text: From the amount appropriated for the purposes of this chapter, the State Board of Education shall determine the amount of funds to allocate to each school district and county office of education selected pursuant to Section 53003 to provide reading leadership training programs according to criteria established by the State Board of Education that is based on the actual cost of providing the leadership program.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


kind: section

code: EDC

text: The State Board of Education shall designate the school districts and county offices of education that will be served by each of the reading leadership training program providers selected pursuant to Section 53003.

history: (History: Added by Stats. 1996, Ch. 196, Sec. 2. Effective July 22, 1996.)

division: 4. INSTRUCTION AND SERVICES

part: 28. GENERAL INSTRUCTIONAL PROGRAMS

title: 2. ELEMENTARY AND SECONDARY EDUCATION

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 28. GENERAL INSTRUCTIONAL PROGRAMS > 15. Comprehensive Reading Leadership Program


text:
The county offices of education and school districts selected pursuant to Section 53003 shall conduct reading leadership training programs in accordance with the following:

(a) The members of the governing boards of the school districts, administrators of school districts and schools, and teachers who have been identified by the governing boards of the school districts as having demonstrated leadership in reading instruction in each school district to be served, as determined pursuant to Section 53004, shall be invited to participate in the reading leadership training program.

(b) The reading leadership training programs shall adhere to the program designs and use the materials produced pursuant to Section 53002.

(c) The reading leadership training programs shall address systematically explicit phonics instruction, phonemic awareness, sound-symbol relationships, decoding, word-attack skills, spelling instruction, diagnosis of reading deficiencies, research on how children learn to read, research on how proficient readers read, the structure of the English language, relationships between reading, writing, and spelling, planning and delivery of appropriate reading instruction based on assessment and evaluation, and independent pupil reading of high quality books and the relationship of that reading to improved reading performance.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 15. Comprehensive Reading Leadership Program


text:
(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.

(3) It is the intent of the Legislature that local educational agencies be provided funding to offset costs related to administering pupil screenings pursuant to this section if the Commission on State Mandates determines that this section contains costs mandated by the state, pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.

(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) (1) 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. Employees administering screening instruments shall be appropriately trained to administer the instrument.

(2) 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. For the purposes of identifying pupils at risk of reading difficulties pursuant to paragraph (1), a local educational agency shall not administer a screening instrument to a kindergarten pupil before the 91st schoolday of the school year. This paragraph does not prohibit local educational agencies from administering more than one pupil screening or diagnostic evaluation annually in addition to those administered for the purposes of identifying pupils at risk of reading difficulties pursuant to paragraph (1), as appropriate.

(3) In order to ensure the accuracy and precision of screening, and in accordance with the administration instructions for each screening instrument adopted pursuant to subdivision (c), local educational agencies are strongly recommended to administer screening instruments on a one-on-one or small group basis.

(4) On or before January 31, 2027, the department shall develop and disseminate guidance to local educational agencies regarding the implementation of paragraph (2), including factors that may be considered in determining whether a pupil has received sufficient instruction in foundational reading skills to support a valid assessment. The guidance shall be informed by diverse research regarding screening administration and factors affecting the predictive validity of reading difficulties risk screening, as well as by the first year of implementation of reading difficulties risk screening pursuant to this section with data from all of the screening instruments approved by the expert panel described in subdivision (c).

(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.

history: (History: Amended by Stats. 2026, Ch. 65, Sec. 114. (AB 126) Effective July 9, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 28. GENERAL INSTRUCTIONAL PROGRAMS > 15.5. Screening for Risk of Reading Difficulties


text:
(a) The sum of two hundred fifty million dollars ($250,000,000) is hereby appropriated from the General Fund to the department for the Literacy Coaches and Reading Specialists Grant Program, which is hereby established, in the manner and for the purposes set forth in this section. Funds appropriated for this purpose are available for encumbrance through June 30, 2031.

(b) (1) Of the amount appropriated in subdivision (a), two hundred twenty-five million ($225,000,000) shall be allocated by the department to local educational agencies for schools eligible pursuant to paragraph (2), to develop school literacy programs, employ and train literacy coaches and reading and literacy specialists, and develop and implement interventions for pupils in need of targeted literacy support. Local educational agencies may opt not to participate in the program described pursuant to this subdivision by informing the department, by September 30, 2022, and via a form provided by the department, of their intent to decline program funds for their eligible schoolsites. Local educational agencies who receive funding pursuant to this section may also be eligible for the Reading and Literacy Supplementary Authorization Incentive Grant Program.

(2) Of the amount identified in paragraph (1), the department shall compute an amount per pupil enrolled in kindergarten or any of grades 1 to 3, inclusive, at each eligible schoolsite, such that no local educational agency shall receive less than four hundred fifty thousand dollars ($450,000) per eligible schoolsite. Grant amounts shall be determined using 2021–22 school enrollment data determined as of the California Longitudinal Pupil Achievement Data System Fall 1 Certification. Local educational agencies receiving an allocation of funds pursuant to this paragraph are encouraged to use these funds over the full grant period, through June 30, 2031. For purposes of allocations and apportionments under this paragraph, a locally funded charter school shall be included with the chartering authority.

(3) On or before June 30, 2024, and again on or before June 30, 2027, a recipient local educational agency shall submit an interim report to the department, and a final report on or before June 30, 2031, detailing how it used funds awarded pursuant to this subdivision. The department shall create a reporting template for the purposes of this requirement no later than December 31, 2022. Specifically, these reports shall include:

(A) How funds were used to employ literacy coaches and reading and literacy specialists for its eligible schools.

(B) How funds were used to develop and implement school literacy programs.

(C) How expenditures impacted pupils’ literacy achievement, including for pupil subgroups.

(D) How the local educational agency plans to continue to fund literacy coaches and reading and literacy specialists past the award period.

(E) Other metrics as determined by the department.

(4) On or before July 30, 2024, and again on or before July 30, 2027, the department shall provide the interim and final reports submitted by recipient local educational agencies to the grantee selected pursuant to subdivision (c) for an independent evaluation pursuant to subdivision (c) of Section 53008.7.

(5) On or before December 31, 2025, again on or before December 31, 2028, and again on or before December 31, 2032, the department shall provide a comprehensive report to the Department of Finance, the state board, and the appropriate policy and fiscal committees of both houses of the Legislature summarizing the data collected pursuant to paragraph (3) of this section and paragraph (3) of subdivision (b) of Section 53008.7.

(c) (1) Of the funds appropriated pursuant to subdivision (a), twenty-five million dollars ($25,000,000) shall be available for the department, in collaboration with the Commission on Teacher Credentialing, and subject to the approval of the executive director of the state board, to select a county office of education, through a competitive process, to develop and provide training for educators to become literacy coaches and reading and literacy specialists. The department shall prioritize applicants with demonstrated success in improving literacy, especially among underperforming pupil subgroups, as well as for those planning on partnering with institutions of higher education with demonstrated success in providing statewide professional development for expert literacy practice. Applicants who participate in the training established pursuant to this subdivision may also participate in the Reading and Literacy Supplementary Authorization Incentive Grant Program.

(2) The grantee selected pursuant to paragraph (1) shall do all of the following:

(A) Consider the preparation program standards set by the Commission on Teacher Credentialing for reading and literacy in developing the standards for educator training developed pursuant to this subdivision.

(B) Offer professional learning to educators at schoolsites funded pursuant to subdivision (b) and, as capacity allows, to other schoolsites.

(C) Provide funding for participating educators to pursue a Reading and Literacy Added Authorization, a Reading and Literacy Leadership Credential, a Bilingual Specialist Authorization, or any combination of those.

(3) Resources and training for literacy developed pursuant to this subdivision shall be coordinated with other state- and federally funded literacy initiatives to reduce duplication of effort and provide coordinated, streamlined access to literacy professional development and resources for educators and school leaders that are aligned with the curriculum framework for English Language Arts/English Language Development adopted by the state board pursuant to Section 60207, the English Learner Roadmap, the Literacy Roadmap, and the use of data to support effective instruction.

(d) For purposes of this section, the following definitions apply:

(1) “Eligible schoolsite” means an elementary schoolsite operated by a local educational agency with an unduplicated pupil percentage of 97 percent or greater for pupils enrolled in kindergarten and grades 1 to 3, inclusive, based on 2021–22 Fall 1 census day pupil data submitted through the California Longitudinal Pupil Achievement Data System. The unduplicated pupil percentage for a schoolsite shall be calculated by the sum of the number of unduplicated pupils eligible for free and reduced-price meals, English language learners, and youth in foster care, divided by each schoolsite’s total enrollment for kindergarten and grades 1 to 3, inclusive.

(2) “Employ” means that a local educational agency, to the extent feasible, will hire a new literacy coach, reading specialist, or both, train existing staff to become a literacy coach, or support existing staff in obtaining a reading specialist credential or authorization. Funds shall not be used to support the salaries of existing literacy coaches and reading specialists.

(3) “Local educational agency” means an elementary or unified school district, county office of education, or charter school.

(4) “School” and “schoolsite” means an elementary school of a local educational agency.

(5) “School literacy program” means a program that includes all of the following:

(A) A school literacy plan that includes goals and actions to improve literacy acquisition for pupils in preschool, if applicable, and kindergarten or any of grades 1 to 3, inclusive. The plan shall identify metrics to measure progress toward the goals and actions.

(B) At least one literacy coach or reading and literacy specialist per school to support educators and pupils in improving literacy instruction and pupil outcomes.

(C) Increased access to evidence-based literacy instruction, through strategies, including, but not limited to, any of the following:

(i) Providing bilingual reading specialists to support dual language acquisition and English language development programs.

(ii) Developing and implementing culturally responsive curriculum and instruction.

(iii) Providing professional development for educators and school leaders in literacy instruction and the use of data to identify and support struggling pupils.

(iv) Providing professional development for educators and school leaders regarding implementation of the curriculum framework for English Language Arts/English Language Development adopted by the state board pursuant to Section 60207 and the use of data to support effective instruction.

(v) Establishing an evidence-based family literacy initiative, which may include, but is not limited to, any of the following:

(I) Family literacy plans that identify literacy and biliteracy goals, benchmarks, and roles for all family members.

(II) Family literacy home visiting programs, including, but not limited to, “promotora” family literacy outreach specialists. Local educational agencies may establish literacy and biliteracy home visits to engage families in how to best support their pupils and every family member in reaching their literacy goals.

(III) Extended-day, summer, or weekend family institutes related to literacy and biliteracy. Local educational agencies are encouraged to work with in-house expanded learning programs to establish literacy and biliteracy support programs and literacy enrichment programs during after school, weekend, and summer hours.

(IV) Public library family literacy partnerships, including, but not limited to, digital tools to support whole family literacy.

(e) For purposes of making the computations required by Section 8 of Article XVI of the California Constitution, the appropriation made pursuant to subdivision (a) shall be deemed to be “General Fund revenues appropriated for school districts,” as defined in subdivision (c) of Section 41202, for the 2020–21 fiscal year, and included within the “total allocations to school districts and community college districts from General Fund proceeds of taxes appropriated pursuant to Article XIIIB,” as defined in subdivision (e) of Section 41202, for the 2020–21 fiscal year.

history: (History: Added by Stats. 2026, Ch. 65, Sec. 115. (AB 126) Effective July 9, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 15.5. Screening for Risk of Reading Difficulties


text:
(a) The sum of two hundred fifty million dollars ($250,000,000) is hereby appropriated from the General Fund to the department to augment the Literacy Coaches and Reading Specialists Grant Program established pursuant to Section 53008.5. Funds appropriated for this purpose are available for encumbrance through June 30, 2031.

(b) (1) Of the amount appropriated in subdivision (a), two hundred forty-eight million dollars ($248,000,000) shall be allocated by the department to local educational agencies for schools eligible pursuant to paragraph (2), to develop school literacy programs, employ and train literacy coaches and reading and literacy specialists, and develop and implement interventions for pupils in need of targeted literacy support. Local educational agencies may opt not to participate in the program described pursuant to this subdivision by informing the department, by September 30, 2023, and via a form provided by the department, of their intent to decline program funds for their eligible schoolsites. Local educational agencies who receive funding pursuant to this section may also be eligible for the Reading and Literacy Supplementary Authorization Incentive Grant Program.

(2) Of the amount identified in paragraph (1), the department shall compute an amount per pupil enrolled in kindergarten or any of grades 1 to 3, inclusive, at each eligible schoolsite, in a manner that also ensures that no local educational agency shall receive less than four hundred fifty thousand dollars ($450,000) per eligible schoolsite. Grant amounts shall be determined using 2022–23 school enrollment data determined as of the California Longitudinal Pupil Achievement Data System Fall 1 Certification. Local educational agencies receiving an allocation of funds pursuant to this paragraph are encouraged to use these funds over the full grant period, through June 30, 2031. For purposes of allocations and apportionments under this paragraph, a locally funded charter school shall be included with the chartering authority.

(3) On or before June 30, 2025, a recipient local educational agency receiving funds pursuant to this section shall submit an interim report to the department, and a final report on or before June 30, 2028, detailing how it used funds awarded pursuant to this subdivision. The department shall use the existing reporting template described in paragraph (3) of subdivision (b) of Section 53008.5 for the purposes of this requirement. Specifically, these reports shall include all of the following:

(A) How funds were used to employ literacy coaches and reading and literacy specialists for its eligible schools.

(B) How funds were used to develop and implement school literacy programs.

(C) How expenditures impacted pupils’ literacy achievement, including for pupil subgroups.

(D) How the local educational agency plans to continue to fund literacy coaches and reading and literacy specialists beyond the award period.

(E) Other metrics as determined by the department.

(4) On or before July 30, 2025, again on or before July 30, 2028, and again on or before July 30, 2031, the department shall provide the interim and final reports submitted by recipient local educational agencies to the grantee selected pursuant to subdivision (c) of Section 53008.5 for the independent evaluation pursuant to subdivision (c) of this section.

(5) On or before December 31, 2025, again on or before December 31, 2028, and again on or before December 31, 2031, the department shall provide a comprehensive report to the Department of Finance, the state board, and the appropriate policy and fiscal committees of both houses of the Legislature summarizing the data collected pursuant to paragraph (3) of this subdivision and paragraph (3) of subdivision (b) of Section 53008.5.

(c) (1) Of the funds appropriated pursuant to subdivision (a), two million dollars ($2,000,000) shall be available to the grantee selected pursuant to subdivision (c) of Section 53008.5 to provide additional training for educators to become literacy coaches and reading and literacy specialists, consistent with the training developed for the Literacy Coaches and Reading Specialists Grant program pursuant to Section 53008.5 and to contract for an independent evaluation pursuant to paragraph (4).

(2) The grantee selected pursuant to paragraph (1) shall do all of the following:

(A) Consider the preparation program standards set by the Commission on Teacher Credentialing for reading and literacy in developing the standards for educator training developed pursuant to this subdivision.

(B) Offer professional learning to educators at schoolsites funded pursuant to subdivision (b) and, as capacity allows, to other schoolsites.

(C) Provide funding for participating educators to pursue a Reading and Literacy Added Authorization, a Reading and Literacy Leadership Credential, a Bilingual Specialist Authorization, or any combination of those.

(3) Resources and training for literacy developed pursuant to this subdivision shall be coordinated with other state- and federally funded literacy initiatives to reduce duplication of effort and provide coordinated, streamlined access to literacy professional development and resources for educators and school leaders that are aligned with the curriculum framework for English Language Arts/English Language Development adopted by the state board pursuant to Section 60207, the English Learner Roadmap, the Literacy Roadmap, and the use of data to support effective instruction.

(4) The grantee selected pursuant to subdivision (c) of Section 53008.5 shall, in consultation with, and subject to the approval of, the executive director of the state board and the department, issue a request for proposals and contract for an independent evaluation of the effectiveness of the funding provided pursuant to this section, as well as the funding appropriated pursuant to Section 53008.5. The grantee shall use up to five hundred thousand dollars ($500,000) of the funding appropriated pursuant to paragraph (1) for the independent evaluation.

(5) The evaluation conducted pursuant to paragraph (4) shall include an examination of the following:

(A) Data collected from recipient local educational agencies pursuant to subdivision (b) of this section and subdivision (b) of Section 53008.5, including, but not limited to, all of the following:

(i) How funds were used to employ literacy coaches and reading and literacy specialists.

(ii) How funds were used to develop and implement school literacy programs.

(iii) How expenditures impacted pupils’ literacy achievement, including for pupil subgroups.

(iv) How the local educational agencies plan to continue to fund literacy coaches and reading and literacy specialists beyond the award period.

(B) How the trainings developed and provided by the grantee selected pursuant to subdivision (c) of Section 53008.5 impacted the training of literacy coaches and literacy and reading specialists.

(6) On or before June 30, 2029, the grantee selected pursuant to subdivision (c) of Section 53008.5 shall provide the evaluation report to the chairs of the relevant policy committees and budget subcommittees of the Legislature, the executive director of the state board or their designee, the department, and the Director of Finance.

(d) For purposes of this section, the following definitions apply:

(1) “Eligible schoolsite” means an elementary schoolsite operated by a local educational agency with an unduplicated pupil percentage of 95 percent or greater for pupils enrolled in kindergarten and grades 1 to 3, inclusive, based on 2022–23 Fall 1 census day pupil data submitted through the California Longitudinal Pupil Achievement Data System that did not receive funding pursuant to Section 53008.5. The unduplicated pupil percentage for a schoolsite shall be calculated by the sum of the number of unduplicated pupils eligible for free and reduced-price meals, English language learners, and youth in foster care, divided by each schoolsite’s total enrollment for kindergarten and grades 1 to 3, inclusive.

(2) “Local educational agency” means an elementary or unified school district, county office of education, or charter school.

(3) “School” and “schoolsite” means an elementary school of a local educational agency.

(4) “School literacy program” means a program that includes all of the following:

(A) A school literacy plan that includes goals and actions to improve literacy acquisition for pupils in preschool, if applicable, and kindergarten or any of grades 1 to 3, inclusive. The plan shall identify metrics to measure progress toward the goals and actions.

(B) At least one literacy coach or reading and literacy specialist per school to support educators and pupils in improving literacy instruction and pupil outcomes.

(C) Increased access to evidence-based literacy instruction through strategies, including, but not limited to, any of the following:

(i) Providing bilingual reading specialists to support dual language acquisition and English language development programs.

(ii) Developing and implementing culturally responsive curriculum and instruction.

(iii) Providing professional development for educators and school leaders in literacy instruction and the use of data to identify and support struggling pupils.

(iv) Providing professional development for educators and school leaders regarding implementation of the curriculum framework for English language arts and English language development adopted by the state board pursuant to Section 60207 and the use of data to support effective instruction.

(v) Establishing an evidence-based family literacy initiative, which may include, but is not limited to, any of the following:

(I) Family literacy plans that identify literacy and biliteracy goals, benchmarks, and roles for all family members.

(II) Family literacy home visiting programs, including, but not limited to, “promotora” family literacy outreach specialists. Local educational agencies may establish literacy and biliteracy home visits to engage families in how to best support their pupils and every family member in reaching their literacy goals.

(III) Extended-day, summer, or weekend family institutes related to literacy and biliteracy. Local educational agencies are encouraged to work with in-house expanded learning programs to establish literacy and biliteracy support programs and literacy enrichment programs during after school, weekend, and summer hours.

(IV) Public library family literacy partnerships, including, but not limited to, digital tools to support whole family literacy.

(e) For purposes of making the computations required by Section 8 of Article XVI of the California Constitution, the appropriation made pursuant to subdivision (a) shall be deemed to be “General Fund revenues appropriated for school districts,” as defined in subdivision (c) of Section 41202, for the 2021–22 fiscal year, and included within the “total allocations to school districts and community college districts from General Fund proceeds of taxes appropriated pursuant to Article XIIIB,” as defined in subdivision (e) of Section 41202, for the 2021–22 fiscal year.

history: (History: Added by Stats. 2026, Ch. 65, Sec. 116. (AB 126) Effective July 9, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) The sum of two hundred fifteen million dollars ($215,000,000) is hereby appropriated from the General Fund to the department to augment the Literacy Coaches and Reading Specialists Grant Program established in Sections 53008.5 and 53008.7. Funds appropriated for this purpose are available for encumbrance through June 30, 2031.

(b) (1) Of the amount appropriated in subdivision (a), two hundred million dollars ($200,000,000) shall be allocated by the department to local educational agencies for eligible schoolsites to develop school literacy programs, including dual language immersion and other programs for multilingual learners, employ and develop literacy coaches and specialists, and develop and implement interventions for pupils in need of targeted literacy support, including English learners. A local educational agency may opt not to participate in the program pursuant to this subdivision by informing the department, by September 30, 2025, using a form provided by the department, of the local educational agency’s intent to decline program funds for their eligible schoolsites and the local educational agency. A local educational agency that receives funding pursuant to this section may also be eligible for the Reading and Literacy Supplementary Authorization Incentive Grant Program.

(2) The department shall allocate funding under paragraph (1) based on an amount per pupil enrolled in kindergarten or any of grades 1 to 3, inclusive, at each eligible schoolsite, except that no local educational agency shall receive less than four hundred fifty thousand dollars ($450,000) per eligible schoolsite. Grant amounts shall be determined using 2024–25 school enrollment data determined as of the California Longitudinal Pupil Achievement Data System Fall 1 Certification. For purposes of allocations and apportionments under this paragraph, a locally funded charter school shall be included with the chartering authority.

(3) A local educational agency receiving grant funding pursuant to this subdivision is encouraged to use these funds over the full grant period, through June 30, 2031.

(4) On or before June 30, 2027, and June 30, 2031, respectively, a recipient local educational agency shall submit an interim and final report to the department detailing how it used funds awarded pursuant to this subdivision using a reporting template developed by the department for the purposes of this requirement. Specifically for literacy, the report shall include all of the following:

(A) How funds were used to employ literacy coaches and specialists for its eligible schoolsites.

(B) How funds were used to develop, improve, and expand upon school literacy programs, including English Language Development and dual language immersion programs, and other programs for multilingual learners.

(C) How expenditures impacted pupils’ literacy achievement, including achievement of high need pupil groups.

(D) How the local educational agency plans to continue to fund literacy coaches and reading and literacy and bilingual specialists past the award period.

(E) Other metrics as determined by the department.

(5) For purposes of this subdivision, the following definitions apply:

(A) “Eligible schoolsite” means a schoolsite with an unduplicated pupil percentage of 94 percent or greater for pupils enrolled in kindergarten and grades 1 to 3, inclusive, based on 2024–25 Fall 1 census day pupil data submitted through the California Longitudinal Pupil Achievement Data System that did not receive funding pursuant to Section 53008.5 or 53008.7. The unduplicated pupil percentage for a schoolsite shall be calculated by dividing the sum of the number of unduplicated pupils, as defined in Section 42238.02, by each schoolsite’s total enrollment for kindergarten and grades 1 to 3, inclusive.

(B) “Local educational agency” means a school district, county office of education, or charter school.

(C) “School literacy program” means a program that includes all of the following:

(i) A school literacy plan that includes goals and actions to improve literacy acquisition for all pupils, including those needing targeted literacy support, in preschool, if applicable, and kindergarten or any of grades 1 to 3, inclusive. The plan shall identify metrics to measure progress towards the goals and actions.

(ii) At least one literacy coach or specialist per schoolsite to support educators and pupils in improving literacy instruction and pupil outcomes. The literacy coach or specialist may serve educators and pupils schoolwide, beyond grade 3.

(iii) Increased access to evidence-based literacy instruction, through strategies, including, but not limited to, any of the following:

(I) Providing professional learning for educators and school leaders regarding implementation of the curriculum framework for English Language Arts/English Language Development adopted by the state board pursuant to Section 60207, the English Learner Roadmap, the Literacy Roadmap, and the use of data to support effective instruction. This may include supporting educators in obtaining Reading and Literacy Leadership Specialist Credentials, Reading and Literacy Added Authorizations, and Bilingual Specialist Authorizations.

(II) Providing English language development and bilingual education specialists to support language development for multilingual learners.

(III) Providing professional development for educators and school leaders in literacy instruction and the use of data to identify and support struggling pupils.

(IV) Establishing an evidence-based family literacy initiative, which may include, but is not limited to, any of the following:

(ia) Family literacy plans that identify literacy and biliteracy goals, benchmarks, and roles for all family members.

(ib) Family literacy home visiting programs, including, but not limited to, “promotora” family literacy outreach specialists. A local educational agency may establish literacy and biliteracy home visits to engage families in how to best support their pupils and every family member in reaching their literacy goals.

(ic) Extended-day, summer, or weekend family institutes related to literacy and biliteracy. A local educational agency shall be encouraged to work with in-house expanded learning programs to establish literacy and biliteracy support programs and literacy enrichment programs during after school, weekend, and summer hours.

(id) Public library family literacy partnerships, including, but not limited to, digital tools to support whole family literacy.

(D) “Schoolsite” means an elementary school operated by a local educational agency.

(c) (1) Of the amount appropriated in subdivision (a), fifteen million dollars ($15,000,000) shall be available for the department, subject to the approval of the executive director of the state board, to select a county office of education or a consortium of county offices of education with expertise in both literacy instruction and multilingual education, through a competitive process, to provide training for educators to become literacy coaches and provide credentialing opportunities for educators to become reading and literacy and bilingual specialists, working with professional development providers, including, but not limited to, the California Reading and Literature Project, the California Writing Project, and other experts specializing in multilingual education. The department shall prioritize applicants with demonstrated success in improving literacy instruction and outcomes through dual language immersion and other programs for multilingual learners, through professional development based on the English Language Arts/English Language Development Framework adopted by the state board pursuant to Section 60207, the English Learner Roadmap adopted by the state board, and the Literacy Roadmap, especially for English learners and other high-need pupil groups and for those planning on partnering with institutions of higher education with demonstrated success in providing statewide professional development for expert literacy practice for multilingual learners.

(2) The selected county office of education or a consortium of county offices of education shall do all of the following:

(A) Consider the preparation program standards set by the Commission on Teacher Credentialing for reading and literacy in developing the standards for educator training developed pursuant to this subdivision.

(B) Offer professional learning to educators at schoolsites funded pursuant to subdivision (b) and, as capacity allows, to other schoolsites.

(C) Provide funding for participating educators to pursue a Reading and Literacy Added Authorization, a Reading and Literacy Leadership Credential, a Bilingual Specialist Authorization, or any combination of those.

(3) Resources and training for literacy developed pursuant to this subdivision shall be coordinated with other state- and federally funded literacy initiatives to reduce duplication of effort and provide coordinated, streamlined access to literacy professional development and resources for educators and school leaders that are aligned with the curriculum framework for English Language Arts/English Language Development adopted by the state board pursuant to Section 60207, the English Learner Roadmap, the Literacy Roadmap, and the use of data to support effective instruction.

(4) Of the amount made available to the department pursuant to paragraph (1), one million dollars ($1,000,000) shall be available to the selected county office of education or consortium of county offices of education to contract for an independent evaluation of their training and dissemination of literacy coaches and specialists under this chapter.

(d) For purposes of making the computations required by Section 8 of Article XVI of the California Constitution, the amount appropriated from the General Fund in subdivision (a) shall be deemed to be “General Fund revenues appropriated for school districts,” as defined in subdivision (c) of Section 41202, for the 2024–25 fiscal year, and included within the “total allocations to school districts and community college districts from General Fund proceeds of taxes appropriated pursuant to Article XIIIB,” as defined in subdivision (e) of Section 41202, for the 2024–25 fiscal year.

history: (History: Amended by Stats. 2026, Ch. 65, Sec. 117. (AB 126) Effective July 9, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) (1) The sum of three hundred fifty million dollars ($350,000,000) is hereby appropriated from the General Fund to the department to augment the Literacy Coaches and Reading Specialists Grant Program established in Sections 53008.5, 53008.7, and 53009. Funds appropriated for this purpose are available for encumbrance through June 30, 2031.

(2) Of the amount appropriated in paragraph (1), one hundred fifty million dollars ($150,000,000) shall be allocated by the department to local educational agencies to supplement existing recipient funding pursuant to Section 53008.5 to extend the Literacy Coach and Reading Specialists Grant Program through June 30, 2031.

(3) Of the amount appropriated in paragraph (1), one hundred thousand dollars ($100,000,000) shall be allocated by the department to local educational agencies to supplement existing recipient funding pursuant to Section 53008.7 to extend the Literacy Coach and Reading Specialists Grant Program through June 30, 2031.

(4) Of the amount appropriated in paragraph (1), one hundred million dollars ($100,000,000) shall be allocated by the department to local educational agencies to supplement existing recipient funding pursuant to paragraph (1) of subdivision (b) of Section 53009, to extend the Literacy Coach and Reading Specialists Grant Program through June 30, 2031.

(b) (1) Funds appropriated pursuant to subdivision (a) shall be used to develop and sustain school literacy programs, including English language development and dual language immersion programs, and other programs for multilingual learners.

(2) A local educational agency may opt not to participate in the grant extension pursuant to this section by informing the department, by September 30, 2026, using a form provided by the department, of the local educational agency’s intent to decline additional program funds for their eligible schoolsites and the local educational agency.

(A) A charter school that was awarded funding pursuant to Section 53008.5, Section 53008.7, or Section 53009 that has ceased operation by July 1, 2026, shall not be awarded additional funding under this section.

(B) A local educational agency that receives funding pursuant to this or other programs for multilingual learners, employs and develops literacy coaches and specialists, and develops and implements interventions for pupils in need of targeted literacy support may also be eligible for the Reading and Literacy Supplementary Authorization Incentive Grant Program.

(3) The department shall allocate funding under paragraphs (2), (3), and (4) of subdivision (a) consistent with the grant amounts received by local educational agencies pursuant to Sections 53008.5, 53008.7, and 53009. For purposes of allocations and apportionments under this paragraph, a locally funded charter school shall be included with the chartering authority.

(4) A local educational agency receiving grant funding pursuant to subdivision (a) is encouraged to use these funds over the full grant period, through June 30, 2031.

(5) On or before June 30, 2031, a recipient local educational agency shall submit a report to the department detailing how it used funds awarded pursuant to subdivision (a) using a reporting template developed by the department for the purposes of this requirement. The report shall include all of the following:

(A) How funds were further used to employ literacy coaches and specialists for recipient schoolsites.

(B) How funds were used to develop, improve, and expand upon school literacy programs, including comprehensive English language development and dual language immersion programs, and other programs for multilingual learners.

(C) How expenditures impacted pupils’ literacy and biliteracy achievement, including achievement of high need pupil groups.

(D) How the local educational agency plans to continue to fund literacy coaches and reading and literacy and bilingual specialists past the award period.

(E) Other metrics as determined by the department.

(6) For purposes of this section, the definitions in paragraph (5) of subdivision (b) of Section 53009 apply to this section.

(c) For purposes of making the computations required by Section 8 of Article XVI of the California Constitution, the appropriation made by subdivision (a) shall be deemed to be “General Fund revenues appropriated for school districts,” as defined in subdivision (c) of Section 41202, for the 2025–26 fiscal year, and included within the “total allocations to school districts and community college districts from General Fund proceeds of taxes appropriated pursuant to Article XIIIB,” as defined in subdivision (e) of Section 41202, for the 2025–26 fiscal year.

history: (History: Added by Stats. 2026, Ch. 65, Sec. 118. (AB 126) Effective July 9, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) For the 2026–27 fiscal year, the sum of forty million dollars ($40,000,000) is hereby appropriated from the General Fund to the Superintendent for allocation to local educational agencies that administer literacy screenings to pupils in kindergarten and grades 1 and 2 for risk of reading difficulties to support implementation of the requirements of Section 53008 of the Education Code, in the manner specified in this section.

(b) The Superintendent shall make the following computations in order to determine the amount of funding for each local educational agency:

(1) (A) Determine the total number of pupils in kindergarten and grades 1 and 2, but excluding pupils in transitional kindergarten, attending school in that local educational agency using the prior year’s school enrollment data as of the California Longitudinal Pupil Achievement Data System Fall 1 Certification.

(B) Calculate a statewide total number of pupils by adding the total number of pupils identified pursuant to subparagraph (A) across all local educational agencies.

(2) Calculate a per-pupil rate by dividing the amount appropriated pursuant to subdivision (a) by the statewide total number of pupils identified in subparagraph (B) of paragraph (1).

(3) Calculate the apportionment for each local educational agency by multiplying the per-pupil rate calculated in paragraph (2) by the number determined in paragraph (1) for the local educational agency.

(c) The governing board or body of a local educational agency serving pupils in kindergarten or grade 1 or 2 shall expend the funds received pursuant to this section on any costs associated with the implementation of Section 53008 of the Education Code, including, but not limited to, the procurement of screening instruments, screening administration, and training for school employees to administer pupil screenings in kindergarten and grades 1 and 2, but excluding transitional kindergarten, in order to assess for risk of reading difficulties using screening instruments approved pursuant to subdivisions (b) and (c) of Section 53008.

(d) For purposes of making the computations required by Section 8 of Article XVI of the California Constitution, the appropriation made by subdivision (a) shall be deemed to be “General Fund revenues appropriated for school districts,” as defined in subdivision (c) of Section 41202, for the 2025–26 fiscal year, and included within the “total allocations to school districts and community college districts from General Fund proceeds of taxes appropriated pursuant to Article XIII   B,” as defined in subdivision (e) of Section 41202, for the 2025–26 fiscal year.

(e) For purposes of this section, “local educational agency” means a school district, county office of education, or charter school.

history: (History: Added by Stats. 2026, Ch. 65, Sec. 119. (AB 126) Effective July 9, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The California Career Pathways Trust is hereby established as a state education and economic and workforce development initiative with the goal of preparing pupils in kindergarten and grades 1 to 12, inclusive, to successfully transition to postsecondary education and training and to employment in high-skill, high-wage, and high-growth or emerging sectors of the state’s economy.

history: (History: Added by Stats. 2014, Ch. 32, Sec. 41. (SB 858) Effective June 20, 2014.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 16. California Career Pathways Trust

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 28. GENERAL INSTRUCTIONAL PROGRAMS > 16. California Career Pathways Trust


text:
Contingent upon funding provided for this purpose in the annual Budget Act, the department shall administer the California Career Pathways Trust as a competitive grant program for kindergarten and grades 1 to 14, inclusive. Funds appropriated in Item 6110-280-0001 of Section 2.00 of the Budget Act of 2014 shall be available for expenditure in the 2014–15 fiscal year to the 2016–17 fiscal year, inclusive. Recipients shall do all of the following:

(a) Prioritize work-based learning opportunities, as defined in Section 51760.1, for pupils and students in partnership with regional business and industry, state and local governmental entities, and nonprofit and community-based organizations.

(b) Define the labor market of the regional economy in a manner that identifies high-skill, high-wage, high-growth jobs in the current regional economy or in emerging economic sectors.

(c) Establish or strengthen existing regional collaborative relationships and partnerships among business entities, schools serving pupils in kindergarten and grades 1 to 12, inclusive, and postsecondary educational agencies, organizations that provide apprenticeship opportunities, and nonprofit or government entities.

(d) Develop and integrate standards-based academics with a career-relevant, sequenced curriculum following industry-themed pathways that are aligned to high-skill, high-wage, high-growth jobs in the current regional economy, or in emerging regional economic sectors.

(e) Provide articulated pathways from high school to postsecondary education and training that are aligned with the workforce development needs of regional economies.

(f) Ensure that career pathway programs are designed and implemented in a manner that leads students to a postsecondary degree or certification in a high-skill, high-wage, and high-growth or emerging field.

(g) Leverage and build on any of the following:

(1) Existing structures, requirements, and resources of the Carl D. Perkins Career and Technical Education Improvement Act of 2006, California Partnership Academies, and Regional Occupational Centers and Programs.

(2) The California Community Colleges Economic and Workforce Development Program.

(3) Matching resources and in-kind contributions from public, private, and philanthropic sources.

history: (History: Amended by Stats. 2015, Ch. 13, Sec. 35. (AB 104) Effective June 24, 2015.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: A grant recipient under this chapter may be a school district, county office of education, direct-funded charter school, regional occupational center or program operated by a joint powers authority, or community college district.

history: (History: Amended by Stats. 2014, Ch. 687, Sec. 7. (SB 876) Effective September 27, 2014.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
The following are conditions of receipt of California Career Pathways Trust funds:

(a) A grant recipient shall not use the funds to supplant other funding from state, federal, or any other public or private sources that would otherwise be used in the absence of funding provided by a California Career Pathways Trust grant.

(b) A grant recipient shall identify and set aside funding within its own budget and obtain funding commitments from program partners sufficient to support the ongoing costs of the program for multiple years following the expiration of grant funding pursuant to this chapter.

(c) A grant recipient subject to the requirements of Sections 52060 and 52061, Sections 52066 and 52067, or Section 47606.5 shall ensure that the activities supported by the California Career Pathways Trust funds are in alignment with the priorities and activities of the grant recipient’s local control and accountability plan.

(d) A grant recipient subject to the requirements of subdivision (c) of Section 52302 shall ensure that the activities supported by the California Career Pathways Trust funds are in alignment with the elements of the plan identified in that section.

(e) A grant recipient shall annually collect and submit data on outcome measures to the department, which shall include, but are not limited to, all of the following:

(1) Pupil and student academic performance indicators.

(2) The number and rate of school or program graduates.

(3) Attainment of certificates, transfer readiness, and postsecondary enrollment.

(4) Transitions to appropriate employment, apprenticeships, or job training.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The Superintendent shall consult with the Chancellor of the California Community Colleges, state workforce investment organizations, and organizations representing business in the development of the request for grant applications and in the consideration of grant applications under this chapter.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
For purposes of administering the California Career Pathways Trust, the Superintendent may do any of the following:

(a) Establish a structure for awarding grants on a regional or local basis as defined by the Superintendent.

(b) Determine specific funding amount categories and the number of grants to be awarded in each category.

(c) Distribute funding on a multiyear schedule, and establish a process for monitoring the use of the funding, and, if necessary, cease distribution of funding and recover previously distributed funding in the case of a recipient’s failure to comply with a grant award condition.

(d) Require grant recipients to submit program reports pursuant to a schedule determined by the Superintendent.

(e) Set aside up to 1 percent of the total amount provided for in the trust for one or both of the following purposes:

(1) To provide planning grants.

(2) To contract with a local educational agency for the provision of technical assistance to applicants and grant recipients.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
For purposes of considering competitive priorities for the California Career Pathways Trust, the Superintendent shall do all of the following:

(a) Consider how to prioritize grants to applicants in regions with higher-than-state-average rates of high school dropouts as measured by the California Longitudinal Pupil Achievement Data System.

(b) Provide special consideration to an applicant or applicants seeking to establish or strengthen legal career pathways and promote a better understanding of the role and operations of state and federal courts and their relationship to the other branches of government.

(c) Provide special consideration to an applicant or applicants seeking to establish or strengthen career pathways that include both high school opportunities and at least one of the following significant postsecondary pathways: a degree pursuant to Section 78041, if that section is added by Senate Bill 850 of the 2013–14 Regular Session of the Legislature, or an EdPrize apprenticeship opportunity pursuant to Section 33135.5, if that section is added by Senate Bill 923 of the 2013–14 Regular Session of the Legislature.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: This chapter shall be known, and may be cited, as the Golden State Pathways Program Act.

history: (History: Added by Stats. 2022, Ch. 52, Sec. 88. (AB 181) Effective June 30, 2022.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 16.1. Golden State Pathways Program

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 28. GENERAL INSTRUCTIONAL PROGRAMS > 16.1. Golden State Pathways Program


text:
The Golden State Pathways Program is hereby established to do all of the following:

(a) Promote pathways in high-wage, high-skill, high-growth areas, including, but not limited to, technology, health care, education, including early education and child development, and climate-related fields that allow pupils to advance seamlessly from high school to college and career and, provide the workforce needed for economic growth.

(b) Encourage collaboration between local educational agencies, institutions of higher education, local and regional employers, and other relevant community interest holders to develop, or expand the availability of, innovative college and career pathways that simultaneously align with a local educational agency’s local or regional labor market needs.

(c) Enable more pupils to access postsecondary education opportunities and workforce training opportunities, or to obtain gainful employment in an industry that simultaneously aligns with local, regional, or state labor market needs.

(d) Support the continued development of a skilled and educated workforce, with an emphasis on addressing areas of acute statewide need, such as developing a diverse workforce to meet the need for professional and learning support positions in childcare settings, preschools, and schools maintaining prekindergarten, kindergarten, or any of grades 1 to 12, inclusive.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
For purposes of this chapter, the following definitions apply:

(a) “High-priority local educational agency” means a local educational agency that meets any of the following criteria:

(1) Fifty percent or more of the enrolled pupils at the local educational agency are unduplicated pupils, as defined in Section 42238.02.

(2) The local educational agency has a higher than state average dropout rate.

(3) The local educational agency has a higher than state average rate of suspension and a higher than state average rate of expulsion.

(4) The local educational agency has higher than state average rates of child homelessness, foster youth, or justice-involved youth.

(5) The local educational agency has a lower than state average rate of pupils completing all of the A–G courses required to be eligible for admission to the University of California or the California State University.

(b) “Local educational agency” means a school district, charter school, county office of education, or regional occupational center or program operated by a joint powers authority or county office of education.

(c) “Region” means the regional planning unit as defined by California’s Unified Strategic Workforce Development Plan, developed by the California Workforce Development Board, pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113–128).

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
Contingent upon appropriation by the Legislature in the annual Budget Act or other statute, the department shall administer the Golden State Pathways Program as a competitive grant program. In order to be eligible to receive a grant award, grant recipients shall do the following, as applicable:

(a) Commit to providing participating pupils with all of the following:

(1) An integrated program of study that includes all of the courses to meet the A–G course requirements needed to be eligible for admission to the University of California or the California State University and at least one of the other criteria to be considered prepared for the purposes of meeting academic and career-readiness standards as defined in the College/Career Indicator associated with the California School Dashboard maintained by the department pursuant to Section 52064.5. Local educational agencies are encouraged to integrate career pathways content and applications into A–G courses. Local educational agencies may also provide or expand access to courses that satisfy A–G course requirements through existing programs such as:

(A) UC Scout, which is a University of California Student Academic Preparation and Educational Partnerships (SAPEP) program that develops and delivers A–G approved online classes and curriculum to pupils.

(B) University of California and California State University extended learning programs that offer college preparatory courses that fulfill the A–G subject requirements for admission to the University of California and the California State University.

(2) The opportunity to earn at least 12 postsecondary credits that are applicable toward the completion of a degree, certificate, or credential through any of the following:

(A) (i) Consistent with the requirements of Section 76004, College and Career Access Pathways dual enrollment courses.

(ii) To meet the requirements of clause (i), grant recipients are expected to establish, expand, or maintain a College and Career Access Pathways partnership agreement with their local community college district consistent with the requirements of Section 76004.

(B) Advanced Placement courses.

(C) International Baccalaureate courses.

(3) Opportunities to participate in work-based learning experiences in partnership with regional businesses and industries, state and local governmental entities, and nonprofit and community-based organizations that do all of the following:

(A) Integrate career awareness and career exposure activities.

(B) Emphasize opportunities to pupils in paid internships, preapprenticeships, or apprenticeships that offer pupils the ability to learn technical and professional skills.

(C) Emphasize opportunities for pupils to develop social and professional networks that will better enable them to launch their careers.

(4) Integrated support services necessary to address a pupil’s social, emotional, and academic needs.

(b) Develop and integrate standards-based academics with a career-relevant, sequenced curriculum following industry-themed pathways that are aligned to high-skill, high-wage, or high-demand jobs in their regional economy or the state economy.

(c) Provide articulated pathways from high school to postsecondary education and training that are aligned with the workforce development needs of their regional economy.

(d) Collaborate with other local educational agencies, institutions of higher education, local and regional employers, and other relevant community interest holders to develop, or expand the availability of, innovative college and career pathways that align with their regional labor market needs.

(e) Leverage available resources or in-kind contributions from public, private, and philanthropic sources to sustain the ongoing operation of their Golden State Pathways Program.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: Community college districts may partner with local educational agencies to submit applications to receive funding under this program to support the offering of a Golden State Pathways Program.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) As a condition of receiving a Golden State Pathways Program grant, a recipient shall:

(1) Not use Golden State Pathways Program grant funds to supplant state, federal, or any other public or private sources of funding that is otherwise, or would otherwise be, used to support the activities required of a Golden State Pathways Program grant recipient.

(2) Identify and set aside funding within its own budget or obtain funding commitments from program partners to fully sustain the ongoing operation of their Golden State Pathways Program and how other programs would be supported or integrated with, or that have been aligned with, a local educational agency’s Golden State Pathways Program.

(b) A grant recipient subject to the requirements of Sections 52060 and 52061, Sections 52066 and 52067, or Section 47606.5, as applicable, shall ensure that the activities supported by a Golden State Pathways Program grant are in alignment with the priorities and activities of the grant recipient’s local control and accountability plan.

(c) (1) A grant recipient shall annually collect and submit data, disaggregated by pupil subgroup, on outcome measures to the department, which shall include, but are not limited to, the quality indicators described in the California State Plan for Career Technical Education required by the federal Strengthening Career and Technical Education for the 21st Century Act (Perkins V), and all of the following as applicable:

(A) Pupil academic performance indicators, including information disaggregated by pupil subgroups.

(B) The number and rate of school or program graduates by pupil subgroups.

(C) The rate of pupils completing the courses to meet the A–G course requirements needed to be eligible for admission to the University of California or the California State University at the participating schoolsite, disaggregated by pupils participating in a pathways program pursuant to this chapter and pupils not participating in a pathways program pursuant to this chapter.

(D) The number of postsecondary credits earned, internships and apprenticeships completed, and career technical education courses completed.

(E) Attainment of certificates, credentials, and degrees.

(F) Postsecondary enrollment, or pupils who meet the requirements to be considered a pupil who successfully transferred to a four-year university for purposes of Section 84750.4.

(G) Transitions to employment, apprenticeships, or job training in the industry sector educational pathway program offered by the participating local educational agency.

(H) The number of pupils completing career technical education coursework and the number of pupils completing a career technical education pathway consisting of a sequence of two or more career technical education courses in the same career technical education subject matter discipline.

(2) To the extent feasible, it is the intent of the Legislature that upon the implementation of the California Cradle-to-Career Data System established in Section 10860, the data required pursuant to paragraph (1) shall be integrated within the California Cradle-to-Career Data System.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) The Superintendent, in consultation with the executive director of the state board, shall award grants on a competitive basis to grant recipients for the following:

(1) Consortium development and planning grants to support collaborative planning between a grant recipient and their program partners in the development of high-quality college and career pathways opportunities that are consistent with the requirements of this chapter. Of the amounts appropriated to support the Golden State Pathways Program, the Superintendent may use up to 10 percent of the funds for consortium development and planning grants.

(2) Implementation grants to support a grant recipient’s ability to offer participating pupils high-quality college and career pathways opportunities consistent with the requirements of this chapter. Of the amounts appropriated to support the Golden State Pathways Program, the Superintendent shall use not less than 85 percent of the funds for implementation grants.

(b) (1) Of the amounts appropriated to support the Golden State Pathways Program, the Superintendent may use up to 5 percent of the appropriation to contract, in consultation with the executive director of the state board, with up to 10 local educational agencies for the provision of technical assistance to local educational agencies, applicants, and grant recipients that is aligned to technical assistance provided for other College and career readiness initiatives, including, but not limited to, those established pursuant to this chapter and the California Career Technical Education Incentive Grant Program pursuant to Chapter 16.5 (commencing with Section 53070). Of these technical assistance grantees, one local educational agency with demonstrated expertise in the design and implementation of college and career pathways will act as the lead technical assistance grantee and work with the department to provide leadership and direction for the other technical assistance grantees, who will provide technical assistance to different regions in the state.

(2) To be eligible for the contract pursuant to paragraph (1), the local educational agency shall commit to all of the following:

(A) Assisting local educational agencies in the continuous improvement of their Golden State Pathways Programs.

(B) Leveraging evidence-based program frameworks, such as linked learning framework and quality standards, to provide assistance to grantees.

(C) Providing prospective applicants and grantees with feedback regarding the development of their planned application, implementation, and continuous improvement of their Golden State Pathways Program and other career technical education programs, courses, and pathways that have been integrated with, or that have been aligned with, a local educational agency’s Golden State Pathways Program.

(D) Creating a community of practice network that enables grantees to share best practices with other grantees and other interested local educational agencies.

(E) Assisting grant recipients with the collection and reporting of required data pursuant to this chapter.

(3) It is the intent of the Legislature that the Superintendent identify and contract with a local educational agency to provide technical assistance consistent with the requirements of paragraph (2) not less than three months prior to grant applications being due to the Superintendent.

(4) The Superintendent, in consultation with the executive director of the state board, shall contract with an independent entity to evaluate the program’s effectiveness in meeting the goals described in Section 53021. This evaluation shall be completed no sooner than June 30, 2027, and no later than June 30, 2028.

(5) Any funds used by the Superintendent for purposes of paragraph (1) shall be available for encumbrance and expenditure for five fiscal years.

(c) In determining the grant amounts for an implementation grant and for a consortium development and planning grant, the Superintendent, in consultation with the executive director of the state board, shall consider all of the following:

(1) The number of pupils enrolled by the applicant.

(2) The number of pathways programs proposed to be established or expanded by the applicant and the number of schoolsites that would participate in the pathways program.

(3) The estimated number of pupils that would be enrolled in the applicant’s pathways programs.

(4) The number of entities collaborating with the applicant to achieve the goal outlined in subdivision (a) of Section 53021.

(d) An applicant seeking a grant under this chapter shall submit an application to the Superintendent at a time, in a manner, and with any appropriate information, as the Superintendent may reasonably require. Each grant application submitted shall include all of the following:

(1) A description and documentation of how the applicant will collaborate with their local or regional interest holders to develop or offer high-quality college and career pathways opportunities consistent with the requirements of this chapter.

(2) A description of all of the educational, career, or support services to be provided at the schoolsite, a partnering college or university site, virtually, or at the locations where eligible work-based learning would occur.

(3) A description regarding how the applicant’s Golden State Pathways Program would support the needs of the applicant’s underrepresented pupils.

(4) A description of all direct and indirect resources, and partner entities that will support the applicant’s development or implementation of high-quality college and career pathways opportunities consistent with the requirements of this chapter.

(5) A description of the applicant’s current and future efforts to sustain the ongoing operation of their Golden State Pathways Program beyond the life of their grant. Additionally, if applicants participate in the California Career Technical Education Incentive Grant Program established pursuant to Section 53070, the K–12 component of the Strong Workforce Program, or any other state college and career programs, they are encouraged to describe how they will create cohesion between those programs and college and career pathways developed or offered under the Golden State Pathways Program.

(6) Provisions for data collection and recordkeeping necessary to comply with the requirements of subdivision (c) of Section 53024 and to verify that the grant funds were expended to develop or implement high-quality college and career pathways opportunities consistent with the requirements of this chapter.

(e) (1) An applicant seeking a grant under this chapter may request both a planning and implementation grant.

(2) An applicant that is seeking both a planning and implementation grant shall submit, and receive approval of, a supplemental report to the Superintendent detailing the implementation plan developed using the resources received from their planning grant, before expending their implementation grant resources.

(f) In awarding grants pursuant to this chapter, the Superintendent shall prioritize applications submitted by a high-priority local educational agency that seeks to establish pathways programs in the following areas:

(1) Education, including early education and child development.

(2) Computer science.

(3) Health care.

(4) Science, technology, engineering, and mathematics pathways that also focus on climate resilience.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) The California Career Technical Education Incentive Grant Program is hereby established as a state education, economic, and workforce development initiative with the goal of providing pupils in kindergarten and grades 1 to 12, inclusive, with the knowledge and skills necessary to transition to employment and postsecondary education. The purpose of the competitive program is to encourage, maintain, and strengthen the delivery of high-quality career technical education programs.

(b) The following amounts are hereby appropriated to the department from the General Fund for the program established pursuant to this chapter:

(1) For the 2015–16 fiscal year, four hundred million dollars ($400,000,000).

(2) For the 2016–17 fiscal year, three hundred million dollars ($300,000,000).

(3) For the 2017–18 fiscal year, two hundred million dollars ($200,000,000).

(c) For the 2018–19 fiscal year to the 2020–21 fiscal year, inclusive, one hundred fifty million dollars ($150,000,000) shall be made available to the department, upon appropriation by the Legislature in the annual Budget Act or another statute, for the program established pursuant to this chapter.

(d) For the 2021–22 fiscal year and each fiscal year thereafter, three hundred million dollars ($300,000,000) shall be made available to the department, upon appropriation by the Legislature in the annual Budget Act or another statute, for the program established pursuant to this chapter.

(e) It is the intent of the Legislature that one-time funding for career technical education appropriated pursuant to Section 94 of Assembly Bill 121 of the 2024–25 Regular Session (Chapter 8 of the Statutes of 2025) be made available to the department for the program established pursuant to this chapter.

(f) Of the amounts appropriated pursuant to subdivisions (b), (c), and (d), 4 percent is designated for applicants with average daily attendance of less than or equal to 140, 8 percent is designated for applicants with average daily attendance of more than 140 and less than or equal to 550, and 88 percent is designated for applicants with average daily attendance of more than 550, unless otherwise determined by the Superintendent in collaboration with the executive director of the state board. For purposes of this section, average daily attendance shall be those figures that are reported at the time of the second principal apportionment for the previous fiscal year for pupils in grades 7 to 12, inclusive. For any applicant consisting of more than one school district, county office of education, charter school, or regional occupational center or program (ROCP) operated by a joint powers authority or county office of education, or of any combination of those entities, the sum of the average daily attendance for each of the constituent entities shall be used for purposes of this subdivision.

history: (History: Amended by Stats. 2025, Ch. 457, Sec. 2. (SB 638) Effective January 1, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 28. GENERAL INSTRUCTIONAL PROGRAMS > 16.5. California Career Technical Education Incentive Grant Program


text:
(a) Commencing July 1, 2018, before awarding any grants under the program, the department shall report to the appropriate policy and fiscal committees of the Legislature, the Department of Finance, and the Governor on how it will determine that an applicant has met the minimum eligibility standards of the program. This report shall include, but not be limited to, all of the following:

(1) The components that need to be contained in the written commitment required to meet the requirements of subdivision (b) of Section 53071 and the process that will be used to determine if a grant recipient has upheld the agreement.

(2) The process that will be used to determine that an applicant, or an applicant’s career technical education program, meets all of the minimum eligibility standards specified in subdivision (c) of Section 53071, including, but not limited to, all of the following:

(A) The components that need to be contained in the written agreements required to meet the requirements of paragraphs (4) and (5) of subdivision (c) of Section 53071 and the process that will be used to verify that the partnerships are ongoing and structural.

(B) The process for determining that programs reflect regional or local labor market demands and focus on current or emerging high-skill, high-wage, or high-demand occupations.

(C) The process for determining that programs are informed by the regional plan developed by their Strong Workforce Program consortium and in effect during the period for which the grant is awarded.

(D) The mechanisms that will be used by the department to collect and report data submitted pursuant to paragraph (11) of subdivision (c) of Section 53071.

(E) The process that will be used by the department to verify that an applicant receiving a renewal grant includes career technical education programs in its local control and accountability plan and annual update.

(b) Before awarding grants under the program for the 2021–22 fiscal year, the department shall submit an updated report, as outlined in subdivision (a), detailing the process they will use to determine and verify that an applicant meets the minimum eligibility standards of the program. Annually thereafter, the department shall notify the appropriate policy and fiscal committees of the Legislature, the Department of Finance, and the Governor of any changes to the updated information reported pursuant to this subdivision.

(c) This section shall become inoperative on June 1, 2026, and, as of January 1, 2027, is repealed.

history: (History: Amended by Stats. 2025, Ch. 457, Sec. 3. (SB 638) Effective January 1, 2026. Inoperative June 1, 2026, by its own provisions. Repealed as of January 1, 2027, by its own provisions. See later operative version added by Sec. 4 of Stats. 2025, Ch. 457.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 16.5. California Career Technical Education Incentive Grant Program


text:
(a) Commencing July 1, 2018, before awarding any grants under the program, the department shall report to the appropriate policy and fiscal committees of the Legislature, the Department of Finance, and the Governor on how it will determine that an applicant has met the minimum eligibility standards of the program. This report shall include, but not be limited to, all of the following:

(1) The components that need to be contained in the written commitment required to meet the requirements of subdivision (b) of Section 53071 and the process that will be used to determine if a grant recipient has upheld the agreement.

(2) The process that will be used to determine that an applicant, or an applicant’s career technical education program, meets all of the minimum eligibility standards specified in subdivision (c) of Section 53071, including, but not limited to, all of the following:

(A) The components that need to be contained in the written agreements required to meet the requirements of paragraphs (4) and (5) of subdivision (c) of Section 53071 and the process that will be used to verify that the partnerships are ongoing and structural.

(B) The process for determining that programs reflect regional or local labor market demands and focus on current or emerging high-skill, high-wage, or high-demand occupations.

(C) The process for determining that programs are informed by the regional plan developed by their Strong Workforce Program consortium and in effect during the period for which the grant is awarded.

(D) The mechanisms that will be used by the department to collect and report data submitted pursuant to paragraph (12) of subdivision (c) of Section 53071.

(E) The process that will be used by the department to verify that an applicant receiving a renewal grant includes career technical education programs in its local control and accountability plan and annual update.

(b) Before awarding grants under the program for the 2021–22 fiscal year, the department shall submit an updated report, as outlined in subdivision (a), detailing the process they will use to determine and verify that an applicant meets the minimum eligibility standards of the program. Annually thereafter, the department shall notify the appropriate policy and fiscal committees of the Legislature, the Department of Finance, and the Governor of any changes to the updated information reported pursuant to this subdivision.

(c) This section shall become operative on June 1, 2026.

history: (History: Repealed (in Sec. 3) and added by Stats. 2025, Ch. 457, Sec. 4. (SB 638) Effective January 1, 2026. Operative June 1, 2026, by its own provisions.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION