criteria of paragraph (2) of subdivision
(a) and subdivision (b), and has been approved by the University of
California. These local educational agencies shall receive funds as
specified in paragraph (2) or (3) of subdivision (e) of Section
99234, as appropriate.
(g) The State Board of Education shall establish a procedure and
criteria for local educational agencies to appeal to the board the
findings of an audit conducted pursuant to this article. The board
may reduce or eliminate the amount to be withheld pursuant to
subdivision (d) if the board determines that the local educational
agency was in substantial compliance with this section.
(h) It is the intent of the Legislature that audits referenced in
subdivisions (c) and (d) be conducted as part of a compliance audit
performed in accordance with Sections 14503, 14508, and 41020.
99238. (a) For the purpose of this article, the State Board of
Education shall determine whether professional development programs
that are not operated pursuant to Sections 99220 to 99226, inclusive,
meet minimum criteria for quality specified in paragraph (4) of
subdivision (a) of Section 99237 and subdivision (b) of Section
99237.
(b) The State Board of Education may contract for the review of
certified assurances submitted pursuant to Section 99237.
99239. A local education agency or postsecondary institution that
offers an accredited program of professional preparation may
consider providing partial and proportional credit toward
satisfaction of the course requirements to an enrolled candidate who
satisfactorily completes a mathematics or reading professional
development program as described in this article if the program has
been certified by the Commission on Teacher Credentialing as meeting
preparation standards.
99240. (a) By July 1, 2003, the State Department of Education, in
cooperation with the University of California and the California
Professional Development Institutes authorized pursuant to Article 2
(commencing with Section 99220), shall develop, and the State Board
of Education shall review and approve, an interim report regarding
the program established pursuant to this article for submission to
the Legislature. The interim report shall, at a minimum, detail the
following:
(1) The number of teachers, by credential type, who have received
training offered pursuant to this article.
(2) The number of instructional aides and paraprofessionals who
directly assist with classroom instruction in mathematics and reading
who have received training offered pursuant to this article.
(3) The entities that have received funds for the purpose of
offering training pursuant to this article and the number of teachers
and instructional aides and paraprofessionals who directly assist
with classroom instruction in mathematics and reading, respectively,
that each has trained.
(b) By June 30, 2004, the State Department of Education shall
submit, subject to review and approval by the State Board of
Education, a final report to the Legislature regarding the program
established pursuant to this article. The final report shall, at a
minimum, detail the following:
(1) The number of teachers, by credential type, who received
training offered pursuant to this article.
(2) The number of instructional aides and paraprofessionals who
directly assist with classroom instruction in mathematics and reading
who received training offered pursuant to this article.
(3) The entities that received funds for the purpose of offering
training pursuant to this article and the number of teachers and
instructional aides and paraprofessionals who directly assist with
classroom instruction in mathematics and reading, respectively, that
each has trained.
(4) Information detailing the effectiveness of the program
established pursuant to this article. This information shall, at a
minimum, incorporate survey data concerning program effectiveness
that has been gathered from program participants and school
principals.
(5) To the extent information is available, information detailing
the retention rate, by credential type, of teachers who participated
in training offered pursuant to this article. The information shall,
at a minimum, incorporate sample data concerning teachers who are no
longer in the profession.
(6) To the extent information is available, information detailing
the retention rate of instructional aides and paraprofessionals who
directly assist with classroom instruction in mathematics and reading
who participated in training offered pursuant to this article. The
information shall, at a minimum, incorporate sample data concerning
aides who are no longer in the profession, as well as aides who have
obtained a teacher credential subsequent to training.
99241. (a) Notwithstanding any other provision of law, if a local
education agency elects to offer professional development pursuant
to this article using the California Professional Development
Institutes authorized pursuant to Article 2 (commencing with Section
99220), training may be provided to any teacher of kindergarten or
any of grades 1 to 12, inclusive, if the University of California
agrees to operate a combined schoolwide and districtwide program that
meets the criteria specified in Section 99237.
(b) Notwithstanding any other provision of law, local education
agencies that contract with the California Professional Development
Institute authorized pursuant to Article 2 (commencing with Section
99220) may, pursuant to an agreement with the University of
California, receive from the University of California funds
appropriated pursuant to Article 2 (commencing with Section 99220)
for the provision of stipends to participating teachers.
(c) Notwithstanding subdivision (e) of Section 99220, subdivision
(d) of Section 99221, subdivision (d) of Section 99222, subdivision
(e) of Section 99223, subdivision (d) of Section 99224, and
subdivision (d) of Section 99225, the Professional Development
Institutes authorized pursuant to Article 2 (commencing with Section
99220) may offer training at sites that are not located on a college
or university campus.
99242. This article shall become inoperative on July 1, 2005,
and, as of January 1, 2006, is repealed, unless a later enacted
statute, that becomes operative on or before January 1, 2006, deletes
or extends the dates on which it becomes inoperative and is
repealed.
SEC. 11. (a) The sum of one million two hundred thousand dollars
($1,200,000) is hereby appropriated from the General Fund to the
State Department of Education for purposes of the Mathematics and
Reading Professional Development Program as set forth in Article 3
(commencing with Section 99230) of Chapter 5 of Part 65 of the
Education Code, as follows:
(1) The sum of six hundred thousand dollars ($600,000) is
available for expenditure for the 2001-02 fiscal year.
(2) The sum of six hundred thousand dollars ($600,000) is
available for expenditure for the 2002-03 fiscal year.