Section 99224 Of Article 2. California Professional Development Institutes From California Education Code >> Division 14. >> Title 3. >> Part 65. >> Chapter 5. >> Article 2.
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.