The commissioner must create an intensive math and algebra intervention pilot program, and participating districts and campuses must provide, identify, and monitor students under it.
Sec. 29.099. INTENSIVE MATHEMATICS AND ALGEBRA INTERVENTION PILOT PROGRAM. (a) In this section, "intervention program" means the intensive mathematics and algebra intervention pilot program. (b) The commissioner by rule shall establish an intervention pilot program in which a participating district will provide: (1) intensive mathematics intervention for students who are not performing at grade level in mathematics in grades four through seven; and (2) algebra readiness intervention for students who are not performing at grade level in mathematics in grade eight. (c) Districts may implement the intensive mathematics and algebra intervention pilot program at a campus whose population of at-risk students exceeds the state average proportion of at-risk students. (d) A participating campus shall identify a student who does not perform at grade level on an assessment instrument administered under Section 39.023(a)(1), or an equivalent assessment instrument administered under Section 39.023(l), as a student eligible for participation in the intervention program. During a student's placement in the intervention program, a campus shall use progress monitoring assessments to ensure that a student is making appropriate progress in the program. (e) The commissioner shall adopt a list of mathematics and algebra intervention programs that may be implemented by a school district and funded under this program. Programs placed on the commissioner's list will be reviewed and recommended by a panel of recognized experts in mathematics education. (f) The commissioner shall adopt minimum criteria that a program must meet to be included on the list adopted by the commissioner. The criteria must: (1) include comprehensive course plans and teacher guides that are organized around the essential knowledge and skills curriculum for mathematics; (2) include technology-based supplementary instruction that can diagnose and address areas in which a student is identified to need improvement; (3) include at least three cumulative days of training, professional development, and mentoring for teachers; (4) provide students individual access to technology-based supplementary instruction at least 90 minutes each week; (5) provide teachers daily access to required technology; (6) demonstrate significant effectiveness in schools serving students identified as being at risk of dropping out of school, as described by Section 29.081(d); and (7) be selected in consultation with the teachers at the affected campus from the list adopted pursuant to Subsection (e). (g) The commissioner shall adopt rules necessary to implement this section. (h) Program Evaluation. The commissioner of education shall contract for the evaluation of the effectiveness of the intervention program established under this section. The commissioner may consider centers for education research to conduct this evaluation. The evaluation shall describe progress under the assessment instruments administered under Section 39.023(a)(1) or equivalent assessment instruments administered under Section 39.023(l) to students participating in the intervention program. (i) Report to the Legislature. Not later than December 1 of each even-numbered year, the commissioner shall prepare and deliver a report to the legislature that recommends any statutory changes the commissioner considers appropriate to promote improved mathematics and algebra readiness in Texas schools. Added by Acts 2007, 80th Leg., R.S., Ch. 893 (H.B. 2504), Sec. 1, eff. June 15, 2007. Renumbered from Education Code, Section 29.095 by Acts 2009, 81st Leg., R.S., Ch. 87 (S.B. 1969), Sec. 27.001(5), eff. September 1, 2009. SUBCHAPTER D. EDUCATIONAL PROGRAMS FOR GIFTED AND TALENTED STUDENTS