California

State Information

The purpose of this document is to capture state-by-state information of policy and guidelines related to the science of reading / evidence-based reading instruction to be presented on The Reading League Compass, a website of reliable and reputable guidance and resources for targeted stakeholder groups.

Updated 2025

Local control?

Yes

Has your state passed legislation and/or non-legislated rule changes related to the science of reading?

Yes.

In 2025, the California legislature passed Assembly Bill 1454, which directs the State Board of Education to create a new English Language Arts/English Language Development instructional materials list aligned to evidence-based means of teaching literacy. Local Education Agencies will be required to choose instructional material from the approved list or certify that the instructional materials they select align with the criteria for evidence-based literacy instruction. Additionally, the California Commission on Teacher Credentialing is required to update standards for administrator and reading specialist preparation programs to include training on evidence-based literacy instruction and certify that programs follow these standards.

See: https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202520260AB1454  and Instructional Materials – English Language Arts (CA Dept of Education)

AB 121, Sec. 90 of the 2025 Omnibus Trailer Bill required the California Collaborative for Educator Excellence to partner with the California Department of Education and statewide literacy leads to support statewide implementation of evidence-based practices aligned to the English Language Arts/English Language Development Framework adopted by the State Board of Education pursuant to Section 60207 of the Education Code, the English Learner Roadmap, the Literacy Roadmap, and the use of data to support effective instruction.

See: Bill Text – AB-121 Education finance: education omnibus budget trailer bill.

The 2025-26 California state budget requires the California Department of Education to publish a list of professional development aligned with evidence-based literacy instruction and that incorporates the needs of multilingual learners. State funds will be allocated to Local Education Agencies to train transitional kindergarten-grade 5 literacy teachers using the CDE-approved programs or an alternative that meets the same criteria.

See: California Code, EDC 33319.6 and https://www.cde.ca.gov/ci/pl/literacypd.asp

Does your state have an approved curriculum list?

In 2025, the California legislature passed Assembly Bill 1454, which directs the State Board of Education to create a new English Language Arts/English Language Development instructional materials list aligned to evidence-based means of teaching literacy. Local Education Agencies will be required to choose instructional material from the approved list or certify that the instructional materials they select align with the criteria for evidence-based literacy instruction.

Ab 121, Sec. 89 requires the Superintendent of Public Instruction to allocate to the administrative agent selected pursuant to Section 52074 of the Education Code, subject to the approval of the executive director of the State Board of Education, to partner with one or more research organizations, institutions of higher education, or other nonprofit organization with expertise in evidenced-based literacy instruction to develop guidance for the state board to adopt by January 31, 2026 to support the follow-up adoption for TK to grade 8 by January 31, 2027. Per statute, in addition to other requirements, the guidance shall conform:

(A) The English Language Arts/English Language Development Framework.

(B) Includes foundational skills, language development, content knowledge, meaning making, and effective expression.

(C) Incorporates media literacy content included in the English Language Arts/English Language Development Framework.

See: https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202520260AB1454  and Instructional Materials – English Language Arts (CA Dept of Education)

Was evidence-aligned reading instruction a consideration for the curriculum review?

AB 1454, Sec. 3 requires the state board by January 31, 2027 to ensure that instructional materials adopted for Tk to grade 8 pursuant to this section adhere to all of the following:

(1) Align to the current English Language Arts/English Language Development (ELA/ELD) Framework, including integrated and designated English language development instruction adopted by the state board, and including strategies to meet the varied language development needs of English learners.

(2) Align to evidence-based means of teaching foundational reading skills, which shall include explicit and systematic instruction in print concepts, phonological awareness, phonics and word recognition, and fluency, and attending to oral and written language development, vocabulary and background knowledge, and comprehension, including tiered supports for pupils with reading difficulties, English learners, and pupils with exceptional needs.

(3) Align to the program guidelines for dyslexia developed pursuant to Section 56335.

(4) Include materials that focus on the teaching of specific skills and standards that are a subset of the entire English Language Arts/English Language Development (ELA/ELD) Framework and clearly designate which standards they effectively address.

See: Bill Text – AB-1454 Pupil literacy: credential program standards and professional development: instructional materials., ELA/ELD IM Follow-up Adoption Notice of Intent – Instructional Materials (CA Dept of Education), and ELA/ELD IM Follow-up Adoption Significant Events – Instructional Materials (CA Dept of Education)

Does your state mandate or provide guidance on early screening?

Yes. Legislation mandating screening for reading difficulties and the development of a list of approved screeners was passed in 2023.

Please describe any other assessment work related to the science of reading with links, where applicable

The Smarter Balanced Assessment System utilizes computer-based tests and performance tasks that allow students to show what they know and are able to do. It is based on the Common Core State Standards (CCSS) for English language arts/literacy (ELA) and mathematics and has three components designed to support teaching and learning throughout the year: the summative assessments, the interim assessments, and the Tools for Teachers formative assessment resources.

Does your state have policy or guidance related to MTSS that incorporates information on the science of reading and/or evidence-based literacy practices?

California has MTSS guidance. It does not explicitly integrate the science of reading.

Does your state have policy or guidance related to instruction and/or professional development?

English Language Arts (ELA)/English Language Development (ELD) Framework

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 ELA/ELD Framework describes 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.

California Dyslexia Guidelines

The California Department of education published the California Dyslexia Guidelines in 2017 and updated in 2018. The Guidelines are to be used to assist regular education teachers, special education teachers, and parents to identify and assess students with dyslexia, and to plan, provide, evaluate, and improve educational services for these students.

Quality Professional Learning Standards

California has many sets of standards and expectations to guide policies, programs, and personnel effectiveness. Each set of standards serves a unique function and are complementary to the other standard sets. The Quality Professional Learning Standards identify characteristics of professional learning that are most likely to support educators in building individual and collective capacity to meet professional, school, and student performance expectations.

Assembly Bill

Assembly Bill 121, Section 15 (Statutes of 2025) of the Education Omnibus Trailer Bill added Section 33319.6 to the California Education Code (EC). EC Section 33319.6 directs the California State Board of Education (SBE) to approve and the California Department of Education (CDE) to post on its internet website by September 30, 2026, criteria and guidance for the selection or development of in-service professional development (PD) programs for effective means of teaching literacy in transitional kindergarten through grade five (TK‒5), with a list of in-service PD programs that have been deemed to meet those criteria.

Does your state have state-developed guidance documents or training courses related to the science of reading?

Literacy Professional Development

  • $200 million for LEAs (2026–27 to 2029–30)
  • SBE to approve list of programs by Sept. 30, 2026

See Literacy Professional Development Programs – Professional Learning (CA Dept of Education)

Literacy Coaches and Reading Specialist Grant

Comprehensive Literacy State Development Grant

  • Second round of federal funding
  • Three subgrants to be awarded in accordance with State Literacy Plan approved by SBE May 8, 2025

See Comprehensive Literacy State Development Grant – Professional Learning (CA Dept of Education)

Project ARISE, Reading Instruction and Intervention Grant Lead: Contra Costa County Office of Education

California Collaborative for Learning Acceleration (CCLA) Lead: Santa Clara County Office of Education, Online Courses https://ccla.sccoe.org/online-courses 

  • 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)

Please describe any grant work that names the science of reading and/or evidence-aligned instruction including links, where applicable

Literacy Coaches and Reading Specialist Educator Grant

The California legislature allocated 500 million dollars to support the development of 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. The professional development that is being provided to participating LEAs aligns closely with the research consensus on effective reading instruction.

Additional $215 million allocated this year. $200 million a third cohort of eligible school sites and $15 million to a grant lead. 

Reading Instruction and Intervention Grant (2021–2026)

This $10 million state grant funds the Contra Costa COE to generate and disseminate professional learning opportunities in the areas of evidenced-based literacy, intensive literacy interventions, and support of students’ executive functioning skills (Project Arise). The professional learning is intended to help teachers be successful in teaching reading and providing needed supports to students struggling to read.

Comprehensive Literacy State Development Grant 2024

The California Department of Education was awarded $38 million in CLSD 2024 grant funds to leverage and expand existing statewide infrastructure, guidance, and expertise to bring coherence to the system of literacy supports to improve student outcomes over a period of five years.

The grant also has four priorities: (1) Projects that incorporate State Education Agency partnerships with Institutions of Higher Education; (2) Projects designed to address the impacts of the COVID-19 pandemic using evidence-based instructional approaches and supports to meet challenging academic content standards without contributing to tracking or remedial courses; (3) Projects designed to promote education equity and adequacy in resources and opportunity for under-served students. California will focus its grant work on addressing the literacy needs of under-served students, including multilingual learners, to support the screening and identification of reading disabilities (e.g., dyslexia), and evidence-based instructional approaches tailored to students’ specific needs; and (4) Projects that support students and their families at key transitional stages in their education by ensuring coordinated, high-quality professional development for educators in these transitional stages. California will focus its grant work on evidence-based professional development focused on alignment between early childhood and elementary settings, as well as older students who are reading significantly below grade level.

California Dyslexia Initiative (2019–2024)

This $4 million state grant funds the Sacramento COE to build statewide capacity to provide early intervention services and supports for students with specific learning disabilities such as dyslexia, including identifying effective identification and treatment models and developing and delivering professional learning.

Early Literacy Support Block Grant (2020–2024)

This $50 million state grant funds the CDE and 34 local educational agencies (LEAs) with 73 eligible participating schools that have the highest percentage of students in grade three scoring at the lowest achievement standard level on the State Summative English Language Arts (ELA) assessment. An additional $3 million funds the Expert Lead in Literacy (Sacramento COE) to support identified LEAs to conduct a root cause analysis, prioritize identified needs, and develop literacy action plan to implement over three years. The grant supports LEAs to provide high-quality literacy teaching and interventions as well as and family and community engagement.

Has your state reviewed standards for alignment to the science of reading?

California’s literacy standards are based on the Common Core.

Do you have policy or guidance regarding how to leverage evidence-based practices to support secondary students?

CALIReads

California’s previous State Personnel Development Grant (SPDG) initiative, CALIReads, focused on evidence-based adolescent literacy practices.

CLSD

California Department of Education (CDE) has engaged in multiple literacy grants (e.g., Literacy Coaches and Reading Specialist Grant, Comprehensive Literacy State Development Grant (CLSD), Reading Instruction and Intervention Grant) that support all students, including our adolescent youth. For example, the CLSD Grant resulted in professional learning, materials, and resources for literacy for programs birth to age five, TK to grade five, as well as grade six to twelve. In particular, three CLSD subgrants are focused on improving literacy outcomes for students in grades 6-12 across California.

California Literacy Roadmap

The Literacy Roadmap will help TK-12 educators in English-medium and multilingual settings use the ELA/ELD Framework, along with other resources, to offer evidence-based literacy instruction in the classroom. Moreover, it will provide practical direction for literacy instruction and intervention across content areas in alignment with California’s adopted standards.

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.

Does your state have state-developed guidance documents or training courses related to the science of reading and Multilingual learners?

California Literacy Roadmap

The California Department of Education, in consultation with the State Board of Education, is 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 and navigate the resources and professional development opportunities available to implement effective literacy instruction in English-medium and multilingual program settings.

Does your state have licensure or program approval criteria to ensure Educator Preparation Programs are aligned to the science of reading?

In 2025, the California legislature passed Assembly Bill 1454, which directs the California Commission on Teacher Credentialing to update standards for administrator and reading specialist preparation programs to include training on evidence-based literacy instruction and certify that programs follow these standards. 

See: https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202520260AB1454 

Do you have a “contact us” website that we can share publicly on TRL Compass?

Interactive State Map

Use the interactive state map to find descriptions of state-level policy adoption, guidance, and practices related to the science of reading. State policy may include legislation incorporating training or practices related to the science of reading or state education agency guidance regarding policy, professional development, curricula, instruction, or assessment.

Filter by specific topic area(s) to find state-specific work: 

The Reading League expresses gratitude to our collaborators and associates within the state education agencies for sharing their state-specific data. This data will undergo semi-annual updates, contingent upon the availability and resources of the respective state agencies. For any inquiries, clarifications, or updates, please reach out to compass@thereadingleague.org.

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