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Required Subject Matter Coverage and Basis in Standards.   

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Any basic program or partial program shall meet all of the following conditions to the satisfaction of the State Board in order to be added to one of the lists of adopted instructional materials. The determination of whether the conditions have been met with respect to each individual submission shall be made by the State Board at its sole discretion based upon the totality of the information it receives.

(a) The submission shall be either a basic program or a partial program in reading/language arts or mathematics, and the following shall apply as appropriate:

(1) A basic program or partial program for reading or mathematics shall be based upon the fundamental skills required by these subjects, including, but not limited to, systematic, explicit phonics, spelling, and basic computational skills.

(2) A basis program shall include, but is not limited to, the following elements:

(A) Subject matter content sufficient for the intended course as a whole.

(B) Assessment instruments, ideas, and recommendations to help the teacher measure student achievement frequently during the course and with reasonable accuracy.

(C) Instructional planning and support information, including, but not limited to, a separate edition of the materials specifically designed for use by the teacher.

(D) Universal access guidance (or, in the alternative, adaptability to address the needs of special student populations or ease of use with other materials to address the needs of special student populations).

(E) Program organization that (i) allows the materials to be used efficiently and effectively by the teacher to convey and by the student to learn the subject matter content of the intended course in a logical, sequenced progression and (ii) enables the materials to be used for both classroom instruction and individual independent study.

(3) For grade eight, a basic program in mathematics shall cover Algebra I, Geometry, Algebra II, or Probability and Statistics, or two or more of those disciplines in an integrated fashion, consistent with the mathematics standards.

(4) A partial program shall include, but is not limited to, all of the following elements to the extent consistent with its contribution to the delivery of overall subject matter content of the intended course:

(A) Assessment instruments, ideas, and recommendations to help the teacher measure student achievement frequency and with reasonable accuracy.

(B) Instructional planning and support information.

(C) Universal access guidance (or, in the alternative, adaptability to address the needs of special student populations or ease of use with other materials to address the needs of special student populations).

(D) Program organization that (i) allows the materials to be used efficiently and effectively by the teacher to convey and by the student to learn the particular content included in the materials in a logical, sequenced progression and to fit that content easily into the course of study as a whole and (ii) enables the materials to be used for both classroom instruction and individual independent study.

(5) A partial program in reading/language arts shall provide substantial assistance in addressing at least one of the following categories, as appropriate for the intended grade level(s), in order to be eligible for addition to the list of adopted reading/language arts instructional materials:

(A) Spelling.

(B) Phoneme awareness.

(C) Reading comprehension.

(D) Systematic, explicit phonics.

(E) Vocabulary.

(F) Writing.

(G) Grammar.

(H) Listening.

(I) Speaking.

(6) For kindergarten through grade seven, a partial program in mathematics shall provide substantial assistance in addressing at least one of the four content domains of the mathematics standards as appropriate for the intended grade level(s) or basic computational skills as appropriate for the intended grade level(s). A partial program shall also provide substantial assistance in addressing both the applicable standards for mathematical reasoning for the intended grade level(s) which cut across the four content domains and problem solving consistent with the mathematics standards. The four content domains of the mathematics standards are:

(A) Number sense.

(B) Algebra and functions.

(C) Measurement and geometry.

(D) Statistics, data analysis, and probability.

(7) For grade eight, a partial program in mathematics shall provide substantial assistance in addressing at least one of the four disciplines identified in the mathematics standards. The four disciplines are:

(A) Algebra I.

(B) Geometry.

(C) Algebra II.

(D) Probability and Statistics.

(b) The submission shall be essential to meeting the standards which means that it shall provide resources that enable instruction in the individual standards for the intended grade level(s) in a cohesive, clear, systematic, and significant fashion. Each submission is expected to address a variety of the individual standards for the intended grade level(s). However, in view of the time frame in which these additional submissions are being considered, no submission is required to address all of the individual standards for the intended grade level(s) explicitly.

(c) The submission shall be aligned with the standards which means that all of the following apply:

(1) When taken as a whole, the submission enables successful instruction in the individual standards it covers.

(2) Nothing included in the submission is fundamentally contrary to any of the individual standards.

(3) To the extent that a submission includes content that is extraneous to instruction in the standards, the extraneous content does not detract from the ability of teachers to teach readily and pupils to learn thoroughly the content specified in the standards.

Authority cited:

Education Code 33031

Education Code 60005

Education Code 60206

Reference:

Education Code 60200.1(a)(5)

(Amended by Register 99, No. 16.)