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Webinar Series: Recentering the ELA/ELD Framework (Sessions 1-9) See Webinars Tab

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Webinar Series: Recentering the ELA/ELD Framework (Sessions 1-9) See Webinars Tab

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Also found at California Literacy - Teaching & Learning (CA Dept of Education).

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This series is designed for all school, district, county, state, and higher education educators who want to learn more about California’s recommended literac…

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53008. (a) (1) The Legislature finds and declares that screening pupils for risk of reading difficulties, including dyslexia, is one of many tools that educators can employ to gain information about how to support their pupils’ learning. Screening should be considered part of a school’s comprehensive instructional strategy, and should be used by educators like other types of formative and summative assessments: to inform individualized instruction, measure a pupil’s progress, identify pupil learning needs, and enable parents and educators to discuss pupil needs in a more informed way.(2) The Legislature further finds and declares that early identification and intervention with evidence-based early literacy instructional strategies and materials improves literacy outcomes for pupils at risk of, and with, reading difficulties, including dyslexia. Dyslexia is the most common learning disability; however, many pupils on the dyslexia spectrum struggle every day to read without proper identification and support. By screening all pupils for risk of reading difficulties early, California can help families and teachers achieve the best learning and life outcomes for all pupils and close academic achievement gaps.(b) On or before January 31, 2024, the state board shall appoint an independent panel of experts for the purpose of creating an approved list of evidence-based, culturally, linguistically, and developmentally appropriate screening instruments for pupils in kindergarten and grades 1 and 2 to assess pupils for risk of reading difficulties, including possible neurological disorders such as dyslexia, pursuant to this section. The state board shall not appoint any person to the panel of experts with a financial interest in the screening instruments under consideration. The state board shall establish a review process, including how screening instruments will be evaluated against the criteria specified in subdivision (g), for the panel to use to evaluate and approve screening instruments. This subdivision does not prohibit the state board from periodically reconstituting this expert panel or updating the review process, nor does it prohibit the expert panel from periodically amending the list of screening instruments described in subdivision (c) at the request of the state board.(c) (1) The work of the panel of experts appointed by the state board pursuant to subdivision (b) is subject to the Bagley-Keene Open Meeting Act (Article 9 (commencing with Section 11120) of Chapter 1 of Part 1 of Division 3 of Title 2 of the Government Code) and all meetings of the panel are subject to the Bagley-Keene Open Meeting Act.(2) On or before December 31, 2024, the panel of experts appointed by the state board shall, at a regularly scheduled public meeting, vote to approve a list of screening instruments pursuant to the review process and evaluation criteria established by the state board pursuant to subdivision (b). The list shall include screening instruments that are developed both for English-speaking pupils and for non-English speaking pupils, in languages reflecting the primary languages of pupils in the state, to the extent assessments in those languages are available. The panel of experts shall also identify information about the appropriate administration of each screening instrument, including the appropriate grade or grades for administration of each screening instrument.(d) On or before June 30, 2025, the governing board or body of a local educational agency serving pupils in kindergarten or grades 1 or 2 shall adopt, at a public meeting, one or more screening instruments from the list adopted pursuant to subdivision (c) to assess pupils for risk of reading difficulties pursuant to this section. The screening instrument or instruments adopted shall provide assessments for both English-speaking pupils and non-English speaking pupils, in languages reflecting the primary languages of pupils in the local educational agency, to the extent assessments in those languages are available.(e) Commencing no later than the 2025–26 school year, and annually thereafter, a local educational agency serving pupils in kindergarten or grades 1 or 2 shall assess each pupil in kindergarten and grades 1 and 2 for risk of reading difficulties using the screening instrument or instruments adopted by the governing board or body of the local educational agency pursuant to subdivision (d), unless the pupil’s parent or guardian opts out of the screening in writing. In determining when during the school year to administer each screening instrument, a local educational agency shall consider whether pupils have received sufficient instruction in foundational reading skills to support a valid assessment. Nothing in this section restricts local educational agencies from providing additional pupil screenings or diagnostic evaluations, as appropriate.(f) If a pupil enrolls for the first time in kindergarten or grades 1 or 2 after the screening instrument or instruments have been administered to all pupils in the given grade in that school year pursuant to subdivision (e), the local educational agency shall assess the pupil using the screening instrument or instruments adopted by the governing board or body of the local educational agency pursuant to subdivision (d) within 45 calendar days of enrollment, unless the pupil’s parent or guardian opts out of the screening in writing, or unless the parent or guardian provides documentation or the local educational agency has documentation that the pupil has had a similar screening in their prior school for their current grade and the parent or guardian was made aware of the results.(g) (1) To support the adoption of high-quality screening instruments that minimize the overidentification or underidentification of pupils’ risk of reading difficulties, and offer meaningful information for followup, the state board shall consider the extent to which a screening instrument addresses the following factors when adopting evaluation criteria pursuant to subdivision (b):(A) Use of direct measurement, supplemented by other pupil data, to determine if a pupil is at risk of a reading difficulty, including dyslexia.(B) Measurement of domains that may predict dyslexia and other reading disorders, including, but not limited to, measures of oral language, phonological and phonemic awareness, decoding skills, letter-sound knowledge, knowledge of letter names, rapid automatized naming, visual attention, reading fluency, vocabulary, and language comprehension.(C) Evidence that the tool is normed and validated using a contemporary multicultural and multilanguage sample of pupils, with outcome data for pupils whose home language is a language other than English as well as those who are native English speakers.(D) Integration of relevant pupil demographic information, such as home language, English language fluency, and access to prekindergarten education, to more fully understand a pupil’s performance.(E) Guidance and resources for educators regarding how to administer screening instruments, interpret results, explain results to families, including in pupils’ primary languages, and determine further educational strategies, assessments, diagnostics, and interventions that should be considered and that are specific to each type of pupil result. Guidance and resources provided pursuant to this subparagraph shall be informed by the English Language Arts/English Language Development Framework for California Public Schools developed pursuant to Section 60207 and the California Dyslexia Guidelines developed pursuant to Section 56335, as well as knowledge of effective interventions for the specific needs of individual pupils, and shall reflect a tiered interventions model aligned with the Multi-Tiered Systems of Support.(2) Assessments administered pursuant to this section shall not be considered an evaluation or diagnostic tool to establish eligibility for special education and related services pursuant to the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.), or an evaluation to determine eligibility for a plan pursuant to Section 504 of the federal Rehabilitation Act of 1973 (29 U.S.C. Sec. 794). However, assessments administered pursuant to this section shall not be used to delay the child find process required under the federal Individuals with Disabilities Education Act. Additionally, assessments administered pursuant to this section may be used by a local educational agency to recommend that a pupil receive further assessment and evaluation to establish eligibility for special education and related services pursuant to the federal Individuals with Disabilities Education Act, or to determine eligibility for a plan pursuant to Section 504 of the federal Rehabilitation Act of 1973.(h) Pupils who do not speak sufficient English to be screened with an English-language instrument shall be screened pursuant to this section in their primary language if a screening instrument in their primary language approved pursuant to subdivision (c) is available. If a screening instrument is not available in at least one language in which a pupil is proficient, before the pupil can be screened, the pupil’s risk for reading difficulties shall be evaluated through an analysis of the pupil’s developmental history, educational history, and literacy progress, taking into account the pupil’s home background and evolving English language abilities, including speaking, listening, reading, spelling, and writing, consistent with the California Dyslexia Guidelines. Components of screening instruments that do not require English language proficiency may be used in this evaluation. When a pupil acquires sufficient English language knowledge and fluency to be able to be assessed using a screening instrument pursuant to this section, or if a screening instrument in their primary language becomes available, the local educational agency shall assess that pupil using the appropriate screening instrument.(i) A pupil may be exempted from the requirements of this section with the prior written consent of the parent or guardian if any of the following criteria are satisfied:(1) The pupil has a current identification or diagnosis of a reading difficulty, reading disorder, or other disability.(2) The pupil is eligible for special education and related services pursuant to the federal Individuals with Disabilities Education Act or a plan pursuant to Section 504 of the federal Rehabilitation Act of 1973.(3) The pupil is in the process of being assessed for eligibility for special education and related services pursuant to the federal Individuals with Disabilities Education Act or a plan pursuant to Section 504 of the federal Rehabilitation Act of 1973, and the pupil is being evaluated with diagnostic assessments that make screening pursuant to this section redundant.(j) A local educational agency shall provide parents or guardians of pupils eligible for screening pursuant to this section with information about the screening, including the date or dates of the screening and instructions for how parents or guardians can opt out of the screening on behalf of their child, no later than 15 calendar days before the administration of the screening instrument or instruments. A local educational agency is encouraged to provide information about screening pursuant to this section with other back-to-school materials at the beginning of the school year.(k) Pupil results from assessments administered pursuant to this section shall be made available to the pupil’s parent or guardian in a timely manner, but no more than 45 calendar days from the date the assessment was administered. These results shall include information about how to interpret the results, as well as the next steps pursuant to subdivision (l), if applicable.(l) Screening results shall be used as a flag for potential risk of reading difficulties, not as a diagnosis of a disability. Results from a screening instrument shall be used as part of a broader process that further evaluates pupil needs and progress, identifies supports for classroom instruction, enables targeted individual intervention as needed, and allows for further diagnosis if concerns do not resolve. Accordingly, if a pupil is identified as being at risk of having reading difficulties after being screened pursuant to this section, the local educational agency shall provide the pupil with supports and services, appropriate to the specific challenges identified by the screening instrument and other pertinent information about the pupil, which may include, among other supports and services, any of the following:(1) Evidence-based literacy instruction focused on the pupil’s specific needs.(2) Progress monitoring.(3) Early intervention in the regular general education program.(4) One-on-one or small group tutoring.(5) Further evaluation or diagnostic assessment.(m) Results of an assessment administered pursuant to this section shall not be used for any high-stakes purpose, including, but not limited to, teacher or other school staff evaluation, accountability, pupil grade promotion or retention, identification for gifted or talented education, reclassification of English learners, or identification as an individual with exceptional needs.(n) Notifications to parents or guardians provided pursuant to this section shall comply with the translation requirements set forth in Section 48985.(o) For purposes of this section, the following definitions apply:(1) “English learner” has the same meaning as defined in subdivision (a) of Section 306.(2) “Kindergarten” shall not include transitional kindergarten, as defined in subdivision (d) of Section 48000.(3) “Local educational agency” means a school district, county office of education, or charter school.(4) “Reading difficulties” means a barrier that impacts a pupil’s ability to learn to read or improve reading abilities, including dyslexia.(5) “Screening instrument” means a brief tool administered by an appropriately trained school employee, including, but not limited to, a certificated teacher of record, measuring discrete areas to determine pupils at risk of reading difficulties, including dyslexia.(Added by Stats. 2023, Ch. 48, Sec. 83. (SB 114) Effective July 10, 2023.)

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Reading Difficulties Risk Screener Selection Panel - Advisory Bodies, Commissions, Committees & Panels (CA Dept of Education)

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Information about the Reading Difficulties Risk Screener Selection Panel authorized by California Education Code Section 53008.

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California's approach to literacy instruction is grounded in the science of reading, learning, and development, including decades of research applicable to our diverse and multilingual learners. As a dynamic state with extraordinary global influence and unsurpassed cultural and linguistic resources, California is committed to ensuring that students are reading by third grade and are fully literate when they graduate from high school. Reading by Third Grade and Beyond is a key part of State Superintendent Tony Thurmond's Transforming School Initiatives.
Explore below to learn more about California's literacy policy, initiatives, and resources that include evidence-based practices aimed at achieving reading by third grade and beyond.
Announcements

Webinar: Screening for Risk of Reading Difficulties

Reminder: Screening for Risk of Reading Difficulties

Project ARISE

Project ARISE provides a series of self-paced online courses that offer a whole-child approach to literacy instruction. Engage in content addressing executive functions, research-informed best practices for reading instruction, and a process for intensive intervention. This virtual professional learning opportunity can be accessed at any time and is free to all California educators. Project ARISE is led by the Contra Costa County Office of Education which partners with the San Diego County Office of Education and Glenn County Office of Education, and is supported by the California Department of Education.

California Collaborative for Learning Acceleration (CCLA)

Engage in free professional learning through the CCLA online repository of high-quality asynchronous courses for literacy and language development. Each course integrates Universal Design for Learning, culturally sustaining pedagogy, and social-emotional learning practices within the Multi-Tiered System of Support framework. Courses are approximately 60 minutes.

California Literacy Policy and Guidance

Standards

Preschool and Transitional Kindergarten (TK) Learning Foundations
The California Preschool/Transitional Kindergarten Learning Foundations (PTKLF) outline the key knowledge and skills that most children ages three to five and a half years old can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. They provide preschool/TK educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that children typically attain when given the benefits of a high-quality preschool program, whether it be in center-based, home-based, or TK settings. The new PTKLF will be released in the summer of 2024.

Guidance

English Language Arts (ELA)/English Language Development (ELD) Framework
Approved by the State Board of Education (SBE) in 2014, the ELA/ELD Framework provides a blueprint for the implementation of two sets of interrelated standards: the California Common Core State Standards: ELA/Literacy in History/Social Studies, Science, and Technical Subjects and the California ELD Standards. The debate about how to teach literacy has gained much attention in the nation and the state in recent years. The ELA/ELD Framework, however, has long advocated for a comprehensive and integrated model of literacy that offers evidence-based literacy instruction in the classroom, including explicit instruction in phonics, phonemic awareness, and other decoding skills, as well as the development of vocabulary, comprehension, writing, speaking, and listening skills.

Resource Guide to the Foundational Skills of the California Common Core State Standards (CA CCSS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (PDF)
The purpose of this document is to elucidate and highlight selected key concepts and guidelines from the ELA/ELD Framework regarding the foundational skills of reading and to direct readers toward specific discussions of the foundational skills in the framework. The ELA/ELD Framework should be read for additional information and detail. See especially the Foundational Skills and the Supporting Students Strategically sections in the Overviews of the Span in chapters 3-7. See also the Foundational Skills discussions in each grade-level section of chapters 3-7.

California Literacy Roadmap
The California Department of Education, in consultation with the SBE, is currently developing the California Literacy Roadmap per Section 117 of the Education Omnibus Budget Trailer Bill 114. The Literacy Roadmap will help educators apply the ELA/ELD Framework to classroom instruction, navigate the resources and professional development opportunities available to implement effective literacy instruction, and improve literacy outcomes for all pupils with a focus on equity.

California English Learner Roadmap
California English Learner policy including a focus on literacy and biliteracy for English learners, as well as the importance of home language. It is a guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

Legislation

Screening for Risk of Reading Difficulties
The Screening for Risk of Reading Difficulties allows for early identification and intervention of reading difficulties, including dyslexia, for students in kindergarten to grade two. Education Code 53008 requires all California local education agencies (LEAs) to adopt a screening instrument by June 30, 2025, and implement screening beginning no later than the 2025-2026 school year. The LEAs select their screening instrument from the list approved by the Reading Difficulties Risk Screener Selection Panel (RDRSSP) appointed by the SBE. Learn more about the RDRSSP.

Literacy and Reading Program Standards and Teaching Performance Expectations
Senate Bill 488 (Chap. 678, Stats. 2021) required the Commission on Teacher Credentialing (Commission) to update their Multiple Subject, Single Subject in English, and Education Specialist program standards literacy and reading standards for the preparation of candidates and their corresponding Teaching Performance Expectations (TPEs). Additionally, the bill requires the Commission to review teacher preparation programs and certify that they are providing instruction according to the updated standards and TPEs, as well as to develop a new literacy performance assessment to replace the current Reading Instruction Competence Assessment (RICA). The commission has opted to extend these requirements to the PK-3 Early Childhood Education Specialist instruction credential.

Initiatives

Current Grant Work

Comprehensive Literacy State Development Grant (2019-2024)

Educator Workforce Investment Grant (EWIG): Effective Language Acquisition Programs (2023-2025)

California Dyslexia Initiative (2019-2024)

Early Literacy Support Block Grant (2020-2024)

Reading Instruction and Intervention Grant (2021-2026)

Literacy Coaches and Reading Specialists Program and Literacy Coaches and Reading Specialists Educator Training Grant (2022-2027 and 2023-2028)

Summary: The 2022-2027 program provides $250 million to LEAs to develop school literacy programs, employ and train literacy coaches and reading and literacy specialists, and develop and implement interventions for students in need of targeted literacy support. $225 million funds eligible LEAs, and $25 million funds the Sacramento COE through the Literacy Coaches and Reading Specialists Educator Training Grant to support those LEAs and to develop and provide professional learning for educators to become literacy coaches and reading and literacy specialists. The 2023-2028 program provides an additional $250 million to LEAs for the same purposes. $248 million will fund eligible LEAs, and $2 million will be allocated to the Sacramento COE.

Literacy Campaign Support: Provides funding to elementary school sites to increase the number of literacy coaches and specialists and to develop and implement school literacy programs.

Prior Grant Work
Educator Workforce Investment Grant Program - Professional Learning (CA Dept of Education)

EWIG: EL Roadmap Policy Implementation (2019-2023)

Summary: This $5 million state grant funds Californians Together and the California Association for Bilingual Educators to build the capacity of LEAs across the state by providing training in EL Roadmap policy implementation. Professional learning resources developed by the grant remain available on the grantees' websites.

Literacy Campaign Support: Supports the needs of EL students throughout the state, including students in TK through grade three.

EWIG: Special Education (2019-2022)

Summary: This $5 million state grant funds the California Coalition for Inclusive Literacy to build the capacity of California local educational agencies to create, design, and deliver professional learning opportunities for teachers and paraprofessionals in literacy development and Universal Design for Learning to provide access for students with disabilities to their grade-level content.

Literacy Campaign Support: Provides training to teachers in Universal Design for Learning, which supports all students, including those struggling to read.

Screening for Risk of Reading Difficulties

Overview

The Screening for Risk of Reading Difficulties allows for early identification and intervention of reading difficulties, including dyslexia, for students in kindergarten to grade two. Education Code 53008 requires all California local educational agencies (LEAs) to adopt a screening instrument by June 30, 2025, and implement screening beginning no later than the 2025-2026 school year. The LEAs select their screening instrument from the list approved by the Reading Difficulties Risk Screener Selection Panel (RDRSSP) appointed by the State Board of Education.

Screening Instruments and Information Overviews

Communication and Resources

Frequently Asked Questions

Letters to the field

Adoption Toolkit: Reading Difficulties Risk Screener, 2024
Developed by the Curricular and Improvement Support Committee of the California County Superintendents.
Disclaimer: The opinions expressed in this resource do not necessarily reflect the positions or policies of the California Department of Education (CDE). The CDE does not control or guarantee the accuracy, relevance, timeliness, or completeness of any information included in the resource.

Literacy Screening Professional Development Funding
$25 million one-time funds for training to administer screenings to assess for risk of reading difficulties using an instrument from the approved list of screeners.

Policy

Webinars

English Language Arts (ELA)/English Language Development (ELD) Framework Webinar Series Playlist

This 9-part series is designed for all school, district, county, state, and higher education educators who want to learn more about California's recommended literacy policies and practices, as well as why the English Language Arts/English Language Development (ELA/ELD) Framework is as relevant today as it was in 2014. The series will explore how it is organized, what it offers, how it can be used, and how it supports Superintendent Thurmond's Literacy Campaign of "Reading by Third Grade and Beyond."

Session 1: Overview Comprehensive Literacy

Session 2: Foundational Skills

Session 3: English Language Development

Session 4: Language Development

Session 5: Meaning Making

Session 6: Effective Expression

Session 7: Content Knowledge

Session 8: Assessment & Intervention

Session 9: System Implementation
Access the complete webinar series playlist
Resources

Literacy Newsletter

A primary objective of California's federally funded Comprehensive Literacy State Development (CLSD) grant program is to bring coherence to California's system of literacy supports to improve student outcomes, birth through grade twelve. This newsletter supports this objective by providing information on literacy-focused activities happening within the California Department of Education (CDE), the Statewide System of Support, and at local educational agencies (LEAs) to help achieve the goal of aligning state and local literacy initiatives.

Subscribe to this newsletter by sending a blank email to join-cde-literacy@mlist.cde.ca.gov. If you have a literacy-focused event or resource that you would like to see highlighted in this newsletter, reach out to the CLSD team at CLSDP@cde.ca.gov.

Related Documents

CDE Biliteracy Pathway Recognition
The Biliteracy Pathway Recognitions may be awarded to preschool through grade eight students on the path to the State Seal of Biliteracy. You will find optional criteria and guidance for recognition.

CDE State Seal of Biliteracy
The State Seal of Biliteracy is a recognition awarded to graduating high school students who have achieved a high level of proficiency in one or more languages in addition to English. The requirements for earning the State Seal of Biliteracy are established in California Education Code Section 51461.

Digital Learning Integration and Standards Guidance
Guidance to support schools to effectively implement technology to support learning and to address critical areas of instructional focus.

Executive Summary (PDF)
This executive summary provides highlights from the framework and directs readers to resources in the document. It begins with a broad overview of the standards and California's vision for their implementation, features important grade-level guidance, and highlights selected topics crucial for effective implementation.

Universal Prekindergarten (UPK) Curriculum Checklist
Details elements to consider when choosing and implementing a curriculum for Transitional Kindergarten (TK) and preschool programs serving majority four-year-old children. Specific sections are devoted to language and literacy instruction including development of key skills, importance of book read-alouds, literacy small-group instruction, and literacy centers.

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Guidance and resources for teachers and families in Preschool through twelfth (P-12) grade schools regarding evidence-based literacy instruction.

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California's approach to literacy instruction is grounded in the science of reading, learning, and development, including decades of research applicable to our diverse and multilingual learners. As a dynamic state with extraordinary global influence and unsurpassed cultural and linguistic resources, California is committed to ensuring that students are reading by third grade and are fully literate when they graduate from high school. Reading by Third Grade and Beyond is a key part of State Superintendent Tony Thurmond's Transforming School Initiatives.
Explore below to learn more about California's literacy policy, initiatives, and resources that include evidence-based practices aimed at achieving reading by third grade and beyond.
Announcements

Webinar: Screening for Risk of Reading Difficulties

Reminder: Screening for Risk of Reading Difficulties

Project ARISE

Project ARISE provides a series of self-paced online courses that offer a whole-child approach to literacy instruction. Engage in content addressing executive functions, research-informed best practices for reading instruction, and a process for intensive intervention. This virtual professional learning opportunity can be accessed at any time and is free to all California educators. Project ARISE is led by the Contra Costa County Office of Education which partners with the San Diego County Office of Education and Glenn County Office of Education, and is supported by the California Department of Education.

California Collaborative for Learning Acceleration (CCLA)

Engage in free professional learning through the CCLA online repository of high-quality asynchronous courses for literacy and language development. Each course integrates Universal Design for Learning, culturally sustaining pedagogy, and social-emotional learning practices within the Multi-Tiered System of Support framework. Courses are approximately 60 minutes.

California Literacy Policy and Guidance

Standards

Preschool and Transitional Kindergarten (TK) Learning Foundations
The California Preschool/Transitional Kindergarten Learning Foundations (PTKLF) outline the key knowledge and skills that most children ages three to five and a half years old can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. They provide preschool/TK educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that children typically attain when given the benefits of a high-quality preschool program, whether it be in center-based, home-based, or TK settings. The new PTKLF will be released in the summer of 2024.

Guidance

English Language Arts (ELA)/English Language Development (ELD) Framework
Approved by the State Board of Education (SBE) in 2014, the ELA/ELD Framework provides a blueprint for the implementation of two sets of interrelated standards: the California Common Core State Standards: ELA/Literacy in History/Social Studies, Science, and Technical Subjects and the California ELD Standards. The debate about how to teach literacy has gained much attention in the nation and the state in recent years. The ELA/ELD Framework, however, has long advocated for a comprehensive and integrated model of literacy that offers evidence-based literacy instruction in the classroom, including explicit instruction in phonics, phonemic awareness, and other decoding skills, as well as the development of vocabulary, comprehension, writing, speaking, and listening skills.

Resource Guide to the Foundational Skills of the California Common Core State Standards (CA CCSS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (PDF)
The purpose of this document is to elucidate and highlight selected key concepts and guidelines from the ELA/ELD Framework regarding the foundational skills of reading and to direct readers toward specific discussions of the foundational skills in the framework. The ELA/ELD Framework should be read for additional information and detail. See especially the Foundational Skills and the Supporting Students Strategically sections in the Overviews of the Span in chapters 3-7. See also the Foundational Skills discussions in each grade-level section of chapters 3-7.

California Literacy Roadmap
The California Department of Education, in consultation with the SBE, is currently developing the California Literacy Roadmap per Section 117 of the Education Omnibus Budget Trailer Bill 114. The Literacy Roadmap will help educators apply the ELA/ELD Framework to classroom instruction, navigate the resources and professional development opportunities available to implement effective literacy instruction, and improve literacy outcomes for all pupils with a focus on equity.

California English Learner Roadmap
California English Learner policy including a focus on literacy and biliteracy for English learners, as well as the importance of home language. It is a guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

Legislation

Screening for Risk of Reading Difficulties
The Screening for Risk of Reading Difficulties allows for early identification and intervention of reading difficulties, including dyslexia, for students in kindergarten to grade two. Education Code 53008 requires all California local education agencies (LEAs) to adopt a screening instrument by June 30, 2025, and implement screening beginning no later than the 2025-2026 school year. The LEAs select their screening instrument from the list approved by the Reading Difficulties Risk Screener Selection Panel (RDRSSP) appointed by the SBE. Learn more about the RDRSSP.

Literacy and Reading Program Standards and Teaching Performance Expectations
Senate Bill 488 (Chap. 678, Stats. 2021) required the Commission on Teacher Credentialing (Commission) to update their Multiple Subject, Single Subject in English, and Education Specialist program standards literacy and reading standards for the preparation of candidates and their corresponding Teaching Performance Expectations (TPEs). Additionally, the bill requires the Commission to review teacher preparation programs and certify that they are providing instruction according to the updated standards and TPEs, as well as to develop a new literacy performance assessment to replace the current Reading Instruction Competence Assessment (RICA). The commission has opted to extend these requirements to the PK-3 Early Childhood Education Specialist instruction credential.

Initiatives

Current Grant Work

Comprehensive Literacy State Development Grant (2019-2024)

Educator Workforce Investment Grant (EWIG): Effective Language Acquisition Programs (2023-2025)

California Dyslexia Initiative (2019-2024)

Early Literacy Support Block Grant (2020-2024)

Reading Instruction and Intervention Grant (2021-2026)

Literacy Coaches and Reading Specialists Program and Literacy Coaches and Reading Specialists Educator Training Grant (2022-2027 and 2023-2028)

Summary: The 2022-2027 program provides $250 million to LEAs to develop school literacy programs, employ and train literacy coaches and reading and literacy specialists, and develop and implement interventions for students in need of targeted literacy support. $225 million funds eligible LEAs, and $25 million funds the Sacramento COE through the Literacy Coaches and Reading Specialists Educator Training Grant to support those LEAs and to develop and provide professional learning for educators to become literacy coaches and reading and literacy specialists. The 2023-2028 program provides an additional $250 million to LEAs for the same purposes. $248 million will fund eligible LEAs, and $2 million will be allocated to the Sacramento COE.

Literacy Campaign Support: Provides funding to elementary school sites to increase the number of literacy coaches and specialists and to develop and implement school literacy programs.

Prior Grant Work
Educator Workforce Investment Grant Program - Professional Learning (CA Dept of Education)

EWIG: EL Roadmap Policy Implementation (2019-2023)

Summary: This $5 million state grant funds Californians Together and the California Association for Bilingual Educators to build the capacity of LEAs across the state by providing training in EL Roadmap policy implementation. Professional learning resources developed by the grant remain available on the grantees' websites.

Literacy Campaign Support: Supports the needs of EL students throughout the state, including students in TK through grade three.

EWIG: Special Education (2019-2022)

Summary: This $5 million state grant funds the California Coalition for Inclusive Literacy to build the capacity of California local educational agencies to create, design, and deliver professional learning opportunities for teachers and paraprofessionals in literacy development and Universal Design for Learning to provide access for students with disabilities to their grade-level content.

Literacy Campaign Support: Provides training to teachers in Universal Design for Learning, which supports all students, including those struggling to read.

Screening for Risk of Reading Difficulties

Overview

The Screening for Risk of Reading Difficulties allows for early identification and intervention of reading difficulties, including dyslexia, for students in kindergarten to grade two. Education Code 53008 requires all California local educational agencies (LEAs) to adopt a screening instrument by June 30, 2025, and implement screening beginning no later than the 2025-2026 school year. The LEAs select their screening instrument from the list approved by the Reading Difficulties Risk Screener Selection Panel (RDRSSP) appointed by the State Board of Education.

Screening Instruments and Information Overviews

Communication and Resources

Frequently Asked Questions

Letters to the field

Adoption Toolkit: Reading Difficulties Risk Screener, 2024
Developed by the Curricular and Improvement Support Committee of the California County Superintendents.
Disclaimer: The opinions expressed in this resource do not necessarily reflect the positions or policies of the California Department of Education (CDE). The CDE does not control or guarantee the accuracy, relevance, timeliness, or completeness of any information included in the resource.

Literacy Screening Professional Development Funding
$25 million one-time funds for training to administer screenings to assess for risk of reading difficulties using an instrument from the approved list of screeners.

Policy

Webinars

English Language Arts (ELA)/English Language Development (ELD) Framework Webinar Series Playlist

This 9-part series is designed for all school, district, county, state, and higher education educators who want to learn more about California's recommended literacy policies and practices, as well as why the English Language Arts/English Language Development (ELA/ELD) Framework is as relevant today as it was in 2014. The series will explore how it is organized, what it offers, how it can be used, and how it supports Superintendent Thurmond's Literacy Campaign of "Reading by Third Grade and Beyond."

Session 1: Overview Comprehensive Literacy

Session 2: Foundational Skills

Session 3: English Language Development

Session 4: Language Development

Session 5: Meaning Making

Session 6: Effective Expression

Session 7: Content Knowledge

Session 8: Assessment & Intervention

Session 9: System Implementation
Access the complete webinar series playlist
Resources

Literacy Newsletter

A primary objective of California's federally funded Comprehensive Literacy State Development (CLSD) grant program is to bring coherence to California's system of literacy supports to improve student outcomes, birth through grade twelve. This newsletter supports this objective by providing information on literacy-focused activities happening within the California Department of Education (CDE), the Statewide System of Support, and at local educational agencies (LEAs) to help achieve the goal of aligning state and local literacy initiatives.

Subscribe to this newsletter by sending a blank email to join-cde-literacy@mlist.cde.ca.gov. If you have a literacy-focused event or resource that you would like to see highlighted in this newsletter, reach out to the CLSD team at CLSDP@cde.ca.gov.

Related Documents

CDE Biliteracy Pathway Recognition
The Biliteracy Pathway Recognitions may be awarded to preschool through grade eight students on the path to the State Seal of Biliteracy. You will find optional criteria and guidance for recognition.

CDE State Seal of Biliteracy
The State Seal of Biliteracy is a recognition awarded to graduating high school students who have achieved a high level of proficiency in one or more languages in addition to English. The requirements for earning the State Seal of Biliteracy are established in California Education Code Section 51461.

Digital Learning Integration and Standards Guidance
Guidance to support schools to effectively implement technology to support learning and to address critical areas of instructional focus.

Executive Summary (PDF)
This executive summary provides highlights from the framework and directs readers to resources in the document. It begins with a broad overview of the standards and California's vision for their implementation, features important grade-level guidance, and highlights selected topics crucial for effective implementation.

Universal Prekindergarten (UPK) Curriculum Checklist
Details elements to consider when choosing and implementing a curriculum for Transitional Kindergarten (TK) and preschool programs serving majority four-year-old children. Specific sections are devoted to language and literacy instruction including development of key skills, importance of book read-alouds, literacy small-group instruction, and literacy centers.

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Guidance and resources for teachers and families in Preschool through twelfth (P-12) grade schools regarding evidence-based literacy instruction.

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Amira

mClass with DIBELS Edition 8 and mClass Lectura Information Overview

Multitudes Information Overview

ROAR Information Overview

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Screening for Risk of Reading Difficulties FAQs - California Literacy (CA Dept of Education)

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Frequently asked questions (FAQs) and answers regarding the LEA requirements for Screening for Risk of Reading Difficulties.

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Screening Students for Risk of Reading Difficulties, December 11, 2024

Screening Students for Risk of Reading Difficulties, December 17, 2024

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CISC Adoption Toolkit: Reading Difficulties Risk Screener, 2024

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CISC Adoption Toolkit: Reading Difficulties Risk Screener, 2024

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Literacy Screenings Professional Development - Categorical Programs (CA Dept of Education)

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Funding for county offices of education, school districts, and charter schools to train educators to administer literacy screenings to assess pupils in kindergarten and grades 1 and 2 for risk of reading difficulties.

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K–2 Assessment Systems Enable Early Intervention to Foster Student Success

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K–2 Assessment Systems Enable Early Intervention to Foster Student Success

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Joanne L. Jensen, WestEd

Jessica Goldstein, Boulevard Research Partners LLC

Matthew A. Brunetti, WestEd

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Review Elements & Evaluation Criteria

Review Process

Rubric

Statutory Language from EC Section 53008

Invitation to submit

Cover Sheet

Submission Form

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NOTE: Slides will be updated after webinar on 1/21/25.

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Webinar 1 Screening Reading Difficulties Slides

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Handout_Screening for Risk of Reading Difficulties Webinar Series

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Screening for Risk of Reading Difficulties: LEA Considerations/ Questions 

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Screening for Risk of Reading Difficulties: LEA Considerations/ Questions 

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LEA Considerations.Questions_Handout - Screening for Risk of Reading Difficulties.pdf

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Literacy Screenings Professional Development FAQs - Categorical Programs (CA Dept of Education)

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Frequently Asked Questions (FAQs) and answers regarding funding for Literacy Screenings Professional Development.

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To receive information and updates regarding California Literacy, including information about screening for risk of reading difficulties, please subscribe to the California Literacy mailing list by sending a blank message to join-cde-literacy@mlist.cde.ca.gov.

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Screening for Risk of Reading Difficulties: What CA Ed Code 53008 Means for Schools & Districts

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Screening for Risk of Reading Difficulties: What CA Ed Code 53008 Means for Schools & Districts

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Register HERE.

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Glean Education _ Sacramanto County READS _ Screening Webinar Series Flyer

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2025-2026 GB Budget Summary - TK-12 Education

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2025-2026 GB Budget Summary - TK-12 Education

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Webinar 2 Slides - Role of Screening within MTSS

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CDE Smarter Balanced Interim Assessments

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CDE Smarter Balanced Interim Assessments

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Resources

Understanding the Formative Assessment Process Video

Understanding the Formative Assessment Process Flyer

Tools for Teachers Website

How to Self-Register for Tools for Teachers

Formative Assessment Strategies

Related Legislation

E.C. 60642.6

60642.7(a-b)

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Smarter Balanced Interim Assessments - Smarter Balanced Assessment System (CA Dept of Education)

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The progress monitoring component of the Smarter Balanced Assessment System.

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Webinar 3 Screening Multilingual Participants

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Resource Guide to the Foundational Skills (2015)

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Resource Guide to the Foundational Skills (2015)

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California English Language Development Standards: Kindergarten Through Grade 12 (2012)

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California English Language Development Standards: Kindergarten Through Grade 12 (2012)

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California Common Core Standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (2010)

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California Common Core Standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (2010)

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Practitioners’ Guide for Educating English Learners with Disabilities (2019)

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Practitioners’ Guide for Educating English Learners with Disabilities (2019)

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Improving Education for Multilingual and English Learner Students: Research to Practice (2020)

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Improving Education for Multilingual and English Learner Students: Research to Practice (2020)

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Project ARISE, Lead: Contra Costa County Office of Education (Contra Costa Office of Education)

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Project ARISE, Lead: Contra Costa County Office of Education (Contra Costa Office of Education)

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Online Courses (Project Arise)

Literacy as Equity

Executive Functions and Literacy

Foundational Skills

Comprehension

Intensive Intervention

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California Collaborative for Learning Acceleration (CCLA) Lead: Santa Clara County Office of Education

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California Collaborative for Learning Acceleration (CCLA) Lead: Santa Clara County Office of Education

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Online Courses (California Collaborative for Learning Acceleration)

Literacy – Foundational Skills (Beginning TK-2, Advanced TK-6); Reading Comprehension (TK-2, 3-5, 6-8, 9-12)

Language Development – Academic Vocabulary (TK-2, 3-5, 6-8, 9-12); Oral and Written Language Development (TK-2, 3-5, 6-8, 9-12)

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This course will provide you with an understanding of what learning acceleration is, why we need learning acceleration, and how to accelerate learning for our students through the supports and resources from the California Collaborative for Learning Acceleration.

The course will provide an introduction to the five components of the California Collaborative for Learning Acceleration: mastery of priority content, evidence-based strategies, Universal Design for Learning, culturally sustaining pedagogy, and social-emotional learning practices.

After you take this course, select the content area of interest below to learn how learning acceleration can be applied in the classroom.

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University of California/California State University (UC/CSU) Collaborative for Neurodiversity and Learning (UC/CSU Collaborative for Neurodiversity and Learning)

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University of California/California State University (UC/CSU) Collaborative for Neurodiversity and Learning (UC/CSU Collaborative for Neurodiversity and Learning)

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E-Learning Modules (UC/CSU Collaborative for Neurodiversity and Learning)

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Supporting all children and youth in becoming literate.

The goal of our work is to use cutting-edge knowledge to propel literacy development from infancy through adulthood.

Transforming the way we teach reading.

The key to improving reading outcomes is preparing our state's future and current PreK to 12th grade teachers with a comprehensive, evidence-based, and systematic approach to the teaching of reading.

Uncovering the science of the reading brain and mind.

We are conducting ongoing research in the neurosciences, psychology, and education. Our aim is to build a more holistic understanding of the reader, the reading brain, and the teaching of reading to neurodiverse learners.

of fourth graders do not read at proficient levels ¹

of fourth graders of color read below basic reading levels ¹

estimated cost to California in 2020 of unaddressed dyslexia ²

Leading educators

California State University prepares about half of all of California's teachers and 10% of the teachers in the country.

Top researchers

The University of California is the world's leading public research university system.

Cutting-edge scholarship

Both the UCs and CSUs are conducting groundbreaking research in neurodiversity and education. Our directors, faculty, and researchers have decades of combined expertise.

Why do we read? We read both to find fresh reason to love this world and also to leave this world behind, to enter a space where we can glimpse what lies beyond our imagination, outside our knowledge and our experience of life." ~ Reader Come Home: The Reading Brain in a Digital World

Maryanne Wolf

Director of the Center for Dyslexia, Diverse Learners and Social Justice
Professor-in-Residence, UCLA School of Education and Information Studies

All teachers must be knowledgeable about how children learn to read, how to teach children to read, and what to do when they struggle doing so. All of these are extraordinarily complex tasks. Ensuring that teachers master these tasks is the responsibility of teacher educators."

Sue Sears

Professor of Special Education
Michael D. Eisner College of Education
California State University Northridge

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UC/CSU California Collaborative for Neurodiversity and Learning

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The goal of our work is to use cutting-edge knowledge to propel literacy development from infancy through adulthood. The key to improving reading outcomes is preparing our state's future and current PreK to 12th grade teachers with a comprehensive, evidence-based, and systematic approach to the teaching of reading.

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English Learner Roadmap Power in Collaboration Across California (EPiCC)

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English Learner Roadmap Power in Collaboration Across California (EPiCC)

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Regional Offerings by Zone

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SEAL is proud to play a pivotal role in the EPiCC initiative (English Learner Roadmap Power in Collaboration Across California), a transformative statewide effort to support multilingual learners through the Educator Workforce Investment Grant: Effective Language Acquisition Programs (EWIG: ELAP). Funded by Assembly Bill 185, this $10 million initiative unites Sacramento, San Bernardino, Los Angeles, and Orange County Offices of Education to drive key goals:

Integrated language development across content areas

Bilingual and biliterate proficiency

Statewide implementation of the EL Roadmap Policy

SEAL's Impact Across California

As a trusted partner, SEAL is actively supporting three of the four EPiCC zones, providing high-quality professional learning opportunities for P-12 educators, paraprofessionals, school leaders, and counselors. This year, SEAL is delivering 23 impactful sessions, including FREE virtual trainings and an in-person ELD Institute, equipping educators with the tools and strategies needed to effectively serve multilingual students.

Why Participate in EPiCC?

EPiCC is a collaborative effort spanning four regions and 58 county offices of education to build the capacity of local educational agencies (LEAs) in implementing effective language acquisition programs. The initiative offers professional development aligned with the Statewide System of Support (SSOS) and Quality Professional Learning Standards, ensuring every participant gains actionable insights to advance their practice.

Zone A: Graciela Garcia-Torres - Sacramento County Office of Education

Zone B: Angelica Hurtado - San Bernardino County Superintendent of Schools

Zone C: Soomin Chao, Ed.D. - Los Angeles County Office of Education

Zone D: Nicole Chavez, Ed.D. - Orange County Department of Education

Join the Movement

Take advantage of EPiCC's FREE virtual and in-person trainings to grow your skills and better support multilingual learners in your community:

Sign up here to access training opportunities.

Visit SEAL's Events Page for updates on upcoming EPiCC sessions and other professional learning opportunities.

Visit the CDE website for more information: https://www.cde.ca.gov/pd/ps/ewig.asp

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English Learner Roadmap in Collaboration Across California (EPiCC) - enrollment now open | SEAL

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SEAL is proud to play a pivotal role in the EPiCC initiative (English Learner Roadmap Power in Collaboration Across California), a transformative statewide effort to support multilingual learners through the Educator Workforce Investment Grant: Effective Language Acquisition Programs (EWIG: ELAP).

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Archived Videos and PPT Slides

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The Sacramento County Office of Education ( SCOE) was selected as the project lead on t he California Dyslexia Initiative (CDI) and is working in partnership with the University of California San Francisco (UCSF) Dyslexia Center to build capacity and resources across California's educational systems to address the needs of struggling readers and students with dyslexia.

Educator resources are being developed, including videos, articles, webinars, and professional development modules to foster a deeper understanding of dyslexia and support students with learning difficulties. Materials will be published on the CDI website as they become available.

SCOE was selected by the California State Board of Education ( SBE), the California Department of Education ( Learn more about CDI. CDE), and the California Collaborative for Educational Excellence ( CCEE) to administer the California Dyslexia Initiative (CDI).
Overview: Senate Bill 114 (Education Omnibus Trailer Bill) on K-2 Screening for Reading Difficulties, Including Risk of Dyslexia

Get in Touch

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The Sacramento County Office of Education ( SCOE) was selected as the project lead on t he California Dyslexia Initiative (CDI) and is working in partnership with the University of California San Francisco (UCSF) Dyslexia Center to build capacity and resources across California's educational systems to address the needs of struggling readers and students with dyslexia.

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Reading Language Arts PD: Reading/Language Arts Unit

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The Reading/Language Arts unit provides support for schools and districts to close the achievement gap, and to achieve high standards of excellence in language arts.

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California Commission on Teacher Credentialing-Literacy and Reading Instruction (California Commission on Teacher Credentialing) 

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California Commission on Teacher Credentialing-Literacy and Reading Instruction (California Commission on Teacher Credentialing) 

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Senate Bill 488 (Chap. 678, Stats. 2021) required the Commission on Teacher Credentialing (Commission) to update its literacy and reading standards for the preparation of teaching candidates and their corresponding Teaching Performance Expectations (TPEs). Additionally, the bill required the Com…

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2025 CA Literacy Conference Underscores the Right to Read

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2025 CA Literacy Conference Underscores the Right to Read

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SCOE | 2025 CA Literacy Conference Underscores the Right to Read

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Literacy is the foundation of lifelong learning, giving students access to knowledge, opportunities, and success. Many children struggle with reading proficiency, though, making it essential for educators to stay informed about best practices.