Amended IN Senate May 03, 2017 CALIFORNIA LEGISLATURE 20172018 REGULAR SESSION Senate Bill No. 494Introduced by Senator Hueso(Coauthor: Senator Beall)February 16, 2017 An act to add Chapter 15.5 (commencing with Section 53008) to Part 28 of Division 4 of Title 2 of the Education Code, relating to language arts. LEGISLATIVE COUNSEL'S DIGESTSB 494, as amended, Hueso. Language arts: reading: diagnostic tools and plans. grant program.The Comprehensive Reading Leadership Program Act of 1996 authorizes county offices of education to apply to the State Board of Education to design a reading leadership program and develop materials that focus on reading skills, including phonics.This bill would require the state board, on or before December 31, 2018, to identify formative reading diagnostic tools that can be used by the public schools to assess pupils developmental levels of reading proficiency in grades 1 to 3, inclusive, in their ability to read proficiently by the end of grade 3 and to post a list of those diagnostic tools on the departments Internet Web site. The bill would require, on or before the beginning of the 201920 school year, public schools that enroll pupils in grades 1 to 4, inclusive, and at which less than 50% of 4th grade pupils demonstrate proficiency on English language arts standards on the statewide assessment administered the previous school year, to ensure that each pupils reading proficiency is measured using at least one of the formative reading diagnostic tools identified above. The bill would require any pupil who does not have an appropriate developmental reading level, as provided, to have a reading plan to be created in collaboration with the pupils parent and teacher. The bill would require the reading plan to have certain elements to be reviewed at least annually by the school and updated or revised as appropriate. By expanding the duties of a public school, the bill would create a state-mandated local program.The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.This bill would establish the Golden State Reading Guarantee grant program, which would be administered by the State Department of Education. The bill would require a local educational agency that chooses to apply for a grant to submit an application that contains certain minimum information to the department, in a format and by a date determined by the department. The bill would provide requirements for eligibility for a grant and for spending grant funds. The bill would require the department to establish a process to provide professional development training to local educational agencies on, among other things, the existing diagnostic, formative, and interim assessment tools that are available from the state, including those that are appropriate for pupils who are English learners. The bill would require the Legislative Analysts Office to conduct an evaluation of reading intervention strategies to identify successful strategies and best practices, and to report the results to the appropriate policy committees of the Legislature and the Governor on or before December 31, 2018.Digest Key Vote: MAJORITY Appropriation: NO Fiscal Committee: YES Local Program: YESNO Bill TextThe people of the State of California do enact as follows:SECTION 1. Chapter 15.5 (commencing with Section 53008) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read: CHAPTER 15.5. Golden State Reading Guarantee Grant Program53008. (a) The Legislature finds and declares all of the following:(1) Reading proficiently by the end of grade 3 can be a make-or-break benchmark in a childs educational development. Up until the end of grade 3, most children are learning to read. Beginning in grade 4, however, they are reading to learn, using their skills to gain more information in such subjects as mathematics and science.(2) Californias long-term economic strength depends on having an educated workforce workforce, and grade-level reading proficiency is the key. By dramatically getting more California children on track as proficient readers, California can also dramatically stop the cycle of intergenerational poverty, poverty and boost the individual earning potential, global competitiveness, and overall quality of life for all Californians.(3) An important partnership between a parent and child begins before the child enters kindergarten, when the parent helps the child develop rich linguistic experiences, including listening comprehension and speaking, that help form the foundation for reading and writing, which are the main vehicles for content acquisition.(b) It is therefore the intent of the Legislature that all California public schools that enroll pupils in grades 1 to 3, inclusive, will work closely with the parents and teachers of these pupils to provide them the instructional programming, intervention instruction, and support necessary to ensure that pupils, by the completion of grade 3, can demonstrate a level of proficiency in reading skills that is necessary to support them in achieving the academic standards and expectations applicable to the grade 4 curriculum. (c)It is further the intent of the Legislature to increase the local control funding formula base rate for pupils in kindergarten and grades 1 to 3, inclusive, only at those schools at which 50 percent or more of pupils in grade 4 score below reading proficiency on a statewide assessment.53008.1.On or before December 31, 2018, the state board shall accomplish both of the following:(a)Identify a list of formative reading diagnostic tools that can be used by the public schools, pursuant to Section 53008.2, to assess pupils developmental levels of reading proficiency in grades 1 to 3, inclusive, in their ability to read proficiently by the end of grade 3 and to post a list of those diagnostic tools on the departments Internet Web site.(b)Define what it means for a pupil to have an appropriate developmental reading level in grades 1 to 3, inclusive, such that the pupil is on track to reading proficiency by the end of grade 3, as determined by the formative reading diagnostic tools.53008.2.(a)On or before the beginning of the 201920 school year, a public school that enrolls pupils in grades 1 to 4, inclusive, at which less than 50 percent of 4th grade pupils demonstrate proficiency on English language arts standards on the statewide assessment administered the previous school year, shall ensure that each pupils reading proficiency is measured throughout the school year using at least one of the formative reading diagnostic tools identified by the state board pursuant to Section 53008.1 to determine if a pupil has an appropriate developmental reading level for the pupils grade level.(b)A reading plan, as described in subdivision (c), shall be created for a pupil in grades 1 to 3, inclusive, who is not at the appropriate developmental reading level for the pupils grade level as that term is defined by the state board pursuant to Section 53008.1. The plan shall be created in collaboration with the pupils parent and teacher, if possible, and as soon as possible after the pupils developmental reading level is identified. The pupils reading plan shall continue to be implemented until the pupil demonstrates reading proficiency. The pupils reading plan shall be reviewed at least annually by the school and updated or revised as appropriate to facilitate the pupils progress in demonstrating reading proficiency.(c)A reading plan shall include all of the following:(1)The pupils specific developmental reading level that needs to be addressed in order for the pupil to attain reading proficiency.(2)The goals and benchmarks for the pupils growth in attaining reading proficiency by the end of grade 3.(3)The type of additional instructional services and interventions the pupil will receive in reading as determined by the school.(4)The strategies the pupils parent is encouraged to use in assisting their child to achieve reading proficiency that are designed to supplement the additional instructional services and interventions described in paragraph (3).(5)Any additional services that are deemed available and appropriate to accelerate the pupils reading skill development.(d)The parent of the pupil shall be provided with a copy of their childs reading plan along with all of the following information:(1)The states goal is for all children in California to graduate from high school having attained skill levels that adequately prepare them for postsecondary studies or for the workforce, and research demonstrates that achieving reading competency by grade 3 is a critical milestone in achieving this goal.(2)If the pupil enters grade 4 without achieving reading competency, he or she is significantly more likely to fall behind in all subject areas beginning in grade 4 and continuing in later grades. If the pupils reading skill deficiencies are not remediated, it is likely the pupil will not have the skills necessary to complete the coursework required to graduate from high school.(3)The parent plays a central role in supporting the pupils efforts to achieve reading competency and is strongly encouraged to work with his or her childs teacher in implementing the reading plan, and, in order to supplement the intervention instruction the pupil receives in school, the reading plan will include strategies the parent is encouraged to use at home to support the pupils reading success.(e)For purposes of this section, parent means parent or legal guardian.53008.3.It is the intent of the Legislature to increase the base rate funding pursuant to Section 42238.02 for kindergarten and grades 1 to 3, inclusive, for purposes of funding this chapter. 53008.1. The Golden State Reading Guarantee grant program is hereby established for the purpose of assisting local educational agencies in ensuring that all pupils meet reading standards and language progressive skills by the end of grade 3. The department shall administer the grant program and establish a process to provide professional development training to local educational agencies pursuant to Section 53008.5.53008.2. A local educational agency that chooses to apply for a grant pursuant to this article shall submit an application to the department in a format and by a date determined by the department. An application submitted to the department by a local educational agency pursuant to this section shall include, at a minimum, all of the following:(a) Information about the pupil and school needs within the local educational agency.(b) The activities the local educational agency will undertake with the grant funding.(c) How the local educational agency will address language acquisition for English learners.(d) How the local educational agency will measure outcomes associated with the activities undertaken with the grant funding.53008.3. A local educational agency is eligible for a grant pursuant to this article if it enrolls pupils in grades 1 to 4, inclusive, and less than 50 percent of pupils in grade 4 score at Level 3 or 4 on the reading standards within the English language arts standards developed pursuant to Section 60605.8.53008.4. A local educational agency that receives a grant pursuant to this article shall use the grant funds for specialists and activities that address the needs of pupils related to meeting reading standards and acquiring language progressive skills, including, but not limited to, any of the following:(a) Literacy coaches.(b) Reading specialists.(c) Reading tutors.(d) Coordinators to facilitate reading programs.(e) Collaboration with parents and guardians to increase participation of parents and guardians and their ability to support their childrens literacy development.53008.5. The department shall establish a process to provide professional development training to local educational agencies on all of the following:(a) The existing diagnostic, formative, and interim assessment tools that are available from the state, including those that are appropriate for pupils who are English learners.(b) How to evaluate the data from those assessment results, adjust instruction based on those assessment results, and create a system of continuous improvement.(c) How to administer and score those assessments.53008.6. (a) The Legislative Analysts Office shall conduct an evaluation of reading intervention strategies to identify successful strategies and best practices, and shall report the results to the appropriate policy committees of the Legislature and the Governor on or before December 31, 2018.(b) Pursuant to Section 10231.5 of the Government Code, this section is repealed on January 1, 2022.SEC. 2.If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
Amended IN Senate May 03, 2017 CALIFORNIA LEGISLATURE 20172018 REGULAR SESSION Senate Bill No. 494Introduced by Senator Hueso(Coauthor: Senator Beall)February 16, 2017 An act to add Chapter 15.5 (commencing with Section 53008) to Part 28 of Division 4 of Title 2 of the Education Code, relating to language arts. LEGISLATIVE COUNSEL'S DIGESTSB 494, as amended, Hueso. Language arts: reading: diagnostic tools and plans. grant program.The Comprehensive Reading Leadership Program Act of 1996 authorizes county offices of education to apply to the State Board of Education to design a reading leadership program and develop materials that focus on reading skills, including phonics.This bill would require the state board, on or before December 31, 2018, to identify formative reading diagnostic tools that can be used by the public schools to assess pupils developmental levels of reading proficiency in grades 1 to 3, inclusive, in their ability to read proficiently by the end of grade 3 and to post a list of those diagnostic tools on the departments Internet Web site. The bill would require, on or before the beginning of the 201920 school year, public schools that enroll pupils in grades 1 to 4, inclusive, and at which less than 50% of 4th grade pupils demonstrate proficiency on English language arts standards on the statewide assessment administered the previous school year, to ensure that each pupils reading proficiency is measured using at least one of the formative reading diagnostic tools identified above. The bill would require any pupil who does not have an appropriate developmental reading level, as provided, to have a reading plan to be created in collaboration with the pupils parent and teacher. The bill would require the reading plan to have certain elements to be reviewed at least annually by the school and updated or revised as appropriate. By expanding the duties of a public school, the bill would create a state-mandated local program.The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.This bill would establish the Golden State Reading Guarantee grant program, which would be administered by the State Department of Education. The bill would require a local educational agency that chooses to apply for a grant to submit an application that contains certain minimum information to the department, in a format and by a date determined by the department. The bill would provide requirements for eligibility for a grant and for spending grant funds. The bill would require the department to establish a process to provide professional development training to local educational agencies on, among other things, the existing diagnostic, formative, and interim assessment tools that are available from the state, including those that are appropriate for pupils who are English learners. The bill would require the Legislative Analysts Office to conduct an evaluation of reading intervention strategies to identify successful strategies and best practices, and to report the results to the appropriate policy committees of the Legislature and the Governor on or before December 31, 2018.Digest Key Vote: MAJORITY Appropriation: NO Fiscal Committee: YES Local Program: YESNO
Amended IN Senate May 03, 2017
Amended IN Senate May 03, 2017
CALIFORNIA LEGISLATURE 20172018 REGULAR SESSION
Senate Bill No. 494
Introduced by Senator Hueso(Coauthor: Senator Beall)February 16, 2017
Introduced by Senator Hueso(Coauthor: Senator Beall)
February 16, 2017
An act to add Chapter 15.5 (commencing with Section 53008) to Part 28 of Division 4 of Title 2 of the Education Code, relating to language arts.
LEGISLATIVE COUNSEL'S DIGEST
## LEGISLATIVE COUNSEL'S DIGEST
SB 494, as amended, Hueso. Language arts: reading: diagnostic tools and plans. grant program.
The Comprehensive Reading Leadership Program Act of 1996 authorizes county offices of education to apply to the State Board of Education to design a reading leadership program and develop materials that focus on reading skills, including phonics.This bill would require the state board, on or before December 31, 2018, to identify formative reading diagnostic tools that can be used by the public schools to assess pupils developmental levels of reading proficiency in grades 1 to 3, inclusive, in their ability to read proficiently by the end of grade 3 and to post a list of those diagnostic tools on the departments Internet Web site. The bill would require, on or before the beginning of the 201920 school year, public schools that enroll pupils in grades 1 to 4, inclusive, and at which less than 50% of 4th grade pupils demonstrate proficiency on English language arts standards on the statewide assessment administered the previous school year, to ensure that each pupils reading proficiency is measured using at least one of the formative reading diagnostic tools identified above. The bill would require any pupil who does not have an appropriate developmental reading level, as provided, to have a reading plan to be created in collaboration with the pupils parent and teacher. The bill would require the reading plan to have certain elements to be reviewed at least annually by the school and updated or revised as appropriate. By expanding the duties of a public school, the bill would create a state-mandated local program.The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.This bill would establish the Golden State Reading Guarantee grant program, which would be administered by the State Department of Education. The bill would require a local educational agency that chooses to apply for a grant to submit an application that contains certain minimum information to the department, in a format and by a date determined by the department. The bill would provide requirements for eligibility for a grant and for spending grant funds. The bill would require the department to establish a process to provide professional development training to local educational agencies on, among other things, the existing diagnostic, formative, and interim assessment tools that are available from the state, including those that are appropriate for pupils who are English learners. The bill would require the Legislative Analysts Office to conduct an evaluation of reading intervention strategies to identify successful strategies and best practices, and to report the results to the appropriate policy committees of the Legislature and the Governor on or before December 31, 2018.
The Comprehensive Reading Leadership Program Act of 1996 authorizes county offices of education to apply to the State Board of Education to design a reading leadership program and develop materials that focus on reading skills, including phonics.
This bill would require the state board, on or before December 31, 2018, to identify formative reading diagnostic tools that can be used by the public schools to assess pupils developmental levels of reading proficiency in grades 1 to 3, inclusive, in their ability to read proficiently by the end of grade 3 and to post a list of those diagnostic tools on the departments Internet Web site. The bill would require, on or before the beginning of the 201920 school year, public schools that enroll pupils in grades 1 to 4, inclusive, and at which less than 50% of 4th grade pupils demonstrate proficiency on English language arts standards on the statewide assessment administered the previous school year, to ensure that each pupils reading proficiency is measured using at least one of the formative reading diagnostic tools identified above. The bill would require any pupil who does not have an appropriate developmental reading level, as provided, to have a reading plan to be created in collaboration with the pupils parent and teacher. The bill would require the reading plan to have certain elements to be reviewed at least annually by the school and updated or revised as appropriate. By expanding the duties of a public school, the bill would create a state-mandated local program.
The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.
This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.
This bill would establish the Golden State Reading Guarantee grant program, which would be administered by the State Department of Education. The bill would require a local educational agency that chooses to apply for a grant to submit an application that contains certain minimum information to the department, in a format and by a date determined by the department. The bill would provide requirements for eligibility for a grant and for spending grant funds. The bill would require the department to establish a process to provide professional development training to local educational agencies on, among other things, the existing diagnostic, formative, and interim assessment tools that are available from the state, including those that are appropriate for pupils who are English learners. The bill would require the Legislative Analysts Office to conduct an evaluation of reading intervention strategies to identify successful strategies and best practices, and to report the results to the appropriate policy committees of the Legislature and the Governor on or before December 31, 2018.
## Digest Key
## Bill Text
The people of the State of California do enact as follows:SECTION 1. Chapter 15.5 (commencing with Section 53008) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read: CHAPTER 15.5. Golden State Reading Guarantee Grant Program53008. (a) The Legislature finds and declares all of the following:(1) Reading proficiently by the end of grade 3 can be a make-or-break benchmark in a childs educational development. Up until the end of grade 3, most children are learning to read. Beginning in grade 4, however, they are reading to learn, using their skills to gain more information in such subjects as mathematics and science.(2) Californias long-term economic strength depends on having an educated workforce workforce, and grade-level reading proficiency is the key. By dramatically getting more California children on track as proficient readers, California can also dramatically stop the cycle of intergenerational poverty, poverty and boost the individual earning potential, global competitiveness, and overall quality of life for all Californians.(3) An important partnership between a parent and child begins before the child enters kindergarten, when the parent helps the child develop rich linguistic experiences, including listening comprehension and speaking, that help form the foundation for reading and writing, which are the main vehicles for content acquisition.(b) It is therefore the intent of the Legislature that all California public schools that enroll pupils in grades 1 to 3, inclusive, will work closely with the parents and teachers of these pupils to provide them the instructional programming, intervention instruction, and support necessary to ensure that pupils, by the completion of grade 3, can demonstrate a level of proficiency in reading skills that is necessary to support them in achieving the academic standards and expectations applicable to the grade 4 curriculum. (c)It is further the intent of the Legislature to increase the local control funding formula base rate for pupils in kindergarten and grades 1 to 3, inclusive, only at those schools at which 50 percent or more of pupils in grade 4 score below reading proficiency on a statewide assessment.53008.1.On or before December 31, 2018, the state board shall accomplish both of the following:(a)Identify a list of formative reading diagnostic tools that can be used by the public schools, pursuant to Section 53008.2, to assess pupils developmental levels of reading proficiency in grades 1 to 3, inclusive, in their ability to read proficiently by the end of grade 3 and to post a list of those diagnostic tools on the departments Internet Web site.(b)Define what it means for a pupil to have an appropriate developmental reading level in grades 1 to 3, inclusive, such that the pupil is on track to reading proficiency by the end of grade 3, as determined by the formative reading diagnostic tools.53008.2.(a)On or before the beginning of the 201920 school year, a public school that enrolls pupils in grades 1 to 4, inclusive, at which less than 50 percent of 4th grade pupils demonstrate proficiency on English language arts standards on the statewide assessment administered the previous school year, shall ensure that each pupils reading proficiency is measured throughout the school year using at least one of the formative reading diagnostic tools identified by the state board pursuant to Section 53008.1 to determine if a pupil has an appropriate developmental reading level for the pupils grade level.(b)A reading plan, as described in subdivision (c), shall be created for a pupil in grades 1 to 3, inclusive, who is not at the appropriate developmental reading level for the pupils grade level as that term is defined by the state board pursuant to Section 53008.1. The plan shall be created in collaboration with the pupils parent and teacher, if possible, and as soon as possible after the pupils developmental reading level is identified. The pupils reading plan shall continue to be implemented until the pupil demonstrates reading proficiency. The pupils reading plan shall be reviewed at least annually by the school and updated or revised as appropriate to facilitate the pupils progress in demonstrating reading proficiency.(c)A reading plan shall include all of the following:(1)The pupils specific developmental reading level that needs to be addressed in order for the pupil to attain reading proficiency.(2)The goals and benchmarks for the pupils growth in attaining reading proficiency by the end of grade 3.(3)The type of additional instructional services and interventions the pupil will receive in reading as determined by the school.(4)The strategies the pupils parent is encouraged to use in assisting their child to achieve reading proficiency that are designed to supplement the additional instructional services and interventions described in paragraph (3).(5)Any additional services that are deemed available and appropriate to accelerate the pupils reading skill development.(d)The parent of the pupil shall be provided with a copy of their childs reading plan along with all of the following information:(1)The states goal is for all children in California to graduate from high school having attained skill levels that adequately prepare them for postsecondary studies or for the workforce, and research demonstrates that achieving reading competency by grade 3 is a critical milestone in achieving this goal.(2)If the pupil enters grade 4 without achieving reading competency, he or she is significantly more likely to fall behind in all subject areas beginning in grade 4 and continuing in later grades. If the pupils reading skill deficiencies are not remediated, it is likely the pupil will not have the skills necessary to complete the coursework required to graduate from high school.(3)The parent plays a central role in supporting the pupils efforts to achieve reading competency and is strongly encouraged to work with his or her childs teacher in implementing the reading plan, and, in order to supplement the intervention instruction the pupil receives in school, the reading plan will include strategies the parent is encouraged to use at home to support the pupils reading success.(e)For purposes of this section, parent means parent or legal guardian.53008.3.It is the intent of the Legislature to increase the base rate funding pursuant to Section 42238.02 for kindergarten and grades 1 to 3, inclusive, for purposes of funding this chapter. 53008.1. The Golden State Reading Guarantee grant program is hereby established for the purpose of assisting local educational agencies in ensuring that all pupils meet reading standards and language progressive skills by the end of grade 3. The department shall administer the grant program and establish a process to provide professional development training to local educational agencies pursuant to Section 53008.5.53008.2. A local educational agency that chooses to apply for a grant pursuant to this article shall submit an application to the department in a format and by a date determined by the department. An application submitted to the department by a local educational agency pursuant to this section shall include, at a minimum, all of the following:(a) Information about the pupil and school needs within the local educational agency.(b) The activities the local educational agency will undertake with the grant funding.(c) How the local educational agency will address language acquisition for English learners.(d) How the local educational agency will measure outcomes associated with the activities undertaken with the grant funding.53008.3. A local educational agency is eligible for a grant pursuant to this article if it enrolls pupils in grades 1 to 4, inclusive, and less than 50 percent of pupils in grade 4 score at Level 3 or 4 on the reading standards within the English language arts standards developed pursuant to Section 60605.8.53008.4. A local educational agency that receives a grant pursuant to this article shall use the grant funds for specialists and activities that address the needs of pupils related to meeting reading standards and acquiring language progressive skills, including, but not limited to, any of the following:(a) Literacy coaches.(b) Reading specialists.(c) Reading tutors.(d) Coordinators to facilitate reading programs.(e) Collaboration with parents and guardians to increase participation of parents and guardians and their ability to support their childrens literacy development.53008.5. The department shall establish a process to provide professional development training to local educational agencies on all of the following:(a) The existing diagnostic, formative, and interim assessment tools that are available from the state, including those that are appropriate for pupils who are English learners.(b) How to evaluate the data from those assessment results, adjust instruction based on those assessment results, and create a system of continuous improvement.(c) How to administer and score those assessments.53008.6. (a) The Legislative Analysts Office shall conduct an evaluation of reading intervention strategies to identify successful strategies and best practices, and shall report the results to the appropriate policy committees of the Legislature and the Governor on or before December 31, 2018.(b) Pursuant to Section 10231.5 of the Government Code, this section is repealed on January 1, 2022.SEC. 2.If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
The people of the State of California do enact as follows:
## The people of the State of California do enact as follows:
SECTION 1. Chapter 15.5 (commencing with Section 53008) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read: CHAPTER 15.5. Golden State Reading Guarantee Grant Program53008. (a) The Legislature finds and declares all of the following:(1) Reading proficiently by the end of grade 3 can be a make-or-break benchmark in a childs educational development. Up until the end of grade 3, most children are learning to read. Beginning in grade 4, however, they are reading to learn, using their skills to gain more information in such subjects as mathematics and science.(2) Californias long-term economic strength depends on having an educated workforce workforce, and grade-level reading proficiency is the key. By dramatically getting more California children on track as proficient readers, California can also dramatically stop the cycle of intergenerational poverty, poverty and boost the individual earning potential, global competitiveness, and overall quality of life for all Californians.(3) An important partnership between a parent and child begins before the child enters kindergarten, when the parent helps the child develop rich linguistic experiences, including listening comprehension and speaking, that help form the foundation for reading and writing, which are the main vehicles for content acquisition.(b) It is therefore the intent of the Legislature that all California public schools that enroll pupils in grades 1 to 3, inclusive, will work closely with the parents and teachers of these pupils to provide them the instructional programming, intervention instruction, and support necessary to ensure that pupils, by the completion of grade 3, can demonstrate a level of proficiency in reading skills that is necessary to support them in achieving the academic standards and expectations applicable to the grade 4 curriculum. (c)It is further the intent of the Legislature to increase the local control funding formula base rate for pupils in kindergarten and grades 1 to 3, inclusive, only at those schools at which 50 percent or more of pupils in grade 4 score below reading proficiency on a statewide assessment.53008.1.On or before December 31, 2018, the state board shall accomplish both of the following:(a)Identify a list of formative reading diagnostic tools that can be used by the public schools, pursuant to Section 53008.2, to assess pupils developmental levels of reading proficiency in grades 1 to 3, inclusive, in their ability to read proficiently by the end of grade 3 and to post a list of those diagnostic tools on the departments Internet Web site.(b)Define what it means for a pupil to have an appropriate developmental reading level in grades 1 to 3, inclusive, such that the pupil is on track to reading proficiency by the end of grade 3, as determined by the formative reading diagnostic tools.53008.2.(a)On or before the beginning of the 201920 school year, a public school that enrolls pupils in grades 1 to 4, inclusive, at which less than 50 percent of 4th grade pupils demonstrate proficiency on English language arts standards on the statewide assessment administered the previous school year, shall ensure that each pupils reading proficiency is measured throughout the school year using at least one of the formative reading diagnostic tools identified by the state board pursuant to Section 53008.1 to determine if a pupil has an appropriate developmental reading level for the pupils grade level.(b)A reading plan, as described in subdivision (c), shall be created for a pupil in grades 1 to 3, inclusive, who is not at the appropriate developmental reading level for the pupils grade level as that term is defined by the state board pursuant to Section 53008.1. The plan shall be created in collaboration with the pupils parent and teacher, if possible, and as soon as possible after the pupils developmental reading level is identified. The pupils reading plan shall continue to be implemented until the pupil demonstrates reading proficiency. The pupils reading plan shall be reviewed at least annually by the school and updated or revised as appropriate to facilitate the pupils progress in demonstrating reading proficiency.(c)A reading plan shall include all of the following:(1)The pupils specific developmental reading level that needs to be addressed in order for the pupil to attain reading proficiency.(2)The goals and benchmarks for the pupils growth in attaining reading proficiency by the end of grade 3.(3)The type of additional instructional services and interventions the pupil will receive in reading as determined by the school.(4)The strategies the pupils parent is encouraged to use in assisting their child to achieve reading proficiency that are designed to supplement the additional instructional services and interventions described in paragraph (3).(5)Any additional services that are deemed available and appropriate to accelerate the pupils reading skill development.(d)The parent of the pupil shall be provided with a copy of their childs reading plan along with all of the following information:(1)The states goal is for all children in California to graduate from high school having attained skill levels that adequately prepare them for postsecondary studies or for the workforce, and research demonstrates that achieving reading competency by grade 3 is a critical milestone in achieving this goal.(2)If the pupil enters grade 4 without achieving reading competency, he or she is significantly more likely to fall behind in all subject areas beginning in grade 4 and continuing in later grades. If the pupils reading skill deficiencies are not remediated, it is likely the pupil will not have the skills necessary to complete the coursework required to graduate from high school.(3)The parent plays a central role in supporting the pupils efforts to achieve reading competency and is strongly encouraged to work with his or her childs teacher in implementing the reading plan, and, in order to supplement the intervention instruction the pupil receives in school, the reading plan will include strategies the parent is encouraged to use at home to support the pupils reading success.(e)For purposes of this section, parent means parent or legal guardian.53008.3.It is the intent of the Legislature to increase the base rate funding pursuant to Section 42238.02 for kindergarten and grades 1 to 3, inclusive, for purposes of funding this chapter. 53008.1. The Golden State Reading Guarantee grant program is hereby established for the purpose of assisting local educational agencies in ensuring that all pupils meet reading standards and language progressive skills by the end of grade 3. The department shall administer the grant program and establish a process to provide professional development training to local educational agencies pursuant to Section 53008.5.53008.2. A local educational agency that chooses to apply for a grant pursuant to this article shall submit an application to the department in a format and by a date determined by the department. An application submitted to the department by a local educational agency pursuant to this section shall include, at a minimum, all of the following:(a) Information about the pupil and school needs within the local educational agency.(b) The activities the local educational agency will undertake with the grant funding.(c) How the local educational agency will address language acquisition for English learners.(d) How the local educational agency will measure outcomes associated with the activities undertaken with the grant funding.53008.3. A local educational agency is eligible for a grant pursuant to this article if it enrolls pupils in grades 1 to 4, inclusive, and less than 50 percent of pupils in grade 4 score at Level 3 or 4 on the reading standards within the English language arts standards developed pursuant to Section 60605.8.53008.4. A local educational agency that receives a grant pursuant to this article shall use the grant funds for specialists and activities that address the needs of pupils related to meeting reading standards and acquiring language progressive skills, including, but not limited to, any of the following:(a) Literacy coaches.(b) Reading specialists.(c) Reading tutors.(d) Coordinators to facilitate reading programs.(e) Collaboration with parents and guardians to increase participation of parents and guardians and their ability to support their childrens literacy development.53008.5. The department shall establish a process to provide professional development training to local educational agencies on all of the following:(a) The existing diagnostic, formative, and interim assessment tools that are available from the state, including those that are appropriate for pupils who are English learners.(b) How to evaluate the data from those assessment results, adjust instruction based on those assessment results, and create a system of continuous improvement.(c) How to administer and score those assessments.53008.6. (a) The Legislative Analysts Office shall conduct an evaluation of reading intervention strategies to identify successful strategies and best practices, and shall report the results to the appropriate policy committees of the Legislature and the Governor on or before December 31, 2018.(b) Pursuant to Section 10231.5 of the Government Code, this section is repealed on January 1, 2022.
SECTION 1. Chapter 15.5 (commencing with Section 53008) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read:
### SECTION 1.
CHAPTER 15.5. Golden State Reading Guarantee Grant Program53008. (a) The Legislature finds and declares all of the following:(1) Reading proficiently by the end of grade 3 can be a make-or-break benchmark in a childs educational development. Up until the end of grade 3, most children are learning to read. Beginning in grade 4, however, they are reading to learn, using their skills to gain more information in such subjects as mathematics and science.(2) Californias long-term economic strength depends on having an educated workforce workforce, and grade-level reading proficiency is the key. By dramatically getting more California children on track as proficient readers, California can also dramatically stop the cycle of intergenerational poverty, poverty and boost the individual earning potential, global competitiveness, and overall quality of life for all Californians.(3) An important partnership between a parent and child begins before the child enters kindergarten, when the parent helps the child develop rich linguistic experiences, including listening comprehension and speaking, that help form the foundation for reading and writing, which are the main vehicles for content acquisition.(b) It is therefore the intent of the Legislature that all California public schools that enroll pupils in grades 1 to 3, inclusive, will work closely with the parents and teachers of these pupils to provide them the instructional programming, intervention instruction, and support necessary to ensure that pupils, by the completion of grade 3, can demonstrate a level of proficiency in reading skills that is necessary to support them in achieving the academic standards and expectations applicable to the grade 4 curriculum. (c)It is further the intent of the Legislature to increase the local control funding formula base rate for pupils in kindergarten and grades 1 to 3, inclusive, only at those schools at which 50 percent or more of pupils in grade 4 score below reading proficiency on a statewide assessment.53008.1.On or before December 31, 2018, the state board shall accomplish both of the following:(a)Identify a list of formative reading diagnostic tools that can be used by the public schools, pursuant to Section 53008.2, to assess pupils developmental levels of reading proficiency in grades 1 to 3, inclusive, in their ability to read proficiently by the end of grade 3 and to post a list of those diagnostic tools on the departments Internet Web site.(b)Define what it means for a pupil to have an appropriate developmental reading level in grades 1 to 3, inclusive, such that the pupil is on track to reading proficiency by the end of grade 3, as determined by the formative reading diagnostic tools.53008.2.(a)On or before the beginning of the 201920 school year, a public school that enrolls pupils in grades 1 to 4, inclusive, at which less than 50 percent of 4th grade pupils demonstrate proficiency on English language arts standards on the statewide assessment administered the previous school year, shall ensure that each pupils reading proficiency is measured throughout the school year using at least one of the formative reading diagnostic tools identified by the state board pursuant to Section 53008.1 to determine if a pupil has an appropriate developmental reading level for the pupils grade level.(b)A reading plan, as described in subdivision (c), shall be created for a pupil in grades 1 to 3, inclusive, who is not at the appropriate developmental reading level for the pupils grade level as that term is defined by the state board pursuant to Section 53008.1. The plan shall be created in collaboration with the pupils parent and teacher, if possible, and as soon as possible after the pupils developmental reading level is identified. The pupils reading plan shall continue to be implemented until the pupil demonstrates reading proficiency. The pupils reading plan shall be reviewed at least annually by the school and updated or revised as appropriate to facilitate the pupils progress in demonstrating reading proficiency.(c)A reading plan shall include all of the following:(1)The pupils specific developmental reading level that needs to be addressed in order for the pupil to attain reading proficiency.(2)The goals and benchmarks for the pupils growth in attaining reading proficiency by the end of grade 3.(3)The type of additional instructional services and interventions the pupil will receive in reading as determined by the school.(4)The strategies the pupils parent is encouraged to use in assisting their child to achieve reading proficiency that are designed to supplement the additional instructional services and interventions described in paragraph (3).(5)Any additional services that are deemed available and appropriate to accelerate the pupils reading skill development.(d)The parent of the pupil shall be provided with a copy of their childs reading plan along with all of the following information:(1)The states goal is for all children in California to graduate from high school having attained skill levels that adequately prepare them for postsecondary studies or for the workforce, and research demonstrates that achieving reading competency by grade 3 is a critical milestone in achieving this goal.(2)If the pupil enters grade 4 without achieving reading competency, he or she is significantly more likely to fall behind in all subject areas beginning in grade 4 and continuing in later grades. If the pupils reading skill deficiencies are not remediated, it is likely the pupil will not have the skills necessary to complete the coursework required to graduate from high school.(3)The parent plays a central role in supporting the pupils efforts to achieve reading competency and is strongly encouraged to work with his or her childs teacher in implementing the reading plan, and, in order to supplement the intervention instruction the pupil receives in school, the reading plan will include strategies the parent is encouraged to use at home to support the pupils reading success.(e)For purposes of this section, parent means parent or legal guardian.53008.3.It is the intent of the Legislature to increase the base rate funding pursuant to Section 42238.02 for kindergarten and grades 1 to 3, inclusive, for purposes of funding this chapter. 53008.1. The Golden State Reading Guarantee grant program is hereby established for the purpose of assisting local educational agencies in ensuring that all pupils meet reading standards and language progressive skills by the end of grade 3. The department shall administer the grant program and establish a process to provide professional development training to local educational agencies pursuant to Section 53008.5.53008.2. A local educational agency that chooses to apply for a grant pursuant to this article shall submit an application to the department in a format and by a date determined by the department. An application submitted to the department by a local educational agency pursuant to this section shall include, at a minimum, all of the following:(a) Information about the pupil and school needs within the local educational agency.(b) The activities the local educational agency will undertake with the grant funding.(c) How the local educational agency will address language acquisition for English learners.(d) How the local educational agency will measure outcomes associated with the activities undertaken with the grant funding.53008.3. A local educational agency is eligible for a grant pursuant to this article if it enrolls pupils in grades 1 to 4, inclusive, and less than 50 percent of pupils in grade 4 score at Level 3 or 4 on the reading standards within the English language arts standards developed pursuant to Section 60605.8.53008.4. A local educational agency that receives a grant pursuant to this article shall use the grant funds for specialists and activities that address the needs of pupils related to meeting reading standards and acquiring language progressive skills, including, but not limited to, any of the following:(a) Literacy coaches.(b) Reading specialists.(c) Reading tutors.(d) Coordinators to facilitate reading programs.(e) Collaboration with parents and guardians to increase participation of parents and guardians and their ability to support their childrens literacy development.53008.5. The department shall establish a process to provide professional development training to local educational agencies on all of the following:(a) The existing diagnostic, formative, and interim assessment tools that are available from the state, including those that are appropriate for pupils who are English learners.(b) How to evaluate the data from those assessment results, adjust instruction based on those assessment results, and create a system of continuous improvement.(c) How to administer and score those assessments.53008.6. (a) The Legislative Analysts Office shall conduct an evaluation of reading intervention strategies to identify successful strategies and best practices, and shall report the results to the appropriate policy committees of the Legislature and the Governor on or before December 31, 2018.(b) Pursuant to Section 10231.5 of the Government Code, this section is repealed on January 1, 2022.
CHAPTER 15.5. Golden State Reading Guarantee Grant Program53008. (a) The Legislature finds and declares all of the following:(1) Reading proficiently by the end of grade 3 can be a make-or-break benchmark in a childs educational development. Up until the end of grade 3, most children are learning to read. Beginning in grade 4, however, they are reading to learn, using their skills to gain more information in such subjects as mathematics and science.(2) Californias long-term economic strength depends on having an educated workforce workforce, and grade-level reading proficiency is the key. By dramatically getting more California children on track as proficient readers, California can also dramatically stop the cycle of intergenerational poverty, poverty and boost the individual earning potential, global competitiveness, and overall quality of life for all Californians.(3) An important partnership between a parent and child begins before the child enters kindergarten, when the parent helps the child develop rich linguistic experiences, including listening comprehension and speaking, that help form the foundation for reading and writing, which are the main vehicles for content acquisition.(b) It is therefore the intent of the Legislature that all California public schools that enroll pupils in grades 1 to 3, inclusive, will work closely with the parents and teachers of these pupils to provide them the instructional programming, intervention instruction, and support necessary to ensure that pupils, by the completion of grade 3, can demonstrate a level of proficiency in reading skills that is necessary to support them in achieving the academic standards and expectations applicable to the grade 4 curriculum. (c)It is further the intent of the Legislature to increase the local control funding formula base rate for pupils in kindergarten and grades 1 to 3, inclusive, only at those schools at which 50 percent or more of pupils in grade 4 score below reading proficiency on a statewide assessment.53008.1.On or before December 31, 2018, the state board shall accomplish both of the following:(a)Identify a list of formative reading diagnostic tools that can be used by the public schools, pursuant to Section 53008.2, to assess pupils developmental levels of reading proficiency in grades 1 to 3, inclusive, in their ability to read proficiently by the end of grade 3 and to post a list of those diagnostic tools on the departments Internet Web site.(b)Define what it means for a pupil to have an appropriate developmental reading level in grades 1 to 3, inclusive, such that the pupil is on track to reading proficiency by the end of grade 3, as determined by the formative reading diagnostic tools.53008.2.(a)On or before the beginning of the 201920 school year, a public school that enrolls pupils in grades 1 to 4, inclusive, at which less than 50 percent of 4th grade pupils demonstrate proficiency on English language arts standards on the statewide assessment administered the previous school year, shall ensure that each pupils reading proficiency is measured throughout the school year using at least one of the formative reading diagnostic tools identified by the state board pursuant to Section 53008.1 to determine if a pupil has an appropriate developmental reading level for the pupils grade level.(b)A reading plan, as described in subdivision (c), shall be created for a pupil in grades 1 to 3, inclusive, who is not at the appropriate developmental reading level for the pupils grade level as that term is defined by the state board pursuant to Section 53008.1. The plan shall be created in collaboration with the pupils parent and teacher, if possible, and as soon as possible after the pupils developmental reading level is identified. The pupils reading plan shall continue to be implemented until the pupil demonstrates reading proficiency. The pupils reading plan shall be reviewed at least annually by the school and updated or revised as appropriate to facilitate the pupils progress in demonstrating reading proficiency.(c)A reading plan shall include all of the following:(1)The pupils specific developmental reading level that needs to be addressed in order for the pupil to attain reading proficiency.(2)The goals and benchmarks for the pupils growth in attaining reading proficiency by the end of grade 3.(3)The type of additional instructional services and interventions the pupil will receive in reading as determined by the school.(4)The strategies the pupils parent is encouraged to use in assisting their child to achieve reading proficiency that are designed to supplement the additional instructional services and interventions described in paragraph (3).(5)Any additional services that are deemed available and appropriate to accelerate the pupils reading skill development.(d)The parent of the pupil shall be provided with a copy of their childs reading plan along with all of the following information:(1)The states goal is for all children in California to graduate from high school having attained skill levels that adequately prepare them for postsecondary studies or for the workforce, and research demonstrates that achieving reading competency by grade 3 is a critical milestone in achieving this goal.(2)If the pupil enters grade 4 without achieving reading competency, he or she is significantly more likely to fall behind in all subject areas beginning in grade 4 and continuing in later grades. If the pupils reading skill deficiencies are not remediated, it is likely the pupil will not have the skills necessary to complete the coursework required to graduate from high school.(3)The parent plays a central role in supporting the pupils efforts to achieve reading competency and is strongly encouraged to work with his or her childs teacher in implementing the reading plan, and, in order to supplement the intervention instruction the pupil receives in school, the reading plan will include strategies the parent is encouraged to use at home to support the pupils reading success.(e)For purposes of this section, parent means parent or legal guardian.53008.3.It is the intent of the Legislature to increase the base rate funding pursuant to Section 42238.02 for kindergarten and grades 1 to 3, inclusive, for purposes of funding this chapter. 53008.1. The Golden State Reading Guarantee grant program is hereby established for the purpose of assisting local educational agencies in ensuring that all pupils meet reading standards and language progressive skills by the end of grade 3. The department shall administer the grant program and establish a process to provide professional development training to local educational agencies pursuant to Section 53008.5.53008.2. A local educational agency that chooses to apply for a grant pursuant to this article shall submit an application to the department in a format and by a date determined by the department. An application submitted to the department by a local educational agency pursuant to this section shall include, at a minimum, all of the following:(a) Information about the pupil and school needs within the local educational agency.(b) The activities the local educational agency will undertake with the grant funding.(c) How the local educational agency will address language acquisition for English learners.(d) How the local educational agency will measure outcomes associated with the activities undertaken with the grant funding.53008.3. A local educational agency is eligible for a grant pursuant to this article if it enrolls pupils in grades 1 to 4, inclusive, and less than 50 percent of pupils in grade 4 score at Level 3 or 4 on the reading standards within the English language arts standards developed pursuant to Section 60605.8.53008.4. A local educational agency that receives a grant pursuant to this article shall use the grant funds for specialists and activities that address the needs of pupils related to meeting reading standards and acquiring language progressive skills, including, but not limited to, any of the following:(a) Literacy coaches.(b) Reading specialists.(c) Reading tutors.(d) Coordinators to facilitate reading programs.(e) Collaboration with parents and guardians to increase participation of parents and guardians and their ability to support their childrens literacy development.53008.5. The department shall establish a process to provide professional development training to local educational agencies on all of the following:(a) The existing diagnostic, formative, and interim assessment tools that are available from the state, including those that are appropriate for pupils who are English learners.(b) How to evaluate the data from those assessment results, adjust instruction based on those assessment results, and create a system of continuous improvement.(c) How to administer and score those assessments.53008.6. (a) The Legislative Analysts Office shall conduct an evaluation of reading intervention strategies to identify successful strategies and best practices, and shall report the results to the appropriate policy committees of the Legislature and the Governor on or before December 31, 2018.(b) Pursuant to Section 10231.5 of the Government Code, this section is repealed on January 1, 2022.
CHAPTER 15.5. Golden State Reading Guarantee Grant Program
CHAPTER 15.5. Golden State Reading Guarantee Grant Program
53008. (a) The Legislature finds and declares all of the following:(1) Reading proficiently by the end of grade 3 can be a make-or-break benchmark in a childs educational development. Up until the end of grade 3, most children are learning to read. Beginning in grade 4, however, they are reading to learn, using their skills to gain more information in such subjects as mathematics and science.(2) Californias long-term economic strength depends on having an educated workforce workforce, and grade-level reading proficiency is the key. By dramatically getting more California children on track as proficient readers, California can also dramatically stop the cycle of intergenerational poverty, poverty and boost the individual earning potential, global competitiveness, and overall quality of life for all Californians.(3) An important partnership between a parent and child begins before the child enters kindergarten, when the parent helps the child develop rich linguistic experiences, including listening comprehension and speaking, that help form the foundation for reading and writing, which are the main vehicles for content acquisition.(b) It is therefore the intent of the Legislature that all California public schools that enroll pupils in grades 1 to 3, inclusive, will work closely with the parents and teachers of these pupils to provide them the instructional programming, intervention instruction, and support necessary to ensure that pupils, by the completion of grade 3, can demonstrate a level of proficiency in reading skills that is necessary to support them in achieving the academic standards and expectations applicable to the grade 4 curriculum. (c)It is further the intent of the Legislature to increase the local control funding formula base rate for pupils in kindergarten and grades 1 to 3, inclusive, only at those schools at which 50 percent or more of pupils in grade 4 score below reading proficiency on a statewide assessment.
53008. (a) The Legislature finds and declares all of the following:
(1) Reading proficiently by the end of grade 3 can be a make-or-break benchmark in a childs educational development. Up until the end of grade 3, most children are learning to read. Beginning in grade 4, however, they are reading to learn, using their skills to gain more information in such subjects as mathematics and science.
(2) Californias long-term economic strength depends on having an educated workforce workforce, and grade-level reading proficiency is the key. By dramatically getting more California children on track as proficient readers, California can also dramatically stop the cycle of intergenerational poverty, poverty and boost the individual earning potential, global competitiveness, and overall quality of life for all Californians.
(3) An important partnership between a parent and child begins before the child enters kindergarten, when the parent helps the child develop rich linguistic experiences, including listening comprehension and speaking, that help form the foundation for reading and writing, which are the main vehicles for content acquisition.
(b) It is therefore the intent of the Legislature that all California public schools that enroll pupils in grades 1 to 3, inclusive, will work closely with the parents and teachers of these pupils to provide them the instructional programming, intervention instruction, and support necessary to ensure that pupils, by the completion of grade 3, can demonstrate a level of proficiency in reading skills that is necessary to support them in achieving the academic standards and expectations applicable to the grade 4 curriculum.
(c)It is further the intent of the Legislature to increase the local control funding formula base rate for pupils in kindergarten and grades 1 to 3, inclusive, only at those schools at which 50 percent or more of pupils in grade 4 score below reading proficiency on a statewide assessment.
On or before December 31, 2018, the state board shall accomplish both of the following:
(a)Identify a list of formative reading diagnostic tools that can be used by the public schools, pursuant to Section 53008.2, to assess pupils developmental levels of reading proficiency in grades 1 to 3, inclusive, in their ability to read proficiently by the end of grade 3 and to post a list of those diagnostic tools on the departments Internet Web site.
(b)Define what it means for a pupil to have an appropriate developmental reading level in grades 1 to 3, inclusive, such that the pupil is on track to reading proficiency by the end of grade 3, as determined by the formative reading diagnostic tools.
(a)On or before the beginning of the 201920 school year, a public school that enrolls pupils in grades 1 to 4, inclusive, at which less than 50 percent of 4th grade pupils demonstrate proficiency on English language arts standards on the statewide assessment administered the previous school year, shall ensure that each pupils reading proficiency is measured throughout the school year using at least one of the formative reading diagnostic tools identified by the state board pursuant to Section 53008.1 to determine if a pupil has an appropriate developmental reading level for the pupils grade level.
(b)A reading plan, as described in subdivision (c), shall be created for a pupil in grades 1 to 3, inclusive, who is not at the appropriate developmental reading level for the pupils grade level as that term is defined by the state board pursuant to Section 53008.1. The plan shall be created in collaboration with the pupils parent and teacher, if possible, and as soon as possible after the pupils developmental reading level is identified. The pupils reading plan shall continue to be implemented until the pupil demonstrates reading proficiency. The pupils reading plan shall be reviewed at least annually by the school and updated or revised as appropriate to facilitate the pupils progress in demonstrating reading proficiency.
(c)A reading plan shall include all of the following:
(1)The pupils specific developmental reading level that needs to be addressed in order for the pupil to attain reading proficiency.
(2)The goals and benchmarks for the pupils growth in attaining reading proficiency by the end of grade 3.
(3)The type of additional instructional services and interventions the pupil will receive in reading as determined by the school.
(4)The strategies the pupils parent is encouraged to use in assisting their child to achieve reading proficiency that are designed to supplement the additional instructional services and interventions described in paragraph (3).
(5)Any additional services that are deemed available and appropriate to accelerate the pupils reading skill development.
(d)The parent of the pupil shall be provided with a copy of their childs reading plan along with all of the following information:
(1)The states goal is for all children in California to graduate from high school having attained skill levels that adequately prepare them for postsecondary studies or for the workforce, and research demonstrates that achieving reading competency by grade 3 is a critical milestone in achieving this goal.
(2)If the pupil enters grade 4 without achieving reading competency, he or she is significantly more likely to fall behind in all subject areas beginning in grade 4 and continuing in later grades. If the pupils reading skill deficiencies are not remediated, it is likely the pupil will not have the skills necessary to complete the coursework required to graduate from high school.
(3)The parent plays a central role in supporting the pupils efforts to achieve reading competency and is strongly encouraged to work with his or her childs teacher in implementing the reading plan, and, in order to supplement the intervention instruction the pupil receives in school, the reading plan will include strategies the parent is encouraged to use at home to support the pupils reading success.
(e)For purposes of this section, parent means parent or legal guardian.
It is the intent of the Legislature to increase the base rate funding pursuant to Section 42238.02 for kindergarten and grades 1 to 3, inclusive, for purposes of funding this chapter.
53008.1. The Golden State Reading Guarantee grant program is hereby established for the purpose of assisting local educational agencies in ensuring that all pupils meet reading standards and language progressive skills by the end of grade 3. The department shall administer the grant program and establish a process to provide professional development training to local educational agencies pursuant to Section 53008.5.
53008.1. The Golden State Reading Guarantee grant program is hereby established for the purpose of assisting local educational agencies in ensuring that all pupils meet reading standards and language progressive skills by the end of grade 3. The department shall administer the grant program and establish a process to provide professional development training to local educational agencies pursuant to Section 53008.5.
53008.2. A local educational agency that chooses to apply for a grant pursuant to this article shall submit an application to the department in a format and by a date determined by the department. An application submitted to the department by a local educational agency pursuant to this section shall include, at a minimum, all of the following:(a) Information about the pupil and school needs within the local educational agency.(b) The activities the local educational agency will undertake with the grant funding.(c) How the local educational agency will address language acquisition for English learners.(d) How the local educational agency will measure outcomes associated with the activities undertaken with the grant funding.
53008.2. A local educational agency that chooses to apply for a grant pursuant to this article shall submit an application to the department in a format and by a date determined by the department. An application submitted to the department by a local educational agency pursuant to this section shall include, at a minimum, all of the following:
(a) Information about the pupil and school needs within the local educational agency.
(b) The activities the local educational agency will undertake with the grant funding.
(c) How the local educational agency will address language acquisition for English learners.
(d) How the local educational agency will measure outcomes associated with the activities undertaken with the grant funding.
53008.3. A local educational agency is eligible for a grant pursuant to this article if it enrolls pupils in grades 1 to 4, inclusive, and less than 50 percent of pupils in grade 4 score at Level 3 or 4 on the reading standards within the English language arts standards developed pursuant to Section 60605.8.
53008.3. A local educational agency is eligible for a grant pursuant to this article if it enrolls pupils in grades 1 to 4, inclusive, and less than 50 percent of pupils in grade 4 score at Level 3 or 4 on the reading standards within the English language arts standards developed pursuant to Section 60605.8.
53008.4. A local educational agency that receives a grant pursuant to this article shall use the grant funds for specialists and activities that address the needs of pupils related to meeting reading standards and acquiring language progressive skills, including, but not limited to, any of the following:(a) Literacy coaches.(b) Reading specialists.(c) Reading tutors.(d) Coordinators to facilitate reading programs.(e) Collaboration with parents and guardians to increase participation of parents and guardians and their ability to support their childrens literacy development.
53008.4. A local educational agency that receives a grant pursuant to this article shall use the grant funds for specialists and activities that address the needs of pupils related to meeting reading standards and acquiring language progressive skills, including, but not limited to, any of the following:
(a) Literacy coaches.
(b) Reading specialists.
(c) Reading tutors.
(d) Coordinators to facilitate reading programs.
(e) Collaboration with parents and guardians to increase participation of parents and guardians and their ability to support their childrens literacy development.
53008.5. The department shall establish a process to provide professional development training to local educational agencies on all of the following:(a) The existing diagnostic, formative, and interim assessment tools that are available from the state, including those that are appropriate for pupils who are English learners.(b) How to evaluate the data from those assessment results, adjust instruction based on those assessment results, and create a system of continuous improvement.(c) How to administer and score those assessments.
53008.5. The department shall establish a process to provide professional development training to local educational agencies on all of the following:
(a) The existing diagnostic, formative, and interim assessment tools that are available from the state, including those that are appropriate for pupils who are English learners.
(b) How to evaluate the data from those assessment results, adjust instruction based on those assessment results, and create a system of continuous improvement.
(c) How to administer and score those assessments.
53008.6. (a) The Legislative Analysts Office shall conduct an evaluation of reading intervention strategies to identify successful strategies and best practices, and shall report the results to the appropriate policy committees of the Legislature and the Governor on or before December 31, 2018.(b) Pursuant to Section 10231.5 of the Government Code, this section is repealed on January 1, 2022.
53008.6. (a) The Legislative Analysts Office shall conduct an evaluation of reading intervention strategies to identify successful strategies and best practices, and shall report the results to the appropriate policy committees of the Legislature and the Governor on or before December 31, 2018.
(b) Pursuant to Section 10231.5 of the Government Code, this section is repealed on January 1, 2022.
If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.