BILL NUMBER: AB 2120	AMENDED
	BILL TEXT

	AMENDED IN ASSEMBLY  APRIL 30, 2002

INTRODUCED BY   Assembly Member Simitian

                        FEBRUARY 19, 2002

    An act relating to school finance.   An act
to amend Sections 406, 44279.2, 44305, 44308, 44383, 44386, 44393,
44395, 44396, 44401, 44402, 44403, 44404, 44503, 44507, 44579.1,
44731, 52272, 99200, 99220, 99221, 99222, 99223, 99224, 99225, 99226,
99232, 99234, 99236, and 99237 of, to add Chapter 3.8 (commencing
with Section 44790) to Part 25 of, and to repeal Sections 44279.7,
44384, 44505, 44506, 44579.2, 44579.4, 44579.5, 44730, 99203, 99227,
99234.5, and 99235 of, the Education Code, relating to teacher
development. 



	LEGISLATIVE COUNSEL'S DIGEST


   AB 2120, as amended, Simitian.   Professional development
block grant   Teacher Support and Development Act of
2002  .
   Existing law establishes various grant programs aimed at promoting
the development of teachers in specific areas.
   This bill would  state the intent of the Legislature to
develop a flexible professional development block grant for teachers
in kindergarten and grades 1 to 12, inclusive, by consolidating
several of those programs   consolidate the funding for
many of those programs and would establish the Teacher Support and
Development Act of 2002 to provide flexible professional development
block grants to school districts.  The bill would require the
Superintendent of Public Instruction to annually award the block
grants from funding provided in the annual Budget Act.  The bill
would provide for the block grant amounts to be calculated according
to a specified formula and would require a school district to
demonstrate that its staff development programs meet specified
criteria prior to receiving a block grant  .
   Vote:  majority.  Appropriation:  no.  Fiscal committee:  
no   yes  . State-mandated local program:  no.


THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:

  
  SECTION 1.  (a) The Legislature recognizes the necessity for
professional staff development that helps teachers to more ably
address the learning needs of each pupil, thereby improving the
learning of all pupils.
   (b) It is therefore, the intent of the Legislature to do all of
the following:
   (1) Achieve better results with existing resources by
consolidating and streamlining the array of professional development
programs available to teachers in kindergarten and grades 1 to 12,
inclusive.
   (2) Maximize the number of high-quality professional development
opportunities available to teachers.
   (3) Provide teachers with additional professional development
support to assist them in managing the challenge of a changing pupil
population and curriculum.
   (4) Provide ongoing opportunities for teachers to strengthen
subject matter knowledge and instruction.
   (5) Provide school districts with a flexible professional
development block grant.
   (6) Encourage school districts to combine state and federal grant
funds.
   (7) Encourage school districts to realign older professional
development programs to focus on the state's academic content
standards.
   (8) Encourage school districts to participate in professional
development consortia.
   (9) Encourage districts to develop schoolwide staff development
plans.
  SEC. 2.  It is the intent of the Legislature to develop a flexible
professional development block grant for teachers in kindergarten and
grades 1 to 12, inclusive, by consolidating all of the following
programs:
   (a) The English Language Acquisition Program (Chapter 4
(commencing with Section 400) of Part 1 of the Education Code).
   (b) The High School Coaching Education and Training Program
(Sections 35179.1 to 35179.3, inclusive, of the Education Code).
   (c)  
  SECTION 1.  Section 406 of the Education Code is amended to read:

   406.  (a) The Regents of the University of California are
requested to authorize the President of the University of California
or his or her designee to jointly develop English Language
Development Professional Institutes with the Chancellor of the
California State University, the Chancellor of the California
Community Colleges, the independent colleges and universities, and
the Superintendent of Public Instruction, or their designees.  In
order to provide maximum access, the institutes shall be offered at
sites widely distributed throughout the state, which shall include
programs offered through instructor-led, interactive online courses,
in accordance with existing state law.  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 accommodate at least 5
percent of the participants through existing state approved online
instructor-led courses, programs, or both.  The California subject
matter projects, an intersegmental, discipline-based professional
development network administered by the University of California, is
requested to be the organizing entity for the institutes and followup
programs.
   (b) (1) Commencing in the 1999-2000 academic year, the institutes
shall provide instruction for school teams from each school
participating in the program established pursuant to this chapter.
Commencing in the 2000-01 academic year, the institutes may provide
instruction for school teams serving English language learners in
kindergarten and grades 1 to 12, inclusive.  A school team shall
include teachers who do not hold crosscultural or
bilingual-crosscultural certificates or their equivalents, teachers
who hold those certificates or their equivalents, and a schoolsite
administrator.  The majority of the team shall be teachers who do not
hold those crosscultural certificates or their equivalents.  If the
participating school team employs instructional assistants who
provide instructional services to English language learners, the team
may include these instructional assistants.
   (2) Commencing in July 2000, the English Language Development
Institutes shall provide instruction to an additional 10,000
participants.  These participants shall be in addition to the 5,000
participants authorized as of January 1, 2000.   Commencing
July 2001, and each fiscal year thereafter, the number of
participants receiving instruction through the English Language
Development Institutes shall be specified in the annual Budget Act.
   (3) 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 English language arts portion of the achievement
test authorized by Section 60640.
   (B) Schools in which a high percentage of pupils score below grade
level on the English language development assessment authorized by
Section 60810, when it is developed.
   (C) Schools with a high number of new, underprepared, and
noncredentialed teachers.  Underprepared teachers shall be defined as
teachers who do not possess a crosscultural or
bilingual-crosscultural certificate, or their equivalents.
   (D) Schools in which the enrollment of English language learners
exceeds 25 percent of the total school enrollment.
   (E) Schools with a full complement of team members as described in
paragraph (1).
   (4) 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 (3). 
   (c) Each team member 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  .
   (d) Instruction provided by the institutes shall be consistent
with state-adopted academic content standards and with the English
language development standards adopted pursuant to Section 60811.
   (e) (1) Instruction at the institutes shall consist of an
intensive, sustained training period of no less than 40 hours nor
more than 80 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
hours nor more than 120 hours of instruction and schoolsite meetings,
held on at least a monthly basis, to focus on the academic progress
of English language learners at that school.
   (2) Instruction at the institutes shall be of sufficient scope,
depth, and duration to fully equip instructional personnel to offer a
comprehensive and rigorous instructional program for English
language learners and to assess pupil progress so these pupils can
meet the academic content and performance standards adopted by the
State Board of Education.  The instruction shall be designed to
increase the capacity of teachers and other school personnel to
provide and assess standards-based instruction for English language
learners.
   (3) The instruction shall be multidisciplinary and focus on
instruction in disciplines for which the State Board of Education has
adopted academic content standards.  The instruction shall also be
research-based and provide effective models of professional
development in order to ensure that instructional personnel increase
their skills, at a minimum, in all of the following:
   (A) Literacy instruction and assessment for diverse pupil
populations, including instruction in the teaching of reading that is
research-based and consistent with the balanced, comprehensive
strategies required under Section 44757.
   (B) English language development and second language acquisition
strategies.
   (C) Specially designed instruction and assessment in English.
   (D) Application of appropriate assessment instruments to assess
language proficiency and utilization of benchmarks for
reclassification of pupils from English language learners to fully
English proficient.
   (E) Examination of pupil work as a basis for the alignment of
standards, instruction, and assessment.
   (F) Use of appropriate instructional materials to assist English
language learners to attain academic content standards.
   (G) Instructional technology and its integration into the school
curriculum for English language learners.
   (H) Parent involvement and effective practices for building
partnerships with parents.
   (f) It is the intent of the Legislature that a local educational
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of the course requirements to
an enrolled candidate who satisfactorily completes a California
English Language Development Institute program if the program has
been certified by the Commission on Teacher Credentialing as meeting
preparation standards.
   (g) Nothing in this section shall be construed to prohibit a team
member from attending an institute authorized by this section in more
than one academic year.
   (h) This section 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.   
  SEC. 2.  Section 44279.2 of the Education Code is amended to read:

   44279.2.  (a) The superintendent and the commission shall jointly
administer the Beginning Teacher Support and Assessment System
pursuant to this chapter.  In administering this section, the
superintendent and the commission shall provide for or contract for
all of the following:
   (1) Establishment of requirements for reviewing and approving
teacher induction programs.
   (2) Development and administration of a system for ensuring
teacher induction program quality and effectiveness.  For the
purposes of this section, "program effectiveness" means producing
excellent program outcomes in relation to the purposes defined in
subdivision (b) of Section 44279.1.  For the purposes of this
section, "program quality" means excellence with respect to program
factors, including, but not limited to, all of the following:
   (A) Program goals.
   (B) Design resources.
   (C) Management, evaluation, and improvement of the program.
   (D) School context and working conditions.
   (E) Support and assessment services to each beginning teacher.
   (3) Developing purposes and functions for reviewing and approving
supplemental grants and standards for program clusters and program
consultants, as defined pursuant to Section 44297.7.
   (4) Improving and refining the formative assessment system.
   (5) Improving and refining professional development materials and
strategies for all personnel involved in implementing induction
programs.
   (6) Conducting and tracking research related to beginning teacher
induction.
   (7) Periodically evaluating the validity of the California
Standards for the Teaching Profession adopted by the commission in
January 1997 and the Standards of Quality and Effectiveness for
Beginning Teacher Support and Assessment Program adopted by the
commission in 1997 and making changes to those documents, as
necessary.
   (b) As part of the Beginning Teacher Support and Assessment
System, the commission and the superintendent shall establish
requirements for local teacher induction programs.
   (c) A school district or consortium of school districts 
may apply to the superintendent for funding to establish 
 that establishes  a local teacher induction program
pursuant to this section  .  From amounts appropriated for
the purposes of this section, the superintendent shall allocate three
thousand dollars ($3,000) for each beginning teacher participating
in the program. Commencing with the 1998-99 fiscal year and each
fiscal year thereafter that amount shall be adjusted by the inflation
factor set forth in Section 42238.1.  To be eligible to receive
funding, a school district or consortium of school districts
 shall, at a minimum, meet all of the following
requirements:
   (1) Develop, implement, and evaluate teacher induction programs
that meet the Quality and Effectiveness for Beginning Teacher
Induction Program Standards adopted by the commission in 1997.
   (2) Support beginning teachers in meeting the competencies
described in the California Standards for the Teaching Profession,
adopted by the commission in January 1997.
   (3) Meet criteria for the cost effective delivery of program
services pursuant to subdivision (a) of Section 44279.
   (4) From amounts received  for the Mentor Teacher Program
pursuant to Article 4 (commencing with Section 44490) of Chapter 2
  from the professional development block grant made
available pursuant to the Teacher Support and Development Act of 2002
(Chapter 3.8 (commencing with Section 44790))  , or from other
local, state, or resources available for the purposes of teacher
induction programs, contribute not less than two thousand dollars
($2,000) for the costs of each beginning teacher served in the
induction program.   
  SEC. 3.  Section 44279.7 of the Education Code is repealed. 

   44279.7.  (a) The superintendent and the commission shall award
supplemental grants on a competitive basis to Beginning Teacher
Support and Assessment System teacher induction programs established
pursuant to Section 44279.2 that are identified as having expertise
according to criteria established by the superintendent and the
commission.  The supplemental grants received pursuant to this
section shall be expended to assist clusters of teacher induction
programs operated by school districts or consortiums of school
districts.
   (b) The superintendent and the commission shall designate each
school district and consortium of school districts participating in
the Beginning Teacher Support and Assessment System established
pursuant to Section 44279.2 as belonging to a cluster according to
the criteria established pursuant to this subdivision.  For the
purposes of this section "cluster" means a cluster of school
districts or consortium of school districts established pursuant this
section.  The superintendent and the commission shall establish
criteria for the formation of school districts or consortiums of
school district teacher induction program clusters based upon, but
not necessarily be limited to, all of the following:
   (1) Geographic proximity.
   (2) Program size.
   (3) The number of beginning teachers served.
   (4) The similarity of teacher characteristics and pupil
populations in each school district.
   (c) School districts and consortiums of school districts awarded
supplemental grants pursuant to this section shall identify a teacher
induction program consultant to assist the school district or
consortiums of school districts forming a cluster.  The
superintendent and the commission shall identify the purpose and
functions of each consultant.  Those purposes and functions shall
include, but not necessarily be limited to, all the following:
   (1) Assisting in designing, implementing, refining, and evaluating
their teacher induction programs.
   (2) Assisting in building the capacity to provide professional
development for all personnel involved in the implementation of
teacher induction programs, including, but not limited to, beginning
teachers, support providers, and administrators.
   (3) Disseminating information on teacher induction programs to all
interested participants within the cluster and collaborating with
other consultants statewide and with state administrative agency
staff to ensure ongoing program improvement.
   (d) The superintendent and the commission shall ensure that each
grant awarded pursuant to this section supports the salary and
benefits and other related costs based on the prorated amount of time
dedicated to this function for a consultant to assist each cluster.
  
  SEC. 4.  Section 44305 of the Education Code is amended to read:

   44305.  (a)  As resources are available to school
districts to provide services to any preintern pursuant to this
article, the   The  commission may issue a
preintern teaching certificate instead of an emergency multiple
subject permit to an individual employed by a school district
approved by the commission who  operates a preintern teaching
program pursuant to this article if the individual  meets the
minimum requirements set by the commission.   When resources
remain after funding preinterns pursuing multiple subject emergency
permits, the commission may issue a preintern teaching certificate
instead of an emergency single subject permit or an emergency
education specialist instruction permit to an individual employed by
a school district approved by the commission who meets the minimum
requirements set by the commission.  In implementing the
Pre-Internship Teaching Program, the commission shall consult with
representatives of the State Department of Education, classroom
teachers, school administrators, other school employees, parents,
school board members, and institutions of higher education. 

   (b) The preintern teaching certificate issued by the commission
shall be valid for one year, but may be renewed for one additional
year if the holder takes the appropriate subject matter examination
required under Section 44282 or is enrolled in a subject matter
program approved by the commission on the basis of standards of
program quality and effectiveness pursuant to Article 6 (commencing
with Section 44310).  A preintern teacher who passes the subject
matter examination or completes a subject matter program in the first
or second year of his or her preintern teaching shall enroll in a
district or university teaching internship or other approved
university teaching credential program.  A preintern teaching
certificate may be renewed for a third year if the employing school
district, the cooperating college or university, and the preintern
support the application for renewal.
   (c) The minimum requirements for the preintern teaching
certificate established by the commission shall include all of the
following:
   (1) A baccalaureate or higher degree conferred by a regionally
accredited institution of higher education.
   (2) Passage of the basic skills proficiency test as provided for
in Section 44252.
   (3) The number of units, as set by the commission, for the
multiple subject or single subject preintern teaching certificate.
   (4) The number of units in education or the number of years of
experience in special education, as set by the commission, for the
education specialist instruction preintern teaching certificate.
   (d) The commission shall establish criteria for the approval of
preintern teaching programs.  The criteria shall include, but is not
limited to, all of the following:
   (1) Demonstrated need, as indicated by the percentage of teachers
in the district that have not completed basic credential requirements
pursuant to state law.
   (2) The quality of the preparation, support, and assistance to be
provided to teaching preinterns.
   (3) Cost-effectiveness, including the number of preinterns to be
served.
   (4) Collaboration between district administrators and experienced
teachers with permanent status in the development of the plan.
   (5) District and college or university collaboration to ensure
availability of courses needed by preintern teachers.
   (6) Preintern preparation content, including lesson planning,
classroom management and organization, and a schedule for delivering
the preparation, with a focus on beginning the preparation before or
during the first semester of the preinternship.
   (7) The role of personnel, including experienced teachers with
permanent status, in the delivery of preintern preparation and
support.
   (8) That no later than the second year of employment the program
for each preintern shall reflect the California Standards for the
Teaching Profession jointly developed by the commission and the State
Department of Education.
   (9) Approval of the district plan by the governing board of the
school district.
   (e) In establishing criteria for review of preintern teaching
programs pursuant to subdivision (d), the commission shall make every
effort to recognize effective district programs for the support and
development of emergency permit teachers in operation before July 1,
1998, as meeting the preintern teaching program criteria.
   (f) A school district may  apply to the commission for
funding under this article.  Based on the criteria in subdivision
(d), developed pursuant to the consultation process required by
subdivision (a), the commission shall determine which applicants are
approved for funding.  If funds are provided for this act from the
federal Goals 2000:  Educate America Act (P.L. 103-227), the
commission shall transmit a list of approved applicants to the State
Department of Education which shall award grants in a timely manner
exclusively to those school districts that the commission has
approved for funding, in the amounts listed, with no  
operate a preintern teaching program using funds from the
professional development block grant made available pursuant to the
Teacher Support and Development Act of 2002 (Chapter 3.8 (commencing
with Section 44790)).  No  school district  receiving
  may expend for the preintern teaching program 
more than two thousand dollars ($2,000) per preintern employed by the
school district.   
  SEC. 5.  Section 44308 of the Education Code is amended to read:

   44308.  (a) Funding for the purposes of administering the program
established pursuant to this article is contingent upon an
appropriation in the  annual  Budget Act  or other
act   for the purposes of the professional development
block grant established pursuant to the Teacher Support and
Development Act of 2002 (Chapter 3.8 (commencing with Section 44790))
 .
   (b) It is the intent of the Legislature that federal funding
provided to the State Department of Education and the Commission on
Teacher Credentialing in Item 6110-001-0890 and Item 6360-001-0407 be
adjusted to provide direct funding for the Commission on Teacher
Credentialing for the purposes of the Pre-Internship Teaching Program
and the California Paraprofessional Teacher Training Program.  The
Department of Finance shall make those adjustments using authority of
Section 1.50 of the Budget Act of 1997.  
   (c) If funds are provided for this act from the federal Goals
2000: Educate America Act (P.L. 103-227) and if the provisions of
this article do not meet the requirements of that federal act, the
State Department of Education shall be held harmless for any fiscal
penalty exacted by the federal government for the expenditures made
by local education agencies or for state operations.   
  SEC. 6.  Section 44383 of the Education Code is amended to read:

   44383.  School districts or county offices of education operating,
or that propose to operate, an alternative certification program
pursuant to this article, may  apply to the Commission on
Teacher Credentialing for incentive grant   use 
funding  that has been appropriated for the purposes of this
article   from the professional development block grant
made available pursuant to the Teacher Support and Development Act of
2002 (Chapter 3.8 (commencing with Section 44790))  .   
  SEC. 7.  Section 44384 of the Education Code is repealed. 

   44384.  An alternative certification program that receives grant
funding pursuant to this article shall be operated pursuant to either
Article 7.5 (commencing with Section 44325) of this chapter or
Article 3 (commencing with Section 44450) of Chapter 3, or both.  The
commission shall encourage, and may provide funding to, programs
that include innovative training, assessment, or support models and
strategies that have the potential of improving the quality of the
teaching force.  The commission shall encourage collaboration among
school districts in funding alternative certification programs.
  
  SEC. 8.  Section 44386 of the Education Code is amended to read:

   44386.   (a) From funds appropriated for the purposes of
this article, the Commission on Teacher Credentialing shall award
incentive grants to qualifying school districts or county offices of
education.  Each school district or county office of
education that  receives a grant   uses funds
from the professional development block grant made available pursuant
to the Teacher Support and Development Act of 2002 (Chapter 3.8
(commencing with Section 44790)) for purposes of this article 
shall provide matching funds from any  other  available 
funding  source in an amount equal to 50 percent of the cost of
the alternative certification program.   Grants shall be
awarded by the commission for the remaining 50 percent of the cost of
the alternative certification program, but in no event shall the
grant amount awarded to any   The amount of funding
provided by a  school district or county office of education
 may not  exceed two thousand five hundred
                               dollars ($2,500) per intern per year,
except that the  commission   school district or
county office of education  may require a lesser local
contribution, or provide a larger grant per intern per year, in
hardship cases.  
   (b) As determined by the Commission on Teacher Credentialing,
funds appropriated in the annual Budget Act for the alternative
certification program may also be made available for expenditure on
the Pre-Internship Teaching Program authorized pursuant to Article
5.6 (commencing with Section 44305) of Chapter 2 of Part 25.
  
  SEC. 9.  Section 44393 of the Education Code is amended to read:

   44393.  (a) The California School Paraprofessional Teacher
Training Program is hereby established for the purpose of recruiting
paraprofessionals to participate in a program designed to encourage
them to enroll in teacher training programs and to provide
instructional service as teachers in the public schools.
   (b)  Commencing on January 1, 1998, the Commission on
Teacher Credentialing, in consultation with the Chancellor of the
California Community Colleges, the Chancellor of the California State
University, the President of the University of California, the
chancellors of private institutions of higher education that offer
accredited teacher training programs, and representatives of
certificated and classified employee organizations, shall select 24
or more school districts or county offices of education representing
rural, urban, and suburban areas that apply to participate in the
program.  The commission shall ensure that, at a minimum, a total of
600 school paraprofessionals are recruited from among the 24 or more
participating school districts or county offices of education.  The
criteria adopted by the commission for the selection of school
districts or county offices of education to participate in the
program shall include all of the following:
   (1) The extent to which the applicant   A 
school district or county office of education  demonstrates
the   that uses funds from the professional development
block grant made available pursuant to the Teacher Support and
Development Act of 2002 (Chapter 3.8 (commencing with Section 44790))
for this program shall do all of the following:
   (1) Demonstrate a  capacity and willingness to accommodate
the participation of school paraprofessionals of the school in
teacher training programs conducted at institutions of higher
education.
   (2)  The extent to which the applicant's plan for the
implementation of its recruitment program involves the active
participation of one or more local campuses of the participating
institutions of higher education in the development of coursework and
teaching programs for participating school paraprofessionals.  Each
selected school district or county office of education shall be
required to enter   Enter  into a written
articulation agreement with  the   any 
participating campuses of the institutions of higher education.
   (3)  The extent to which the applicant's plan for
recruitment attempts to meet the demand for   Encourage
paraprofessionals to become  bilingual-crosscultural teachers
 , multiple subject credentialed teachers, or special education
teachers  .
   (4)  The extent to which the applicant's plan for
recruitment attempts to meet the demand for multiple subject
credentialed teachers interested in teaching kindergarten or any of
grades 1 to 3, inclusive.  For purposes of this paragraph, each
paraprofessional selected to participate shall have completed at
least two years of undergraduate college or university coursework and
shall have demonstrated an interest in obtaining a multiple subject
teaching credential for teaching kindergarten or any of grades 1 to
3, inclusive.
   (5) The extent to which the applicant's plan for recruitment
attempts to meet the demand for special education teachers.
   (6) The extent to which the applicant's plan for recruitment
includes   Include  a developmentally sequenced
series of job descriptions that lead from an entry-level school
paraprofessional position to an entry-level teaching position in that
school district or county office of education.  
   (7) The extent to which the applicant's plan for recruitment
attempts to meet 
   (5) Meet  its own specific teacher needs.  
   (8) The extent to which the applicant's plan for implementation of
its recruitment program involves participation in  
   (6) Operate  a district internship program pursuant to
Sections 44325, 44326, 44327, 44328, and 44830.3 or a university
internship program pursuant to Article 3 (commencing with Section
44450) of Chapter 3  or demonstrate why an internship program may
not be operated  .
   (c) Each selected school district or county office of education
shall provide information and assistance to each school
paraprofessional it recruits under the program regarding admission to
a teacher training program.
   (d) (1) The school district or county office of education shall
recruit and organize groups, or "cohorts," of school
paraprofessionals, of no more than 30, and no less than 10, in each
cohort.  Cohorts shall be organized to consist of school
paraprofessionals having approximately equal academic experience and
qualifications, as determined by the school district or county office
of education.  To the extent possible, the members of each cohort
shall proceed through the same subject matter and credential
programs.  The members of each cohort shall enroll in the same
campus, and shall be provided by the school district or county office
of education with appropriate support and information throughout the
course of their studies.
   (2) Each school district or county office of education shall
certify that it has received a commitment from each member of a
cohort that he or she will accomplish all of the following:
   (A) Graduate from an institution of higher education under the
program with a bachelor's degree.
   (B) Complete all of the requirements for and obtain a multiple
subject, single subject, or education specialist teaching credential.

   (C) Complete one school year of classroom instruction in the
district or county office of education for each year that he or she
receives assistance for books, fees, and tuition while attending an
institution of higher education under the program.
   (3) To the extent that any participant does not fulfill his or her
obligations, as set forth in paragraph (2), the participant shall be
required to repay the assistance.
   (e)  The commission shall contract with an independent
evaluator with a proven record of experience in assessing
career-advancement programs or teacher training programs to determine
the success of the recruitment programs established pursuant to
subdivision (b).  The evaluation shall be made on an annual basis and
shall include, but not be limited to, all of the following:
   (1) The total cost per person participating in the program who
successfully obtains a teaching credential, based upon all state,
local, federal, and other sources of funding.
   (2) The economic status of persons participating in the pilot
program.
   (3) A description of financial and other resources made available
to each recruitment program by participating school districts or
county offices of education, institutions of higher education, and
other participating organizations.
   (4) The extent to which pupil performance on standardized
achievement tests has improved in classes taught by teachers who have
successfully completed the program, in comparison to classes taught
by other teachers who have equivalent teaching experience.
   (5) The extent to which pupil dropout rates and other measures of
delinquency have improved in classes taught by teachers who have
successfully completed the program.
   (6) The extent to which teachers who have successfully completed
the program remain in the communities in which they reside and in
which they teach.
   (7) The attrition rate of teachers who have successfully completed
the program.
   (f)  Each selected school district or county office of
education shall report to the  commission  
Superintendent of Public Instruction  regarding the progress of
each cohort of school paraprofessionals  , and other
information regarding its recruitment program as the commission may
direct  .  
   (g)  
   (f)  No later than January 1,  1998  
2004  , and annually thereafter, the  commission
  Superintendent of Public Instruction  shall
report to the Legislature regarding the status of the  pilot
 program, including, but not limited to, the number of
school paraprofessionals recruited, the academic progress of the
school paraprofessionals recruited, the number of school
paraprofessionals recruited who are subsequently employed as teachers
in the public schools, the degree to which the program meets the
demand for bilingual and special education teachers,  the
degree to which the program or similar programs can meet that demand
if properly funded and executed,  and other effects upon the
operation of the public schools.  
   (h) It is the intent of the Legislature that, commencing 

   (g) Commencing  with the  1997-98  
2002-03  fiscal year, and each fiscal year thereafter, 
funding for the California School Paraprofessional Teacher Training
Program be allocated to the Commission on Teacher Credentialing for
grants to school districts pursuant to this section  
the school district or county office of education may use funds from
the professional development block grant made available pursuant to
the Teacher Support and Development Act of 2002 (Chapter 3.8
(commencing with Section 44790)) to operate the program  .  In
no case shall  grants to  any school district
 exceed   use more than  the equivalent of
three thousand dollars ($3,000) annually per paraprofessional in the
program.   Funding for grants to school districts pursuant to
this subdivision, shall be contingent upon an appropriation in the
annual Budget Act.   
  SEC. 10.  Section 44395 of the Education Code is amended to read:

   44395.  (a) The National Board for Professional Teaching Standards
Certification Incentive Program is hereby established  to
award grants to school districts  for the purpose of
providing  awards to   school districts with the
opportunity to award  teachers who are employed by school
districts or charter schools,  who  are assigned to teach in
California public schools, and  who  have attained
certification from the National Board for Professional Teaching
Standards.  The following awards  shall   may
 be granted  to the extent that funds have been
appropriated for this purpose in the annual Budget Act  
from funds received from the professional development block grant
made available pursuant to the Teacher Support and Development Act of
2002 (Chapter 3.8 (commencing with Section 44790))  :
   (1) A teacher attaining national board certification 
shall be eligible for  may receive  a one-time
merit award of ten thousand dollars ($10,000), except as specified in
paragraph (2).
   (2) In addition to the award specified in subdivision (1),
commencing July 1, 2000, any teacher who has attained certification
from the National Board for Professional Teaching Standards 
is eligible to   may  receive an award of up to
twenty thousand dollars ($20,000) if he or she  agrees to
teach   teaches  at a low-performing school for at
least four years.  Teaching service before July 1, 2000, may not be
counted towards satisfaction of this four-year commitment.  
Awards granted pursuant to this subdivision   The awards
 shall be disbursed in annual payments of five thousand dollars
($5,000) over a four-year period.  The annual payment shall be made
upon completion of the school year, and upon approval of a
district-certified application pursuant to the guidelines of
subdivision (c) of Section 44396.
   (b)  The State Department of Education shall administer
the awards authorized by subdivision (a), and shall develop, in
consultation with the Commission on Teacher Credentialing,
certification and award information, criteria, procedures, and
applications, all of which shall be submitted to the State Board of
Education for approval.  Amendments requested by the State Board of
Education to that information, criteria, procedures, and applications
shall be made before the dissemination of the material and the
granting of any award under this article.
   (c) The State Department of Education shall distribute the
materials described in subdivision (b) to school districts. 
Each school district is strongly encouraged to ensure that teachers
employed by the district or by charter schools affiliated with the
district are informed about the program and can acquire the necessary
application and information materials.  
   (d)  
   (c)  School districts are encouraged to provide for adequate
release time and support for a teacher to complete the certification
process.  As a condition to providing that release time and support,
a school district may require that a teacher serve in a mentor
teacher capacity.  
   (e) The State Department of Education  
   (d) A school district  may provide fee assistance from funds
 appropriated in the annual Budget Act for the National Board
for Professional Teaching Standards Certification Program 
 received from the professional development block grant made
available pursuant to the Teacher Support and Development Act of 2002
(Chapter 3.8 (commencing with Section 44790))  to defray the
fees of teachers seeking certification from the National Board for
Professional Teaching Standards.   The State Department of
Education   A school district  may provide fee
assistance of up to one thousand dollars ($1,000) for each teacher
 , not to exceed a total of two million dollars ($2,000,000)
 .  
   (f)  
   (e)  For purposes of this article, the following definitions
apply:
   (1) "School district" means school district, county board of
education, county superintendent of schools, a state operated
program, such as a special school, or an education program providing
instruction in kindergarten or any of grades 1 to 12, inclusive, that
is offered by a state agency, including the California Youth
Authority and the State Department of Developmental Services.
   (2) "Low-performing school" means a school in the bottom half of
all schools based on the Academic Performance Index rankings
established pursuant to subdivision (a) of Section 52056.  This
designation shall be determined as of the date of the agreement by
the teacher in paragraph (2) of subdivision (a) of this section.

  SEC. 11.  Section 44396 of the Education Code is amended to read:

   44396.  (a)  (1) To the extent that funds are available
for that purpose, a teacher who meets the criteria approved by the
State Board of Education pursuant to subdivision (b) of Section 44395
is eligible and may apply for an award by following the procedures
and instructions developed pursuant to that subdivision.
   (2)  A teacher who attained certification from the
National Board for Professional Teaching Standards before the
effective date of the act adding this section and who was employed by
a school district or charter school and assigned to teach in a
California public school on the date of certification may 
apply for   receive  an award authorized pursuant
to this article if he or she meets all the other requirements for
that award specified by this article. For awards pursuant to this
subdivision, teaching service before July 1, 2000, may not be counted
toward satisfaction of the teacher's four-year agreement to teach in
a low-performing school.
   (b)  Teachers shall submit their applications for an award
authorized by this article to the school district employing them.
Teachers employed by a charter school shall submit their application
through the school district granting the school's charter.
   (c) When a school district  receives an
application for   provides a teacher with  an award
authorized by this article, it shall certify that the 
applicant   teacher  is employed by the district or
a charter school operating under a charter granted by the school
district  and that the applicant has met all the criteria
established pursuant to subdivision (b) of Section 44395. The school
district shall then submit the application to the State Department of
Education for its review and approval  .  
   (d) The State Department of Education shall approve applications
that meet the criteria established pursuant to subdivision (b) of
Section 44395.  To the extent funds are available, the State
Department of Education shall apportion funds to the appropriate
school districts in the amount of the award authorized by Section
44395 for each approved application.  The school district shall use
funds apportioned to it pursuant to this subdivision to provide the
amount of the award authorized by subdivision (a) of Section 44395 to
each teacher whose application is approved.   
  SEC. 12.  Section 44401 of the Education Code is amended to read:

   44401.  For the purposes of this article, the following terms have
the following meanings unless the context in which they appear
clearly requires otherwise:
   (a)   "Grant recipients" means school districts and county
superintendents of schools that accept and receive grants of funds
from the Commission on Teacher Credentialing for the California
Mathematics Initiative for Teaching.
   (b)  "Program participants" means individuals who accept
and receive financial assistance from  grant recipients
  a school district, county superintendent of schools,
or consortia composed of school districts  for the California
Mathematics Initiative for Teaching.  
   (c)  
   (b)  "Financial assistance" means an award of funds by a
 grant recipient   school district, county
superintendent of schools, or consortia composed of school districts
 to a program participant for the purpose of paying for tuition,
academic fees, and the cost of textbooks in courses or programs to
meet state teacher preparation standards and earn a credential,
concentration, or supplementary authorization in mathematics.

   (d)  
   (c)  "Loan forgiveness program" means a program administered
by a  grant recipient   school district, county
superintendent of schools, or consortia composed of school districts
 under which a grant recipient awards financial assistance in
the form of a loan that shall be completely forgiven when the program
participant meets the mathematics teaching obligation specified in
this article.   
  SEC. 13.  Section 44402 of the Education Code is amended to read:

   44402.  (a) The California Mathematics Initiative for Teaching
 shall  may  be administered by 
the Commission on Teacher Credentialing   a school
district, county superintendent of schools, or consortia composed of
school districts  in accordance with this article and other
applicable laws and regulations.   The commission shall award
grants to school districts, county superintendents of schools, and
consortia composed of school districts.  A county superintendent of
schools may apply for a grant on behalf of programs and school
districts within the jurisdiction of the county superintendent of
schools.  The commission shall encourage participation in the program
by small, remote school districts and county superintendents of
schools by encouraging the formation of regional consortia and by
requiring the central sponsors of these consortia to perform all
responsibilities related to local program administration. 
Participation in the California Mathematics Initiative for Teaching
is voluntary on the part of a school district or county
superintendent of schools.  A school district, county superintendent
of schools, or regional consortia shall establish its eligibility to
participate by  submitting to the commission  
developing  a local plan to increase the number of teachers who
are qualified and certificated in mathematics.   Based on the
availability of funds and the relative quality of local plans, the
commission shall determine the number of grants to award and the
amount of each grant pursuant to subdivision (b). 
   (b)  In awarding grants pursuant to this article, the
commission shall develop funding criteria and award grants to
maximize the number of program participants who earn credentials,
concentrations, or authorizations in mathematics as cost effectively
as possible.
   (c)  The  commission   Commission on
Teacher Credentialing  shall establish standards for
supplementary authorizations, including supplementary authorizations
in mathematics.  The standards for supplementary authorizations shall
emphasize, among other priorities, the importance of increasing the
achievement of low-performing pupils.  The commission recognize, for
the purpose of awarding supplementary authorizations, including
supplementary authorizations in mathematics, completion of a highly
intensive program of teacher preparation which may include, but need
not be limited to, a local subject matter program such as the
California Mathematics Project created pursuant to Chapter 196 of the
Statutes of 1982, provided that the program satisfies the applicable
standards of the commission.  
   (d) The commission shall develop criteria for the distribution of
financial assistance by school districts and county superintendents
of schools to enable program participants to meet the applicable
mathematics teaching credential standards.  The criteria shall
require in school districts and counties where program funding is
insufficient to meet the needs of all applicants that the financial
need of teachers who apply for financial assistance shall be a factor
in the selection of program participants by school districts and
county superintendents of schools.  
   (c)  The  criteria   school district,
county superintendent of schools, or the consortia composed of school
districts  shall  also establish   use
 the following priorities for the selection of program
participants  by grant recipients  :
   (1) First priority shall be given to current certificated teachers
who are teaching mathematics but have not earned mathematics
credentials, authorizations, or concentrations.
   (2) Second priority shall be given to current certificated
teachers who are teaching nonshortage subjects but have not earned
mathematics credentials, authorizations, or concentrations.  

   (e) The recipients of grants  
   (d) The school district, county superintendent of schools, or
consortia composed of school districts  shall monitor the
progress of each program participant toward meeting the standards for
teaching mathematics and shall submit a report to the 
commission   Superintendent of Public Instruction 
on the progress of each participant  in accordance with
procedures established by the commission  .  
   (f)  
   (e)  A participant in the California Mathematics Initiative
for Teaching shall teach mathematics for one year in a public
elementary or secondary school for each multiple of two thousand five
hundred dollars ($2,500) of financial assistance that the program
participant receives and accepts pursuant to this article.  The
 commission   school district, county of
superintendent of schools, or consortia composed of school districts
 shall determine equitable teaching obligations for participants
who receive and accept a total of financial assistance that is not
an even multiple of two thousand five hundred dollars ($2,500) and
shall determine how to count part-time teaching of mathematics in
fulfillment of the teaching obligation. School districts may require
program participants to fulfill the teaching obligation in one or
more schools that are under the jurisdiction of the school district
or county superintendent of schools that awarded the financial
assistance to the program participant and shall begin to fulfill that
obligation in consecutive school years immediately after the
participant earns a mathematics teaching credential, authorization,
or concentration unless an exceptional circumstance, as defined by
the commission and approved by the grant recipient, prevents the
participant from meeting this requirement.  
   (g)   
   (f)  Recipients of financial assistance who do not fulfill
their teaching obligation in accordance with subdivision  (f)
  (e)  shall repay to the  commission or
an agency named by the commission   school district,
county superintendent of schools, or consortia composed of school
districts  all funds received pursuant to this article in
accordance with procedures established by the commission.  Each
report submitted to the  commission  
Superintendent of Public Instruction  pursuant to subdivision
 (e)   (d)  shall include detailed
information regarding the fulfillment and nonfulfillment of the
teaching obligation by each recipient of financial assistance and the
location of each noncompliant program participant.  
   (h)   
   (g)  A program participant shall be eligible for financial
assistance for no more than four consecutive academic years, for
                                          a total amount of financial
assistance not to exceed seven thousand five hundred dollars
($7,500).  A program participant may utilize financial assistance to
pay for tuition, academic fees and the cost of textbooks in courses
or programs that will enable the program participant to earn a
credential, concentration, or supplemental authorization in
mathematics.  A  grant recipient   school
district, county superintendent of schools, or consortia composed of
school districts  may arrange to pay tuition and academic fees
directly to the institution or other agency that provides instruction
to program participants.  A  grant recipient  
school district, county superintendent of schools, or consortia
composed of school districts  shall document the tuition,
academic fees, and textbook costs of each program participant and
shall include this information in each report submitted pursuant to
subdivision  (e)   (d)  .   
  SEC. 14.  Section 44403 of the Education Code is amended to read:

   44403.  The  commission   Superintendent of
Public Instruction  shall, on or before January 1, 2004, submit
to the education policy committees of the Legislature, the
Legislative Analyst, and the Department of Finance a summative report
of the effects of this article.  The report shall include
recommendations regarding the continuation, modification, or
termination of the program.   Subject to an appropriation of
sufficient funds to the commission for this purpose, the commission
shall base its report on an evaluation of the California Mathematics
Initiative for Teaching by an independent contractor selected in
consultation with the office of the Legislative Analyst.  If, in the
judgment of the commission, available funds are insufficient to
contract for an independent evaluation, the commission  
The Superintendent of Public Instruction  shall base its report
on information received from school districts and county
superintendents of schools pursuant to subdivision  (e)
  (d)  of Section 44402.   
  SEC. 15.  Section 44404 of the Education Code is amended to read:

   44404.   (a) A grant recipient   The school
district, county superintendent of schools, or consortia composed of
school districts  shall expend not more than 6.5 percent of the
grant funds received pursuant to this article for purposes of local
program administration and management.  
   (b) Commencing with the 1999-2000 fiscal year, the commission
shall not expend more than 5 percent of the amount appropriated to it
for purposes of this chapter.   
  SEC. 16.  Section 44503 of the Education Code is amended to read:

   44503.  (a) The governing board of a school district that accepts
state funds  from the professional development block grant made
available pursuant to the Teacher Support and Development Act of 2002
(Chapter 3.8 (commencing with Section 44790))  for purposes of
this article  agrees   shall  to negotiate
the development and implementation of the program with the exclusive
representative of the certificated employees in the school district,
if the certificated employees in the district are represented by an
exclusive representative.  In a school district in which the
certificated employees are not represented, the school district shall
develop a Peer Assistance and Review Program for Teachers consistent
with this article in order to be eligible to receive funding under
this article.
   (b) Functions performed pursuant to this article by certificated
employees employed in a bargaining unit position shall not constitute
either management or supervisory functions as defined by
subdivisions (g) and (m) of Section 3540.1 of the Government Code.
   (c) Teachers who provide assistance and review shall have the same
protection from liability and access to appropriate defense as other
public school employees pursuant to Division 3.6 (commencing with
Section 810) of Title 1 of the Government Code.
   (d) It is the intent of the Legislature that school districts be
allowed to combine, by mutual agreement, their programs of peer
assistance and review with those of other school districts.
   (e) Not more than 5 percent of the funds  received
  used  by a school district for the Peer
Assistance and Review Program for Teachers may be expended for
administrative expenses.  For the purposes of this article,
administrative expenses shall include expenditures for the personnel
costs of program administration and coordination, the cost of
consulting teacher selection, and indirect costs associated with the
Peer Assistance and Review Program for Teachers.   
  SEC. 17.  Section 44505 of the Education Code is repealed. 

   44505.  (a) Between July 1, 1999, and June 30, 2000, a school
district may notify the Superintendent of Public Instruction that it
plans to implement, commencing July 1, 2000, a Peer Assistance and
Review Program for Teachers pursuant to this article.  Upon receipt
of the notification by the school district, the Superintendent of
Public Instruction shall apportion to the school district two
thousand eight hundred dollars ($2,800) or an amount equal to the
number of mentor teachers that the state calculated the school
district is entitled to in the 1999-2000 fiscal year pursuant to
Article 4 (commencing with Section 44490) multiplied by two thousand
eight hundred dollars ($2,800), whichever is greater.
   (b) A school district that notifies the Superintendent of Public
Instruction that it plans to implement a Peer Assistance and Review
Program for Teachers by July 1, 2000, pursuant to subdivision (a),
shall certify to the Superintendent of Public Instruction that it has
implemented a program by August 1, 2000.  In addition to the
certification, the Superintendent of Public Instruction may request a
copy of the signature page of the collective bargaining agreement
implementing the program required pursuant to subdivision (a) of
Section 44503.  A school district that fails to provide the required
certification is not eligible to receive an apportionment for the
Peer Assistance and Review Program for Teachers pursuant to
subdivision (a) of this section or subdivision (a) of Section 44498
in the 2000-01 school year, or in any year thereafter.  The school
district, however, may be eligible to receive an apportionment for
the Peer Assistance and Review Program for Teachers pursuant to
subdivision (c) of this section and subdivision (a) of Section 44498
in the 2000-01 school year, and in each year thereafter, if the
school district complies with the requirements set forth in
subdivisions (c) and (d).
   (c) Between July 1, 2000, and May 31, 2001, a school district may
notify the Superintendent of Public Instruction that it plans to
implement, commencing July 1, 2001, a Peer Assistance and Review
Program for Teachers pursuant to this article.  On or before June 29,
2001, the Superintendent of Public Instruction shall apportion to
every school district that provides this notification an amount equal
to the number of mentor teachers that the state calculated the
school district is entitled to in the 1999-2000 school year pursuant
to Article 4 (commencing with Section 44490) times a maximum of one
thousand dollars ($1,000).  Any school district that provides this
notification shall receive at least the amount that would be received
pursuant to this section by a school district with one state funded
mentor in the 2000-01 school year pursuant to Article 4 (commencing
with Section 44490).
   (d) A school district that notifies the Superintendent of Public
Instruction that it plans to implement a Peer Assistance and Review
Program for Teachers by July 1, 2001, pursuant to subdivision (c),
shall certify to the Superintendent of Public Instruction that it has
implemented a program by July 1, 2001.  In addition to the
certification, the Superintendent of Public Instruction may request a
copy of the signature page of the collective bargaining agreement
implementing the program required pursuant to subdivision (a) of
Section 44503.  A school district that fails to provide the required
certification is not eligible for any apportionment for the Peer
Assistance and Review Program received pursuant to subdivision (c) of
this section, and subdivision (a) of Section 44498 in the 2001-02
school year, or in any year thereafter.
   (e) The funding provided pursuant to subdivisions (a) and (c) of
this section and subdivision (a) of Section 44498 shall be provided
to eligible school districts in each year that the school operates a
Peer Assistance and Review Program for Teachers pursuant to this
article except as provided in paragraph (2).
   (f) The maximum amount of funds available for apportionment to
school districts by the Superintendent of Public Instruction for
allocation pursuant to subdivision (c) shall be the amount
appropriated pursuant to subdivision (a) of Section 6 of the act
adding this section, minus any funds apportioned by the
Superintendent of Public Instruction to school districts pursuant to
subdivision (a) as of June 30, 2000.
   (g) A school district may use funds apportioned pursuant to this
section for activities necessary to implement the Peer Assistance and
Review Program for Teachers.   
  SEC. 18.  Section 44506 of the Education Code is repealed. 

   44506.  (a) The state funding for this article subsequent to the
1999-2000 fiscal year is subject to an appropriation in the annual
Budget Act.  It is the intent of the Legislature that the funding for
the program for the 2000-01 fiscal year be at least equal to the
1999-2000 fiscal year appropriation for Article 4 (commencing with
Section 44490) plus the amount apportioned pursuant to Section 44505.

   (b) A school district that receives funds for purposes of this
article may also expend those funds for any of the following
purposes:
   (1) The Marian Bergeson Beginning Teacher Support and Assessment
System as set forth in Article 4.5 (commencing with Section 44279.1)
of Chapter 2.
   (2) The California Pre-Internship Teaching Program as set forth in
Article 5.6 (commencing with Section 44305) of Chapter 2.
   (3) A district intern program as set forth in Article 7.5
(commencing with Section 44325) of Chapter 2.
   (4) Professional development or other educational activities
previously provided pursuant to Article 4 (commencing with Section
44490) of Chapter 3.
   (5) Any program that supports the training and development of new
teachers.
   (c) (1) The Superintendent of Public Instruction shall determine a
base funding unit rate for the California Peer Assistance and Review
Program for Teachers that is equal to the total amount provided for
the California Mentor Teacher Program in subdivision (b) of Section 6
of Chapter 4 of the Statutes of 1999 for the First Extraordinary
Session, divided by the total number of mentor teachers that the
state calculated the school district is entitled to in the 1999-2000
fiscal year.
   (2) For the 2000-01 fiscal year, and annually thereafter, the
Superintendent of Public Instruction shall apportion to each school
district that certified implementation of the Peer Assistance and
Review Program for Teachers pursuant to subdivision (b) of Section
44505, an amount equal to 5 percent of the prior year count of
certificated classroom teachers employed by the school district,
multiplied by a rate which equals the sum of (1) the base amount per
funding unit as calculated in paragraph (1) of subdivision (c),
adjusted annually pursuant to subdivision (b) of 42238.1, and (2) two
thousand eight hundred dollars ($2,800); adjusted annually pursuant
to subdivision (b) of Section 42238.1.
   (3) Beginning in the 2001-02, and annually thereafter, the
Superintendent of Public Instruction shall apportion to each school
district that certified implementation of a Peer Assistance and
Review Program for Teachers pursuant to subdivision (d) of Section
44505, an amount equal to 5 percent of the prior year count of
certificated classroom teachers employed by the school district,
multiplied by a rate which equals the sum of (1) the base amount per
funding unit as calculated in paragraph (1) of subdivision (c),
adjusted annually pursuant to subdivision (b) of Section 42238.1, and
(2) the per mentor teacher unit amount provided to he district
pursuant to subdivision (c) of Section 44505, adjusted annually
pursuant to subdivision (b) of Section 42238.1.
   (4) In paragraphs (2) and (3) of this subdivision, 5 percent of
the certificated classroom teacher employed by the district shall be
rounded to the next whole integer.
   (5) If at the end of any fiscal year, an amount of funds available
for purposes of the Peer Assistance and Review Program remain
unallocated, the Superintendent of Public Instruction shall use the
unallocated amount to increase the base funding rate calculated under
paragraph (1) for the succeeding fiscal year.   
  SEC. 19.  Section 44507 of the Education Code is amended to read:

   44507.  Subject to the availability of funding in the annual
Budget Act, the Superintendent of Public Instruction shall contract
with an independent evaluator on or before December 15, 2002, to
prepare a comprehensive evaluation of the implementation, impact,
cost, and benefit of the California Peer Assistance and Review
Program for Teachers.  The evaluation shall be delivered to the
Legislature, the Governor, and interested parties on or before
January 1, 2004.  As a condition of receiving funding  from the
professional development block grant made available pursuant to the
Teacher Support and Development Act of 2002 (Chapter 3.8 (commencing
with Section 44790))  , school districts  implementing
  that implement  programs pursuant to this article
shall provide data, as requested by the Superintendent of Public
Instruction, to provide baseline information for the evaluation.

  SEC. 20.  Section 44579.1 of the Education Code is amended to read:

   44579.1.  (a) There is hereby established the Instructional Time
and Staff Development Reform Program.  It is the intent of the
Legislature that this program enhance staff development opportunities
for classroom personnel, but this article shall not be construed to
provide the sole source of funding for staff development activities
for school personnel or to limit in any way the amount or type of
staff development that is provided to school district personnel from
other resources.
   (b) The State Department of Education shall submit draft
regulations for the purpose of implementing this article to the State
Board of Education for its review and approval.  The State Board of
Education shall adopt regulations for the purpose of implementing
this article pursuant to Chapter 3.5 (commencing with Section 11340)
of Part 1 of Division 3 of Title 2 of the Government Code.
   (c)  (1) Each fiscal year, the Superintendent of Public
Instruction shall provide each eligible school district and county
office of education applying for a grant pursuant to this article
with a staff development allowance of two hundred seventy dollars
($270) per day, adjusted annually commencing with the 1999-2000
fiscal year for the inflation adjustment calculated pursuant to
subdivision (b) of Section 42238.1, for up to three days, for each
certificated classroom teacher and one hundred forty dollars ($140)
per day, adjusted annually commencing with the 1999-2000 fiscal year
for the inflation adjustment calculated pursuant to subdivision (b)
of Section 42238.1, for up to one day for each classified classroom
instructional aide and certificated teaching assistant who
participates in staff development instructional methods, including
teaching strategies, classroom management and other training designed
to improve pupil performance, conflict resolution, and academic
content in the core curriculum areas that are provided by the school
district or county office of education.
   (2) Each fiscal year, the Superintendent of Public Instruction,
shall provide each eligible charter school applying for a grant
pursuant to this article with a staff development allowance of two
hundred seventy dollars ($270) per day, adjusted annually commencing
with the 1999-2000 fiscal year for the inflation adjustment
calculated pursuant to subdivision (b) of Section 42238.1, for up to
three days, for each classroom teacher and one hundred forty dollars
($140) per day adjusted annually commencing with the 1999-2000 fiscal
year for the inflation adjustment calculated pursuant to subdivision
(b) of Section 42238.1, for up to one day for each classroom
instructional aide and assistant who participates in staff
development instructional methods, including teaching strategies,
classroom management, conflict resolution, and other training
designed to improve pupil performance, and academic content in the
core curriculum areas that are provided by the charter school.
   (d) To be eligible for a grant pursuant to this article, the
  The  staff development program provided by the
school district, charter school, or county office of education 
pursuant to this article  shall meet all of the following
requirements:
   (1) Meet local educational priorities as defined by the governing
board of the school district, charter school, or county board of
education.
   (2) Be consistent with regulations defining staff development
activities eligible to receive funding under this section.  
   (e) To qualify as a funded participant, each eligible 

   (d) Each  participant shall be present for the full staff
development day, and records of attendance shall be maintained in a
manner to be prescribed in regulations.  Each staff development day
shall be at least as long as the full-time instructional workday for
certificated or classified instructional employees of the school
district.  For purposes of this section, a single staff development
day may be conducted over several calendar days.  
   (f)  
   (e)  (1) Except as provided pursuant to paragraph (2), if the
staff development day is conducted after completion of an
instructional day, it may not be held on a minimum day for which a
parent or guardian was notified pursuant to subdivision (c) of
Section 48980.
   (2) For staff working in multitrack, year-round schools, not more
than two staff development days may be scheduled for "off track"
teachers at a school with a minimum day scheduled.  In this event,
teachers at the multitrack, year-round school who are being paid for
service on the minimum days are not eligible for that day of funding
under this article.  
   (g)  
   (f)  Notwithstanding Section 45203, probationary and
permanent employees in the classified service may not receive regular
pay on days during which staff development is offered pursuant to
this article unless they are required to report for duty on those
days.  
   (h)  
   (g)  A charter school may be eligible to receive funding
under this chapter only if the school certifies that it meets the
minimum instructional time requirements applicable to school
districts.  
   (i)  
   (h)  This section shall be operative in any fiscal year only
to the extent that funds are provided for its purposes in the annual
Budget Act  or to the extent funds are provided from the
professional development block grant made available pursuant to the
Teacher Support and Development Act of 2002 (Chapter 3.8 (commencing
with Section 44790))  .   
  SEC. 21.  Section 44579.2 of the Education Code is repealed. 

   44579.2.  (a) The Superintendent of Public Instruction shall
disburse grant funds for this program in the following manner:
   (1) Beginning in fiscal year 1999-2000, an advance disbursement
shall be made following passage of the annual Budget Act.  This
disbursement shall be provided to all school districts, county
offices of education, and charter schools that participated in the
Instructional Time and Staff Development Reform Program in the prior
fiscal year, and shall be limited to 25 percent of the amount
apportioned to each entity in the prior year.
   (2) Each year a disbursement of grant funding to all applicants
shall be made following receipt of applications submitted pursuant to
Section 44579.1, adjusted as necessary by the amount disbursed
pursuant to paragraph (1).  If a school district, county office of
education, or charter school that participated in this program in the
prior fiscal year fails to submit an application, all funds
disbursed to that school district, county office of education, or
charter school pursuant to paragraph (l) shall be deducted from that
agency's next monthly principal apportionment payment.
   (3) A final adjustment to the amounts paid pursuant to paragraph
(2) shall be made following receipt by the Superintendent of Public
Instruction of certification by the superintendent of the school
district, the county superintendent of schools, or chief officer of
the charter school, as appropriate, of the total number of
teacher-days attendance at staff development training that complies
with all of the applicable provisions of this article and the
regulations adopted by the State Board of Education.
   (4) If the amount disbursed pursuant to this article to a school
district, county office of education, or charter school during any
fiscal year differs from the amount to which the district, county
office of education, or charter school was entitled pursuant to this
article, the Superintendent of Public Instruction shall, at the next
monthly apportionment following discovery of the error, withhold
from, or add to, the apportionment payment made during that month,
the amount of the excess or deficiency, as the case may be.
   (b) Notwithstanding any other provision of law, excesses withheld
or deficiencies added by the Superintendent of Public Instruction
under this section shall be added to, or allowed from, any portion of
the State School Fund.   
  SEC. 22.  Section 44579.4 of the Education Code is repealed. 

   44579.4.  (a) For the 1998-99 school year, a school district may
request on or before October 31, 1999, and the State Board of
Education may provide a waiver of instructional time requirements if
both of the following conditions are met:
   (1) The district provides evidence to the board that the waiver is
necessary only because the repeal of the authority of school
districts to provide staff development during instructional time
results in the district being unable to reasonably meet the
instructional time requirements.
   (2) The school district had a school calendar, or a schoolsite
plan adopted in accordance with law, either of which was approved by
the governing board prior to the operative date of this section, or
not more than 30 days after that date, that authorizes the use of
instructional days for staff development.
   (b) A school district that receives a waiver for the 1998-99
school year shall ensure that both of the following occur:
   (1) The combined instructional time and staff development time
provided by the district during the 1998-99 school year pursuant to
the waiver meets or exceeds 180 days or the equivalent number of
annual instructional minutes determined pursuant to Article 8
(commencing with Section 46200) of Chapter 2 of Part 26.
   (2) The actual instructional time provided is at least 172 days or
the equivalent number of annual instructional minutes determined
pursuant to Article 8 (commencing with Section 46200) of Chapter 2 of
Part 26.
   (c) The maximum amount of instructional time that may be waived
may not exceed the number of days for which the school district had
previously approved for staff development days within the school
calendar, or in a schoolsite plan adopted in accordance with law.
   (d) A school district that receives a waiver for the 1998-99
school year under this section shall only be eligible to receive
staff development funding under this article for each day of staff
development offered under this article that replaces a staff
development day previously authorized under Sections 44670.6,
48645.7, 52022, 52854, or 56242 and utilized during the 1997-98
school year and that was included in a school calendar, or schoolsite
plan adopted in accordance with law, that was
                   approved by the local governing board prior to the
operative date of this section or not more than 30 days after that
date.  For purposes of this subdivision, a staff development day
funded pursuant to the Staff Development Buy-Out Program in the
1997-98 school year shall be funded in the 1998-99 school year with
no requirement that this day replace an additional staff development
day that was previously authorized pursuant to Sections 44670.6,
48645.7, 52022, 52854, or 56242.  
  SEC. 23.  Section 44579.5 of the Education Code is repealed. 

   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. 24.  Section 44730 of the Education Code is repealed. 

   44730.  (a) The Superintendent of Public Instruction shall
allocate funds appropriated for purposes of this chapter to school
districts for the purposes of funding the Education Technology Staff
Development Program in an equal amount per pupil in grades 4 to 8,
inclusive, based upon the enrollment in all eligible schools in those
grades, as determined by the State Department of Education, as of
October of the prior fiscal year, but the total amount allocated to
an eligible school district shall not be greater than an amount equal
to twenty dollars ($20) per pupil in grades 4 to 8, inclusive, in
the eligible schools in the school district.
   (b) The State Department of Education shall monitor this program
to ensure that an equitable share of the funding allocated pursuant
to this chapter serves low-income disadvantaged pupils. 

  SEC. 25.  Section 44731 of the Education Code is amended to read:

   44731.  A school district  that uses funds from the
professional development block grant made available pursuant to the
Teacher Support and Development Act of 2002 (Chapter 3.8 (commencing
with Section 44790)) for purposes of this chapter  shall certify
all of the following to the State Department of Education 
as a condition of each applicant school in the district being
eligible to receive funding pursuant to this chapter  :
   (a) Each school maintaining any of grades 4 to 8, inclusive, that
 is applying for funding under   uses
professional development block grant funds for purposes of  this
chapter has access, for instructional purposes, to the Internet in
its classrooms and has a sufficient number of up-to-date computers or
other devices that provide Internet access in its classrooms for
instructional use.
   (b) The  professional development block grant  funds
 received pursuant to   used for  this
chapter shall be expended by the eligible schools for the purpose of
providing in-service training to their schoolsite administrators,
appropriate instructional classified employees, and certificated
employees who provide direct instructional services to pupils in
grades 4 to 8, inclusive, in the use of education technology to
support the daily instruction of pupils and the recordkeeping
necessary to support that instruction.
   (c) The  professional development block grant  funds
 received pursuant to   used for  this
chapter shall be expended for in-service training programs in
education technology that meet or exceed the proficiency standards
developed by the Commission on Teacher Credentialing pursuant to
Section 44259.
   (d) Each  applicant  school has developed an
action plan that provides for a program of in-service training in
education technology for its schoolsite administrators, appropriate
instructional classified employees, and all certificated employees
who provide direct instructional services to pupils in grades 4 to 8,
inclusive.  In the action plan, the  applicant 
school shall, to the extent feasible and appropriate, integrate
training in educational technology with all of the following:
   (1) Staff development days authorized pursuant to Section 44670.6
or 52854.
   (2) Staff development funds available from all state and federal
funding sources.
   (3) Involvement of the parents and guardians of pupils enrolled in
the school district.
   (e) In-service training provided pursuant to this chapter shall be
coordinated and integrated with any other in-service training,
including staff development offered pursuant to Article 7.5
(commencing with Section 44579) of Chapter 3.   
  SEC. 26.  Chapter 3.8 (commencing with Section 44790) is added to
Part 25 of the Education Code, to read:

      CHAPTER 3.8.  TEACHER SUPPORT AND DEVELOPMENT ACT OF 2002

   44790.  There is hereby established the Teacher Support and
Development Act of 2002.  A school district shall have flexibility to
expend funds received pursuant to this chapter for any staff
development program, including, but not limited to, all of the
following:
   (a)  The Marian Bergeson Beginning Teacher Support and
Assessment System (Article 4.5 (commencing with Section 44279.1) of
Chapter 2 of Part 25 of the Education Code).  
   (d)  
   (b)  The California Pre-internship Teaching Program (Article
5.6 (commencing with Section 44305) of Chapter 2 of Part 25 of the
Education Code).  
   (e)  
   (c)  Alternative certification programs established pursuant
to Article 11 (commencing with Section 44380) of Chapter 2 of Part 25
of the Education Code).  
   (f)  
   (d)  The California School Paraprofessional Teacher Training
Program (Article 12 (commencing with Section 44390) of Chapter 2 of
Part 25 of the Education Code).  
   (g)  
   (e)  The National Board for Professional Teaching Standards
Certification Incentive Program (Article 13 (commencing with Section
44395) of Chapter 2 of Part 25 of the Education Code).  
   (h)  
   (f)  The California Mathematics Initiative for Teaching
(Article 13 (commencing with Section 44400) of Chapter 2 of Part 25
of the Education Code).  
   (i)  
   (g)  The California Peer Assistance and Review Program for
Teachers (Article 4.5 (commencing with Section 44500) of Chapter 3 of
Part 25 of the Education Code).  
   (j)  
   (h)  The Instructional Time and Staff Development Reform
Program (Article 7.5 (commencing with Section 44579) of Chapter 3 of
Part 25 of the Education Code).  
   (k) School Development Plans (Article 1 (commencing with Section
44670.1) of Chapter 3.1 of Part 25 of the Education Code).
   (l)  
   (i)  The Education Technology Staff Development Program
(Chapter 3.34 (commencing with Section 44730) of Part 25 of the
Education Code).  
   (m) Readers for Legally Blind Teachers (Article 8.5 (commencing
with Section 45370) of Chapter 5 of Part 25 of the Education Code).
   (n) The California Technology Assistance Project (Article 15
(commencing with Section 51871) of Chapter 5 of Part 28 of the
Education Code).
   (o)  
   (j)  The Education Technology Professional Development
Program (Section 52272 of the Education Code).  
   (p)  
   (k)  The California Professional Development Institutes
(Article 2 (commencing with Section 99220) of Chapter 5 of Part 65 of
the Education Code).  
   (q)  
   (l)  The Mathematics and Reading Professional Development
Program (Article 3 (commencing with Section 99230) of Chapter 5 of
Part 65 of the Education Code).  
   (r)  
   (m)  The Pre-intern Teaching Academies.  
   (s) Instructional Support for Secondary Schools in Reading.
 
   (n) California subject matter projects.
   44791.  (a) The Superintendent of Public Instruction shall
annually award professional development block grants to school
districts under this chapter from funding provided in the annual
Budget Act.
   (b) The Superintendent of Public Instruction shall calculate the
amount of the block grant awarded to each school district as follows.

   (1) Two thousand dollars ($2,000) for each individual employed by
the school district that holds an emergency permit.
   (2) Two thousand five hundred dollars ($2,500) for each individual
employed by the school district that holds a pre-intern certificate.

   (3) Four thousand dollars ($4,000) for each individual employed by
the school district that holds an internship credential or
certificate.
   (4) Five thousand three hundred dollars ($5,300) for each
individual employed by the school district that holds a teaching
credential.
   (5) Seven hundred fifty dollars ($750) for each individual
employed by the school district that holds a credential waiver.
   (6) One thousand dollars ($1,000) for each paraprofessional
employed by the school district.
   44792.  Prior to receiving a block grant pursuant to this chapter,
a school district shall demonstrate all of the following:
   (a) The school district's staff development programs are based on
a coherent, long-term planning process that involves teachers and
administrators.
   (b) The school district has a school site professional development
plan in place that implements school improvement objectives and is
evaluated based upon gains in pupil achievement.
   (c) The school district's staff development programs allow for
ongoing collaboration among teachers.
   (d) The school district's staff development programs comply with
the standards for professional development developed pursuant to
Article 3.1 (commencing with Section 44470) of Chapter 3 and with the
10 Design Elements for High Quality Professional Development
contained in the State Department of Education's 1999 publication,
"Designs for Learning:  An introduction to high quality professional
development.  Sacramento, CA:  California Professional Development
consortia."  
  SEC. 27.  Section 52272 of the Education Code is amended to read:

   52272.  (a) The Education Technology Professional Development
Program is hereby established to provide teacher training on the use
of technology in the classroom.  The professional development
training shall provide teachers with knowledge and skills on how best
to integrate the use of technology into the classroom and
curriculum.
   (b)  The California State University shall  
A school district or charter school may  administer  or
contract for  the professional development training component of
the program and shall collaborate with the California Technology
Assistance Project, county offices of education, and other
appropriate public and private organizations in developing and
providing this training.
   (c) The Secretary for Education  , in collaboration with
the Chancellor of the California State University,  shall
select a contractor to conduct an independent evaluation of the
effectiveness of the Education Technology Professional Development
Program.  Upon completion, the report shall be submitted to the
Governor and the Legislature by January 1, 2002.
   (d) Funding for the purposes of this section  is
contingent on an appropriation made for those purposes in the annual
Budget Act   may be provided from the professional
development block grant made available pursuant to the Teacher
Support and Development Act of 2002 (Chapter 3.8 (commencing with
Section 44790))  .   
  SEC. 28.  Section 99200 of the Education Code is amended to read:

   99200.  (a) With  funds appropriated therefor, and with
 the approval of the Concurrence Committee, the Regents of
the University of California shall establish and maintain cooperative
endeavors designed to accomplish the following:
   (1) Develop and enhance teachers' subject matter knowledge in the
subject matter areas specified in Section 99201.
   (2) Develop and enhance teachers' instructional strategies to
improve student learning and academic performance as measured against
State Board of Education standards adopted pursuant to Section
60605.
   (3) Provide teachers with access to and opportunity to examine
current research that is demonstrably linked to improved student
learning and achievement as measured by performance levels on state
tests administered pursuant to Section 60605.
   (4) Maintain subject-specific professional communities that create
ongoing opportunities for teacher learning and research.
   (5) Develop and deploy as teacher leaders, teachers with
demonstrated levels of expertise in the classroom and certifiable
levels of content knowledge.
   (b) The duties of the Concurrence Committee shall include, but
need not be limited to, all of the following:
   (1) Ensuring that the statewide and local subject matter projects
comply with requirements of this chapter.
   (2) Developing rules and regulations for the statewide subject
matter projects.
   (3) Selecting a contractor for a four-year independent evaluation
of the effectiveness of the subject matter projects.
   (c) A four-year independent evaluation of the effectiveness of the
subject matter projects shall be performed by a contractor selected
pursuant to paragraph (3) of subdivision (b), and shall be reported
to the State Board of Education, the Governor, and the Legislature by
July 1, 2002.  Preliminary results shall be reported annually
beginning January 1, 2000.  The evaluation shall include, but not be
limited to:
   (1) Documenting the impact of participation in the program on
student achievement in the statewide tests administered pursuant to
Section 60605.
   (2) Measuring the results of research on learning, knowledge, and
educational materials developed by the statewide subject matter
projects.
   (3) Documenting the quantity, quality, cost-effectiveness, and
inclusiveness of subject matter project programs.
   (4) The impact of the subject matter projects on the performance
levels of low-performing schools affiliated with the subject matter
projects.
   (d)  Grants to establish local sites of statewide subject
matter projects shall be available to institutions of higher
education, county offices of education and school districts, or any
combination thereof, with a subject matter proposal approved pursuant
to this article.  Once established, each subject matter project
shall be administered by the University of California in cooperation
with the Concurrence Committee.  Local sites of statewide subject
matter projects shall be distributed throughout the state so that
elementary, secondary, and postsecondary school personnel located in
rural, urban, and suburban areas may avail themselves of subject
matter projects.
   (e)  The composition of the Concurrence Committee shall
be as follows:
   (1) One representative selected by the Regents of the University
of California.
   (2) One representative selected by the Board of Trustees of the
California State University.
   (3) Two representatives selected by the State Board of Education.

   (4) One representative selected by the Governor.
   (5) One representative selected by the Commission on Teacher
Credentialing.
   (6) One representative selected by the Curriculum Development and
Supplemental Materials Commission.
   (7) One representative of the California Community Colleges
selected by the Board of Governors of the California Community
Colleges.
   (8) One representative of an independent postsecondary institution
selected by the Association of Independent California Colleges and
Universities.   
  SEC. 29.  Section 99203 of the Education Code is repealed. 

   99203.  The project advisory board of each statewide subject
matter project shall use the following criteria in recommending
funding for local project sites:
   (a) The proposed site is designed to provide support to teachers
to develop and enhance the content knowledge and pedagogical skills
necessary to implement State Board of Education standards adopted
pursuant to Section 60605.
   (b) The proposed site allocates a minimum of 75 percent of program
slots to teachers from schools achieving scores on the state tests
administered pursuant to Section 60605 that rank the school in the
bottom 40 percent of all California schools.
   (c) The proposed site develops formal partnerships with
low-performing schools that achieve scores on the state tests
administered pursuant to Section 60605 that rank the school in the
bottom 40 percent of all California schools.
   (d) The proposed site maintains evaluation data as required by
subdivision (c) of Section 99200.
   (e) The proposed site gives attention to instructional strategies
that make use of educational technology to support the instructional
program.
   (f) The proposed site involves various levels and segments of
education in a cooperative approach.
   (g) Participating school districts, colleges, and universities
provide financial and personnel support for the proposed site.
   (h) The proposed site uses participants as professional
development providers in school districts, colleges, and
universities.
   (i) The proposed site provides continuing professional development
to project participants.
   (j) The proposed site addresses the need to integrate existing
standards of competence in the subject matter into the curriculum at
the grade level taught by each participating teacher.
   (k) The proposed site contributes to the effectiveness of school
and district development plans and coordinates with existing agencies
or entities, such as the resource agency or consortia established
pursuant to Article 2 (commencing with Section 44680) of Chapter 3.1
of Part 25.
   (l) Neighboring institutions have worked collaboratively to
develop a proposal which clearly indicates their intention to
continue to work cooperatively throughout the duration of the local
project.   
  SEC. 30.  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. 31.  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. 32.  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. 33.  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. 34.  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. 35.  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. 36.  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
  for the professional development block grant
established pursuant to the Teacher Support and Development Act of
2002 (Chapter 3.8 (commencing with Section 44790))  .
   (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)  
   (f)  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. 37.  Section 99227 of the Education Code is repealed. 

   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. 38.  Section 99232 of the Education Code is amended to read:

   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
  the professional development block grant made
available pursuant to the Teacher Support and Development Act of 2002
(Chapter 3.8 (commencing with Section 44790)) .   
  SEC. 39.  Section 99234 of the Education Code is amended to read:

   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   A teacher that
satisfactorily completes an institute shall receive a stipend of
 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).  
   (c) A paraprofessional that satisfactorily completes training
pursuant to this article shall receive a stipend of not more than
five hundred dollars ($500).   
  SEC. 40.  Section 99234.5 of the Education Code is repealed. 

   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.   
  SEC. 41.  Section 99235 of the Education Code is repealed. 

   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.   
  SEC. 42.  Section 99236 of the Education Code is amended to read:

   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.   
  SEC. 43.  Section 99237 of the Education Code is amended to read:

   99237.  (a) Except as provided in subdivision (f), as a condition
of receipt of funds  for purposes of Section 99234 or 99235
  from the professional development block grant made
available pursuant to the Teacher Support and Development Act of 2002
(Chapter 3.8 (commencing with Section 44790))  , 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   provided  pursuant to
 this article   a professional development
block grant  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  professional
development block grant  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)  
   (d)  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)  
   (e)  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)  
   (f)  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.                                 ____ CORRECTIONS Text --
Pages 7,41,60.                               ____