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AB-2222 Science of Reading: accreditation: professional development: instructional materials.(2023-2024)

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Date Published: 03/18/2024 09:00 PM
AB2222:v98#DOCUMENT

Amended  IN  Assembly  March 18, 2024

CALIFORNIA LEGISLATURE— 2023–2024 REGULAR SESSION

Assembly Bill
No. 2222

Introduced by Assembly Member Blanca Rubio
(Principal coauthor: Assembly Member Gipson)
(Principal coauthors: Senators Ashby and Rubio)
(Coauthors: Assembly Members Juan Carrillo, Megan Dahle, Gallagher, Hoover, Jackson, Stephanie Nguyen, Pacheco, Villapudua, and Wilson)
(Coauthors: Senators Blakespear, Caballero, Portantino, and Umberg)

February 07, 2024

An act to amend Sections 44372, 44373, 44374, 52073.1, 60119, 60200, 60200.4, and 60210 of, to add Sections 44265.1, 44374.1, 44374.2, 60011, 60207.5, and 92668.5 to, and to add Chapter 3.5 (commencing with Section 44755) to Part 25 of Division 3 of Title 2 of, the Education Code, relating to early literacy.


LEGISLATIVE COUNSEL'S DIGEST


AB 2222, as amended, Blanca Rubio. Science of Reading: accreditation: professional development: instructional materials.
(1) Existing law establishes the Commission on Teacher Credentialing to, among other duties, establish standards for the issuance and renewal of credentials. Existing law requires, as a minimum requirement for a preliminary multiple subject, single subject, or education specialist teaching credential, the satisfactory completion of a program of professional preparation that has been accredited by the Committee on Accreditation on the basis of standards of program quality and effectiveness that have been adopted by the commission.
This bill would, among other things, require the commission, on or before January 1, 2027, to update its literacy standards of program quality and effectiveness, literacy teaching performance expectations, and literacy instruction preconditions for program sponsors offering Reading and Literacy Leadership Specialist Credentials and Reading and Literacy Added Authorizations, or any other reading- or literacy-specific credential, certification, or authorization developed by the commission, in order to ensure compliance with effective means of teaching literacy, as defined, and adherence to the science reading, as provided.
(2) Existing law prescribes the powers of the commission regarding the accreditation system, including, among others, to adopt and implement an accreditation framework, which sets forth the policies of the commission regarding the accreditation of educator preparation in California.
This bill, for program sponsors whose educator preparation programs are not in compliance with the literacy instruction preconditions, as defined, literacy standards of program quality and effectiveness, as defined, or literacy teaching performance expectations, as defined, would require the commission to establish a probationary accreditation process that includes mandatory requirements for faculty at the program sponsor to successfully complete professional development and training on the science of reading and effective means of teaching literacy in order to remove probationary status, or lose accreditation, as specified.
(3) Existing law establishes the Committee on Accreditation, consisting of 12 members selected for their distinguished records of accomplishment in education, and requires the committee to, among other things, make decisions about the accreditation of educator preparation programs in accordance with the accreditation framework, adopt guidelines for accreditation reviews, and monitor the performance of accreditation teams and other aspects of the accreditation system.
This bill would require at least one of the 12 members to have demonstrated expertise in the science of reading and effective means of teaching literacy, and would require the committee to make decisions regarding initial and existing accreditation status of programs of educator preparation, including program approval, with respect to the quality of educator preparation in literacy standards of program quality and effectiveness, the literacy instruction preconditions, and the literacy teaching performance expectations, as provided.
(4) Existing law requires the accreditation framework to include provisions regarding well-trained accreditation teams, as specified.
This bill would, among other things, require an accreditation or program review team to report to literacy personnel, as defined, on the results of their accreditation or program review team site visits, as specified, including a separate section with respect to literacy instruction preconditions, literacy standards of program quality and effectiveness, and literacy teaching performance expectations, including detailed summaries as to what evidence was gathered and reviewed during the site visit. The bill would state the intent of the Legislature to, among other things, provide funding so that by no later than June 30, 2025, the commission employs sufficient personnel with demonstrated expertise in the science of reading, as defined, and effective means of teaching literacy, as defined, to ensure that the commission’s review for accrediting a program sponsor, and its review and approval of the program sponsor’s programs and schools, be held to rigorous literacy program standards.
(5) Existing law requires the State Department of Education to issue a request for proposals to contract for the development of standards for professional development for educators and instructional leaders. Existing law requires the standards to serve as guidelines for providers of professional development activities and authorizes them to be used to facilitate coordination among existing professional development programs.
This bill would, among other things, require the department, on or before August 30, 2025, with technical assistance from the literacy staff, as defined, to designate a county office of education, or a consortium of county offices of education, with demonstrated expertise in the science of reading and evidence-based literacy instruction, with an emphasis on demonstrated, prior experience in literacy with pupils in transitional kindergarten, kindergarten, and grades 1 to 5, inclusive, to serve as the state literacy expert lead for purposes of administering, supporting, and monitoring specified professional development and training. The bill would require the state literacy expert lead, on or before January 1, 2026, to develop a list of professional development and training programs that it recommends and submit the list to the department of for approval, as specified. The bill would authorize the state literacy expert lead to also develop and provide professional development and training programs, as specified.
The bill would, commencing March 1, 2026, require school districts, county offices of education, and charter schools to ensure participation in, and would require all applicable personnel, as defined, to satisfactorily complete by no later than June 30, 2028, an approved professional development and training program that is listed on the department’s internet website, as specified, and except as provided. By imposing additional duties on local educational agencies, the bill would impose a state-mandated local program.
(6) Existing law, subject to an appropriation included in the annual Budget Act for these purposes, authorizes the department and the California Collaborative for Educational Excellence to establish a process, administered by the department, to select, subject to approval by the executive director of the State Board of Education, an expert lead agency based on specific expertise in an area of need to conduct activities and build statewide capacity to address that area of need within the statewide system of support, as specified.
This bill would, commencing January 1, 2025, require any expert lead agency supporting literacy initiatives for those purposes to demonstrate expertise in the science of reading and proficiency in evidence-based literacy instruction, as specified.
(7) Existing law requires the state board to adopt basic instructional materials for use in kindergarten and grades 1 to 8, inclusive, for governing boards, subject to specified provisions, including, among others, that the state board adopt at least 5 basic instructional materials for all applicable grade levels in each of the specified subject areas, including, among others, language arts, including, but not limited to, spelling, reading, and English language development. In reviewing and adopting or recommending for adoption submitted basic instructional materials, existing law requires the state board to use specified criteria, and to ensure that, in its judgment, the submitted basic instructional materials meet that criteria, including, among others, that the instructional materials are aligned to the content standards adopted by the state board in the subject area and the grade level or levels for which they are submitted. Notwithstanding any other law, existing law authorizes a local educational agency to use instructional materials that are aligned with the academic content standards previously adopted by the state board.
This bill would revise and recast provisions relating to adoption of instructional materials for English language arts, English language development, and reading by, among other things, requiring the state board, on or before January 1, 2026, to adopt basic and supplementary instructional materials, as defined, for transitional kindergarten, kindergarten, and grades 1 to 8, inclusive, in English language arts, English language development, and reading. The bill would require the state board to, among other things, ensure that all instructional materials adopted pursuant to these provisions are aligned to the most recently adopted academic content standards and curriculum frameworks, and adhere to the science of reading. The bill would require the department to publish the complete list of the state board’s adopted instructional materials on its the department’s internet website and to distribute the complete list to all local educational agencies, as specified.
Upon the state board’s adoption of those instructional materials, the bill would require all basic and supplementary instructional materials in English language arts, English language development, and reading for transitional kindergarten, kindergarten, and any of grades 1 to 8, inclusive, adopted by each school district, county office of education, and charter school to, among other requirements, adhere to the science of reading, and would prohibit those local educational agencies from adopting basic instructional materials in English language arts, English language development, or reading that have not been adopted by the state board unless the local educational agency is granted a waiver, as specified. On or before December 31, 2027, the bill would require each local educational agency to provide to the department, and the department to develop, maintain, and annually update, a current list of basic and supplementary instructional materials in English language arts, English language development, and reading, adopted by each local educational agency that is publicly accessible on the department’s internet website. By imposing additional duties on local educational agencies, the bill would impose a state-mandated local program.
(8) Existing law requires the University of California, Los Angeles and the California State University, Dominguez Hills, along with California State University campuses serving the Los Angeles Basin selected by the Board of Trustees of the California State University, to form a neurodiversity and learning collaborative in order to, among other things, create a framework for embedding neurodiversity knowledge into the teacher education programs at the University of California and the California State University.
This bill would authorize that collaborative to be expanded to include any University of California campus or California State University campus willing to voluntarily participate in strengthening educational support and effective means of teaching literacy through faculty professional development and training programs that adhere to the science of reading. The bill would state the intent of the Legislature to provide grant funding to both expand the collaborative and to, among other things, provide faculty professional development aligned with the science of reading to faculty members who teach literacy and reading instruction at accredited institutions with approved educator preparation programs.
(9) This bill would make Legislative findings and declarations relating to these provisions, conforming changes, and other nonsubstantive changes.
(10) 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.
Vote: MAJORITY   Appropriation: NO   Fiscal Committee: YES   Local Program: YES  

The people of the State of California do enact as follows:


SECTION 1.

 The Legislature finds and declares all of the following:
(a) California is facing a literacy crisis. There are far too many children who are not reading on grade level by the end of third grade and who will not complete elementary school with the literacy skills and language development they need to be successful academically in middle school and high school. The vast majority of children falling behind are economically disadvantaged, disproportionately Black and Latino, and English learners. Ensuring access to high-quality literacy and reading instruction is a fundamental civil right and a moral imperative that the state must act upon immediately.
(b) There are over 1,700,000 pupils in kindergarten and grades 1 to 3, inclusive, in California and 61 percent are from low-income families. Seventy-five percent of pupils from low-income families are Black or Latino, and 34 percent are English learners. There are stark contrasts in achievement scores on statewide assessments: 3 in 10 third grade pupils from low-income families are on grade level in English language arts, compared to 6 in 10 of their higher income peers. For low-income Black pupils, English learners, and pupils with disabilities, the gaps widen with only 2 in 10 pupils in each respective group on grade level in English language arts in third grade. By third grade, pupils move from learning to read to reading to learn, and those who are not on grade level rarely catch up.
(c) With approximately 28 percent of adults not literate, California has one of the lowest adult literacy rates in the nation. Adults with limited literacy lack the skills to effectively navigate daily life. They are more at risk for remaining in poverty, less likely to be employable, more socially isolated, and less likely to live healthy lives. There is also a significant economic cost: eradicating illiteracy in California would increase the state’s gross domestic product by three hundred sixty billion dollars ($360,000,000,000).
(d) Decades of interdisciplinary research demonstrate strong evidence about how pupils develop literacy skills. Oral language development, in combination with evidence-based literacy instruction grounded in the elements of the science of reading—explicit and systematic instruction in phonological and phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing—has clearly proven benefits for pupils, including English learners.
(e) Approximately one-third of states have committed to implementing comprehensive literacy policies grounded in the science of reading. These states have passed legislation that often includes updates to instructional materials, new training for current teachers, updated preparation requirements for teacher candidates, and mandates for universal screening and evidence-based interventions.
(f) California has taken actions in recent years that are aligned with literacy policies grounded in the science of reading, including passing legislation to mandate early universal screening for reading difficulties and strengthening literacy teaching standards for teacher preparation programs. However, California’s efforts to date have been inadequate. Too many pupils in California are still not being taught with evidence-based materials and not all teachers have been provided with the necessary evidence-based training to effectively teach reading.
(g) California must take bolder measures to address inequities and create a clear, comprehensive, and evidence-based approach for ensuring that all pupils are proficient, skilled readers by the end of elementary school and that they are equipped to succeed in middle school, high school, and beyond. Those measures include enacting policies that will ensure all classroom instructional materials used to teach children to read will be grounded in the science of reading, and that all current and future teachers will be trained in the science of reading.
(h) The time to act is now. California has a moral obligation to provide all of California’s children with the skills necessary to become productive members of our society, and of these skills literacy is among the most important.

SEC. 2.

 Section 44265.1 is added to the Education Code, to read:

44265.1.
 (a) The commission, on or before January 1, 2027, shall update its literacy standards of program quality and effectiveness, literacy teaching performance expectations, and literacy instruction preconditions for program sponsors offering Reading and Literacy Leadership Specialist Credentials and Reading and Literacy Added Authorizations, or any other reading- or literacy-specific credential, certification, or authorization developed by the commission, in order to ensure compliance with paragraph (4) of subdivision (b) of Section 44259 and adherence to the science of reading.
(b) This section shall not apply to any person who, as of January 1, 2027, holds a valid Reading and Literacy Leadership Specialist Credential or Reading and Literacy Added Authorization, or to any person enrolled, as of January 1, 2027, in a professional preparation program for a Reading and Literacy Leadership Specialist Credential or a Reading and Literacy Added Authorization.

SEC. 3.

 Section 44372 of the Education Code is amended to read:

44372.
 The powers and duties of the commission regarding the accreditation system shall include the following:
(a) Adopt and implement an accreditation framework that sets forth the policies of the commission regarding the accreditation of educator preparation in California.
(b) Establish and modify credential-specific standards, experimental program standards, and alternative program standards, as defined in the adopted accreditation framework.
(c) Rule on the eligibility of an applicant for accreditation when the applying institution has not previously prepared educators for state certification in California pursuant to subdivision (a) of Section 44227.
(d) Appoint and reappoint the members of the Committee on Accreditation, in accordance with Section 44373, by selecting among nominees submitted by a panel of distinguished educators.
(e) Review periodic accreditation reports by the Committee on Accreditation, and refer accreditation issues and concerns to the committee for its examination and response.
(f) Hear and resolve appeals of accreditation decisions pursuant to subdivision (e) of Section 44374.
(g) Allocate resources annually for implementation of the accreditation system.
(h) With the Committee on Accreditation, jointly design an evaluation of accreditation policies and their implementation.
(i) Inform and advise the Legislature regarding statutory issues related to accreditation, and submit legislative recommendations, after considering the advice of the Committee on Accreditation, educational institutions, and professional organizations.
(j) (1) For program sponsors whose educator preparation programs are not in compliance with either the literacy instruction preconditions, literacy standards of program quality and effectiveness, or literacy teaching performance expectations, as determined by paragraph (6) of subdivision (c) of Section 44373, establish a probationary accreditation process that includes mandatory requirements for faculty at the program sponsor to successfully complete professional development and training on the science of reading and effective means of teaching literacy in order to remove probationary status, or lose accreditation.
(2) The reinstatement of full accreditation status under this subdivision shall also require site visits by literacy personnel for the purposes of literacy coursework review, including in-class audits of literacy coursework by literacy personnel.
(3) The individual names of program sponsors and specific programs under probationary status pursuant to this subdivision shall be published and made publicly available on the existing accreditation reports dashboard on the commission’s internet website.

SEC. 4.

 Section 44373 of the Education Code is amended to read:

44373.
 (a) There is hereby established the Committee on Accreditation consisting of 12 members selected for their distinguished records of accomplishment in education. Six members shall be from postsecondary education institutions, and six shall be certificated professionals in public schools, school districts, or county offices of education in California. No member shall serve on the committee as a representative of any organization or institution. Membership shall be, to the maximum extent possible, balanced in terms of ethnicity, gender, and geographic regions. The committee shall include members from elementary and secondary schools, and members from public and private institutions of postsecondary education. At least one of the 12 members shall have demonstrated expertise in the science of reading and effective means of teaching literacy.
(b) The terms of committee members shall be in accordance with the accreditation framework. Appointment of the initial committee members shall be from nominees submitted by a panel of distinguished educators, who are named by a consensus of the commission and the accreditation advisory council, pursuant to Section 44371, as that section read on December 31, 1993. Appointment of subsequent committee members shall be from nominees submitted by a distinguished panel named by a consensus of the commission and the Committee on Accreditation. For each committee position to be filled by the commission, the panel shall submit two highly qualified nominees.
(c) The committee shall do, but shall not be limited to doing, all of the following:
(1) Make decisions about the accreditation of educator preparation. The committee’s decisionmaking process shall be in accordance with the accreditation framework.
(2) Make decisions about the initial accreditation of new programs of educator preparation in accordance with procedures established by the committee.
(3) Determine the comparability of standards submitted by applicants with those adopted by the commission, in accordance with the accreditation framework.
(4) Adopt guidelines, consistent with the guidelines and procedures developed by literacy personnel pursuant to subdivision (c) of Section 44374.2 relating to literacy, for accreditation reviews, and monitor the performance of accreditation teams and other aspects of the accreditation system.
(5) Present an annual accreditation report to the commission and respond to accreditation issues and concerns referred to the committee by the commission.
(6) (A) Make decisions regarding initial and existing accreditation status of programs of educator preparation, including program approval, with respect to the quality of educator preparation in literacy standards of program quality and effectiveness, the literacy instruction preconditions, and the literacy teaching performance expectations, based on reports and recommendations submitted pursuant to subdivision (d) of Section 44374.2.
(B) The Committee on Accreditation shall report quarterly to the commission, including listing any compliance issues by program sponsor and specific program, including a description of individual areas of noncompliance with respect to Sections 44259.6 or 44259.7, or subdivision (a) of Section 44374.2.
(C) The Committee on Accreditation shall respond to accreditation issues and concerns referred to the committee by the commission pursuant to this paragraph.
(D) All decisions made pursuant to this paragraph shall be published and made publicly available on the existing accreditation reports dashboard on the commission’s internet website.

SEC. 5.

 Section 44374 of the Education Code is amended to read:

44374.
 (a) The accreditation framework shall include common standards that relate to aspects of program quality that are the same for all credential programs. The framework shall also include multiple options for program standards.
(b) The accreditation framework shall include provisions regarding well-trained accreditation teams whose members shall be drawn from a pool of California college and university faculty members and administrators, elementary and secondary school teachers and other certificated professionals, and local school board members. For each accreditation visit there shall be one team, whose size, composition, and expertise shall be constituted according to the accreditation framework.
(c) An accreditation team shall present its report and recommendations to the Committee on Accreditation in accordance with the accreditation framework. The committee shall consider the accreditation team report and recommendations, and shall also consider evidence, which may be submitted by the institution, that the team demonstrated bias or acted arbitrarily or capriciously or contrary to the policies of the accreditation framework or the procedural guidelines of the committee.
(d) The Committee on Accreditation shall make a single decision to accredit, to accredit with stipulations, or to deny accreditation to an institution’s credential programs, pursuant to Section 44373 and the accreditation framework, except as provided pursuant to subdivision (j) of Section 44372.
(e) An institution has the right to appeal to the commission if the procedures or decisions of an accreditation team or the Committee on Accreditation are arbitrary, capricious, unfair, or contrary to the policies of the commission or the procedural guidelines of the committee. An institution also has the right to recommend changes in the accreditation policies of the commission, which shall be considered by the commission in consultation with the executive director and the Committee on Accreditation.
(f) At the request of an institution, the accreditation of an education unit or a specific program by a national accrediting body shall substitute for state accreditation provided that the national accrediting body has satisfied the applicable conditions set forth in the accreditation framework.
(g) An accreditation or program review team shall report to literacy personnel on the results of their accreditation or program review team site visits in accordance with the guidelines and procedures developed pursuant to subdivision (c) of Section 44374.2. All site visit reports from accreditation or program review site team visits shall include a separate section with respect to literacy instruction preconditions, literacy standards of program quality and effectiveness, and literacy teaching performance expectations, including detailed summaries as to what evidence was gathered and reviewed during the site visit.

SEC. 6.

 Section 44374.1 is added to the Education Code, to read:

44374.1.
 (a) It is the intent of the Legislature that accredited educator preparation programs sufficiently prepare educators in effective means of teaching literacy.
(b) It is the intent of the Legislature to provide funding so that by no later than June 30, 2025, the commission employs sufficient personnel with demonstrated expertise in the science of reading and effective means of teaching literacy to ensure that the commission’s review for accrediting a program sponsor, and its review and approval of the program sponsor’s programs and schools, be held to rigorous literacy program standards.
(c) For purposes of this chapter, the following definitions apply:
(1) “Effective means of teaching literacy” has the same meaning as described in paragraph (4) of subdivision (b) of Section 44259.
(2) “Literacy instruction preconditions” means the requirements that must be met in order for the commission to consider accrediting a program sponsor or approving any of the program sponsor’s programs or schools in order to ensure compliance with each of the areas listed in clauses (i) to (v), inclusive, of subparagraph (A) of paragraph (4) of subdivision (b) of Section 44259. 44259 and the definition prescribed in subparagraph (B) of paragraph (4) of subdivision (b) of Section 44259.
(3) “Literacy personnel” means the personnel within the commission with demonstrated expertise in the science of reading and effective means of teaching literacy.
(4) “Literacy standards of program quality and effectiveness” has the same meaning as described in Sections 44259.6 and 44259.7.
(5) “Literacy teaching performance expectations” has the same meaning as described in Sections 44259.6 and 44259.7.
(6) “Science of reading” has the same meaning as defined in subdivision (b) of Section 60011.

SEC. 7.

 Section 44374.2 is added to the Education Code, to read:

44374.2.
 Literacy personnel shall have the following responsibilities, which shall not be delegated, except as provided pursuant to subdivision (g) of Section 44374:
(a) Determine and review all documentation and evidence necessary for accrediting a program sponsor, and reviewing and approving its programs and schools, in order to ensure compliance with the literacy instruction preconditions.
(b) Determine and review all documentation and evidence necessary for accrediting a program sponsor, and reviewing and approving its programs and schools, in order to ensure compliance with the literacy standards of program quality and effectiveness and the literacy teaching performance expectations.
(c) Develop guidelines and procedures to be used by review teams as part of all accreditation or program review team site visits to ensure that literacy instruction preconditions, literacy standards of program quality and effectiveness, and literacy teaching performance expectations are being met. Literacy personnel shall provide sufficient oversight of team site visits to ensure designated procedures are being followed.
(d) Present a report and recommendations to the Committee on Accreditation, including compliance findings pursuant to subdivisions (a), (b), and (e), the course matrix for literacy teaching performance expectations, and other documentation gathered as part of review team site visits under subdivision (g) of Section 44374. The report, course matrix, site visit reports, and recommendations or stipulations shall be published and made publicly available on the existing accreditation reports dashboard on the commission’s internet website.
(e) In cases of suspected, or reported, noncompliance with subdivisions subdivision (a) or (b) of this section or subdivision (g) of Section 44374, conduct further examination of program sponsors and their programs and schools, including, but not limited to, site visits to program sponsors by literacy personnel, gathering and examining additional documents regarding coursework, and conducting additional faculty and student interviews.
(f) Participate in ongoing professional development and training in effective means of teaching literacy through approved programs listed on the department’s internet website pursuant to subdivision (f) of Section 44756.

SEC. 8.

 Chapter 3.5 (commencing with Section 44755) is added to Part 25 of Division 3 of Title 2 of the Education Code, to read:
CHAPTER  3.5. Professional Development for the Science of Reading

44755.
 (a) It is the intent of the Legislature that each teacher, and those who supervise or coach teachers, of pupils enrolled in transitional kindergarten, kindergarten, or any of grades 1 to 5, inclusive, possess the knowledge, skills, and abilities to effectively teach pupils to read. It is an expectation that local educational agencies provide ongoing professional development in evidence-based literacy instruction that adheres to the science of reading, including the unique needs and assets of English learners. It is also an expectation that local educational agencies provide training and support for educators as new, evidence-based curriculum and other instructional materials are adopted and implemented that adhere to the science of reading.
(b) For purposes of this chapter, the following definitions apply:
(1) “Applicable personnel” includes all of the following:
(A) Any certificated teacher, or teacher with a provisional or emergency credential, who provides direct instruction to pupils enrolled in transitional kindergarten, kindergarten, or any of grades 1 to 5, inclusive.
(B) Any reading specialist, literacy specialist, reading coach, literacy coach, teacher on special assignment, education specialist, or bilingual teacher who provides direct instruction, or any supporting who supports any teacher who provides direct instruction, to pupils enrolled in transitional kindergarten, kindergarten, or any of grades 1 to 5, inclusive.
(C) Any school, charter school, school district, or county office of education administrator who oversees schools that provide instruction to pupils enrolled in transitional kindergarten, kindergarten, or any of grades 1 to 5, inclusive.
(2) “Evidence-based literacy instruction” has the same meaning as defined in subdivision (a) of Section 60011.
(3) “Literacy staff” means the designated literacy leads at the department with demonstrated experience in the science of reading and evidence-based literacy instruction.
(4) “Local educational agency” means a school district, county office of education, or charter school.
(5) “Science of reading” has the same meaning as defined in subdivision (b) of Section 60011.
(6) “State literacy expert lead” means the county office of education, or consortium of county offices of education, designated pursuant to Section 44756.

44756.
 (a) On or before August 30, 2025, the department, with technical assistance from the literacy staff, shall designate a county office of education, or a consortium of county offices of education, with demonstrated expertise in the science of reading and evidence-based literacy instruction, with an emphasis on demonstrated, prior experience in literacy with pupils in transitional kindergarten, kindergarten, and grades 1 to 5, inclusive, to serve as the state literacy expert lead for purposes of administering, supporting, and monitoring professional development and training pursuant to this chapter.
(b) On or before January 1, 2026, the state literacy expert lead shall develop a list of professional development and training programs that it recommends and submit that list to the department for approval pursuant to subdivision (d).
(c) In recommending the list of professional development and training programs pursuant to subdivision (b), the state literacy expert lead shall establish criteria for selection of those programs that does all of the following:
(1) Ensures that programs adhere to the science of reading and include evidence-based literacy instruction appropriate for pupils enrolled in transitional kindergarten, kindergarten, and grades 1 to 5, inclusive.
(2) Ensures that programs include effective instructional strategies for each of the components of evidence-based literacy instruction and each component is sufficiently covered.
(3) Ensures that programs are interactive, provide adequate time to master the concepts being taught, and include periodic checks to demonstrate mastery of the concepts. The programs shall be at least 30 hours in duration and may exceed 30 hours.
(4) In order to ensure maximum access to programs across the state, offers virtual options in both synchronous and asynchronous formats in addition to in-person trainings.
(d) (1) The department shall approve or disapprove any of the recommended professional development and training programs submitted by the state literacy expert lead within 60 calendar days of submission.
(2) The department shall state the reasons for disapproving any recommended professional development and training program submitted pursuant to this section.
(e) The state literacy expert lead may recommend additional professional development and training programs programs, consistent with the requirements of subdivision (c), by submitting the additional recommendations to the department for consideration pursuant to subdivision (d).
(f) Upon approval of the professional development and training programs submitted to the department pursuant to subdivision (d), the department shall make a list of all approved professional development and training programs available on its internet website and shall maintain and regularly update that list.
(g) The state literacy expert lead may review and study the effectiveness of any professional development and training program approved pursuant to this chapter.

44757.
 (a) In addition to professional development and training programs approved pursuant to Section 44756, the state literacy expert lead may develop and provide professional development and training programs, consistent with the requirements of subdivision (c) of Section 44756.
(b) If the state literacy expert lead develops professional development and training programs pursuant to subdivision (a), the programs shall be subject to review and approval by the department, with technical assistance from the literacy staff, pursuant to subdivision (d) of Section 44756. Approval of a program shall be included on the list on the department’s internet website pursuant to subdivision (f) of Section 44756.
(c) The literary literacy staff shall review and study the effectiveness of any professional development and training program provided pursuant to this section.

44758.
 (a) Commencing March 1, 2026, local educational agencies shall ensure participation in the professional development and training programs required pursuant to subdivision (b).
(b) Each local educational agency shall require that all applicable personnel satisfactorily complete an approved professional development and training program that is listed on the department’s internet website pursuant to subdivision (f) of Section 44756. The professional development and training shall be completed by no later than June 30, 2028, except for any applicable personnel hired on or after June 30, 2027, who shall instead satisfactorily complete an approved professional development and training program within one year from their hire date.
(c) Any applicable personnel who provides documentation of having satisfactorily completed a professional development and training program approved pursuant to this chapter within five years from the date that the approved professional development and training program list is published on the department’s internet website pursuant to subdivision (f) of Section 44756 shall be deemed to have complied with this section.
(d) (1) For the 2026–27 school year to the 2029–30 school year, inclusive, each local educational agency shall, at the end of the school year, submit a certified list to the Commission on Teacher Credentialing of all applicable personnel that have satisfactorily met the professional development and training requirements pursuant to subdivision (b) within that current school year. year or who have otherwise satisfied the professional development and training requirements pursuant to subdivision (c) for that school year.
(2) The Commission on Teacher Credentialing shall add a field to its existing educator database indicating that applicable personnel have completed the required literacy professional development and training program.
(e) (1) For the 2026–27 school year to the 2029–30 school year, inclusive, each local educational agency shall, at the end of the school year, submit a certified statement to the department with aggregate percentages by individual school of the cumulative applicable personnel that have received and satisfactorily completed the approved professional development and training required pursuant to subdivision (b). (b) or who have otherwise satisfied the professional development and training requirements pursuant to subdivision (c). The certified statement shall also be made readily accessible in a prominent location on the local educational agency’s existing internet website in a manner that is easily accessible to parents and legal guardians.
(2) Commencing June 30, 2028, and annually thereafter until June 30, 2030, inclusive, for each individual school that does not meet a 90-percent threshold, as reported pursuant to paragraph (1), the local educational agency shall annually notify, in writing, the parents and legal guardians of the pupils of those schools who are enrolled in transitional kindergarten, kindergarten, or any of grades 1 to 5, inclusive, until a 90-percent threshold has been met.
(f) It is the intent of this the Legislature to provide funding for purposes of this section. chapter.

SEC. 9.

 Section 52073.1 of the Education Code is amended to read:

52073.1.
 (a) Subject to an appropriation included in the annual Budget Act for this purpose, the department and the California Collaborative for Educational Excellence may establish a process, administered by the department, to select, subject to approval by the executive director of the state board, an expert lead agency based on specific expertise in an area of need to conduct activities and build statewide capacity to address that area of need within the statewide system of support.
(b) The process for selecting an expert lead agency pursuant to this section shall ensure, at a minimum, that the expert lead agency demonstrate the ability to coordinate and calibrate assistance and support provided based on the specific expertise in an area of need with geographic lead agencies, the California Collaborative for Educational Excellence, and the department, and, as appropriate, that the expert lead agency demonstrates the ability to provide assistance on improving pupil performance and closing achievement gaps for pupil subgroups identified pursuant to Section 52052 in the specific area of statewide need.
(c) In selecting an expert lead agency pursuant to this section, the department and the California Collaborative for Educational Excellence may select a county office of education serving as a geographic lead agency pursuant to Section 52073 or another local educational agency.
(d) Selection of an expert lead agency pursuant to this section shall be in addition to the limitation on the number of geographic lead agencies specified in paragraph (3) of subdivision (a) of Section 52073.
(e) Commencing January 1, 2025, any expert lead agency supporting literacy initiatives for purposes of this section shall demonstrate expertise in the science of reading, as defined in subdivision (b) of Section 60011, and proficiency in evidence-based literacy instruction, as defined in subdivision (a) of Section 60011.

SEC. 10.Section 60011 is added to the Education Code, to read:

SEC. 10.

 Section 60011 is added to the Education Code, immediately following Section 60010, to read:

60011.
 For purposes of this part, the following terms have the following meanings:
(a) (1) “Evidence-based literacy instruction” means evidence-based explicit and systematic instruction in phonological and phonemic awareness, phonics, vocabulary and oral language development, fluency, comprehension, and writing that can be differentiated to meet the needs of individual pupils and that adheres to the science of reading. For limited-English-proficient pupils, this shall include instruction for English language development, as defined in subdivision (a) of Section 44253.2.
(2) For purposes of paragraph (1), “evidence-based” means the instruction or item described is based on reliable, trustworthy, and valid evidence, consistent with Section 7801(21)(A) of Title 20 of the United States Code, and that has demonstrated a record of success in adequately increasing pupil reading competency in the areas of phonological and phonemic awareness, phonics, vocabulary and oral language development, fluency, comprehension, and writing.
(b) “Science of reading” means an interdisciplinary body of scientifically based research that includes all of the following:
(1) Informs how pupils learn to read and write proficiently.
(2) Explains why some pupils have difficulty with reading and writing.
(3) Indicates that all pupils benefit from explicit and systematic instruction in phonological and phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing to become effective readers.
(4) Emphasizes the pivotal role of oral language and home language development, particularly for English learners.
(5) Does not rely on any model for teaching word reading based on meaning, structure and syntax, and visual cues, including a three-cuing three-cueing approach, with the exception of instruction to pupils who are identified as deaf or hearing impaired, as defined in paragraphs (3) and (5), respectively, of subdivision (c) of Section 300.8 of Title 34 of the Code of Federal Regulations.

SEC. 11.

 Section 60119 of the Education Code is amended to read:

60119.
 (a) In order to be eligible to receive funds available for purposes of this article, the governing board of a school district shall take the following actions:
(1) (A) The governing board of a school district shall hold a public hearing or hearings at which the governing board shall encourage participation by parents, teachers, members of the community interested in the affairs of the school district, and bargaining unit leaders, and shall make a determination, through a resolution, as to whether each pupil in each school in the school district has sufficient textbooks or instructional materials, or both, that are aligned to the content standards adopted by the state board in each of the following subjects, as appropriate, that are consistent with the content and cycles of the curriculum framework adopted by the state board:
(i) Mathematics.
(ii) Science.
(iii) History-social science.
(iv) English language arts, including the English language development component of an adopted program.
(B) The public hearing shall take place on or before the end of the eighth week from the first day pupils attend school for that year. A school district that operates schools on a multitrack, year-round calendar shall hold the hearing on or before the end of the eighth week from the first day pupils attend school for that year on any tracks that begin a school year in August or September.
(C) As part of the hearing required pursuant to this section, the governing board of a school district also shall make a written determination as to whether each pupil enrolled in a world language or health course has sufficient textbooks or instructional materials that are consistent with the content and cycles of the curriculum frameworks adopted by the state board for those subjects. The governing board of a school district also shall determine the availability of laboratory science equipment as applicable to science laboratory courses offered in grades 9 to 12, inclusive. The provision of the textbooks, instructional materials, or science equipment specified in this subparagraph is not a condition of receipt of funds provided by this subdivision.
(2) (A) If the governing board of a school district determines that there are insufficient textbooks or instructional materials, or both, the governing board shall provide information to classroom teachers and to the public setting forth, in the resolution, for each school in which an insufficiency exists, the percentage of pupils who lack sufficient standards-aligned textbooks or instructional materials in each subject area and the reasons that each pupil does not have sufficient textbooks or instructional materials, or both, and take any action, except an action that would require reimbursement by the Commission on State Mandates, to ensure that each pupil has sufficient textbooks or instructional materials, or both, within two months of the beginning of the school year in which the determination is made. The governing board shall submit a copy of the resolution to the county superintendent of schools no later than three business days after the governing board hearing.
(B) In carrying out subparagraph (A), the governing board of a school district may use moneys in any of the following funds:
(i) Any funds available for textbooks or instructional materials, or both, from categorical programs, including any funds allocated to school districts that have been appropriated in the annual Budget Act.
(ii) Any funds of the school district that are in excess of the amount available for each pupil during the prior fiscal year to purchase textbooks or instructional materials, or both.
(iii) Any other funds available to the school district for textbooks or instructional materials, or both.
(b) The governing board of a school district shall provide 10 days’ notice of the public hearing or hearings set forth in subdivision (a). The notice shall contain the time, place, and purpose of the hearing and shall be posted in three public places in the school district. The hearing shall be held at a time that will encourage the attendance of teachers and parents and guardians of pupils who attend the schools in the school district and shall not take place during or immediately following school hours.
(c) (1) (A) For purposes of this section, “sufficient textbooks or instructional materials” means that each pupil, including English learners, has a standards-aligned textbook or instructional materials, or both, to use in class and to take home. This paragraph does not require two sets of textbooks or instructional materials for each pupil. The materials may be in a digital format as long as each pupil, at a minimum, has and can access the same materials in the class and to take home, as all other pupils in the same class or course in the school district and has the ability to use and access them at home.
(B) All English language arts, English language development, and reading textbooks and instructional materials for transitional kindergarten, kindergarten, and any of grades 1 to 8, inclusive, shall adhere to the science of reading as defined in subdivision (b) of Section 60011. reading.
(2) Sufficient textbooks or instructional materials as defined in paragraph (1) do not include photocopied sheets from only a portion of a textbook or instructional materials copied to address a shortage.
(d) The governing board of a school district that receives funds for instructional materials from any state source is subject to the requirements of this section.

SEC. 12.

 Section 60200 of the Education Code is amended to read:

60200.
 The state board shall adopt basic instructional materials for use in kindergarten and grades 1 to 8, inclusive, for governing boards, subject to the following provisions:
(a) The state board shall adopt at least five basic instructional materials for all applicable grade levels in each of the following subject areas:
(1) Language arts, including, but not limited to, spelling, reading, and English language development. All English language arts, English language development, and reading instructional materials shall adhere to the science of reading, inclusive of the unique needs and assets of English learners.
(2) Mathematics.
(3) Science.
(4) Social science.
(5) Bilingual or bicultural subjects.
(6) Any other subject, discipline, or interdisciplinary areas for which the state board determines the adoption of instructional materials to be necessary or desirable.
(b) The state board shall adopt procedures for the submission of basic instructional materials in order to comply with each of the following:
(1) Instructional materials may be submitted for adoption in any of the subject areas pursuant to paragraphs (1) to (6), inclusive, of subdivision (a) at least once but not more than twice every eight years. The state board shall ensure that curriculum frameworks are reviewed and adopted in each subject area and that the criteria for evaluating instructional materials developed pursuant to subdivision (b) of Section 60204 are consistent with subdivision (c). The state board may prescribe reasonable conditions to restrict the resubmission of materials that have been previously rejected if those resubmitted materials have no substantive changes.
(2) If a publisher or manufacturer submits revisions to currently adopted instructional material for review after the timeframe specified by the state board, the department shall assess a fee on the submitting publisher or manufacturer in an amount that shall not exceed the reasonable costs to the department to conduct a review of the instructional material pursuant to this section.
(3) Submitted instructional materials shall be adopted or rejected within six months of the submission date of the materials pursuant to paragraph (1) unless the state board determines that a longer period of time, not to exceed an additional three months, is necessary due to the estimated volume or complexity of the materials for that subject in that year, or due to other circumstances beyond the reasonable control of the state board.
(4) (A) The process for review of instructional materials shall involve review committees, which shall include, but not be limited to, volunteer content experts and instructional material reviewers, and shall be composed of a majority of classroom teachers from a wide variety of affected grade levels and subject areas.
(B) Content experts and instructional material reviewers, as well as classroom teachers that are selected to review English language arts, English language development, and reading instructional materials, shall have demonstrated expertise in the science of reading, inclusive of the unique needs and assets of English learners.
(5) The rules and procedures for adoption of instructional materials shall be transparent and consistently applicable regardless of the format of the instructional materials, which may include, but not be limited to, print, digital, and open-source instructional materials.
(c) In reviewing and adopting or recommending for adoption submitted basic instructional materials, the state board shall use the following criteria, and ensure that, in its judgment, the submitted basic instructional materials meet all of the following criteria:
(1) Are consistent with the criteria and the standards of quality prescribed in the state board’s adopted curriculum framework. In making this determination, the state board shall consider both the framework and the submitted instructional materials as a whole.
(2) Comply with the requirements of Sections 60040, 60041, 60042, 60043, 60044, 60048, 60200.5, and 60200.6, and the state board’s guidelines for social content.
(3) (A) Are factually accurate and incorporate principles of instruction reflective of current and confirmed research.
(B) All English language arts, English language development, and reading instructional materials shall adhere to the science of reading.
(4) Are aligned to the content standards adopted by the state board in the subject area and the grade level or levels for which they are submitted.
(5) Do not contain materials, including illustrations, that provide unnecessary exposure to a commercial brand name, product, or corporate or company logo. Materials, including illustrations, that contain a commercial brand name, product, or corporate or company logo may not be used unless the state board determines that the use of the commercial brand name, product, or corporate or company logo is appropriate based on one of the following specific findings:
(A) If text, the use of the commercial brand name, product, or corporate or company logo in the instructional materials is necessary for an educational purpose, as defined in the guidelines or frameworks adopted by the state board.
(B) If an illustration, the appearance of a commercial brand name, product, or corporate or company logo in an illustration in instructional materials is incidental to the general nature of the illustration.
(6) Meet other criteria as are established by the state board as being necessary to accomplish the intent of Section 7.5 of Article IX of the California Constitution and of Section 1 of Chapter 1181 of the Statutes of 1989, provided that the criteria are approved by resolution at the time the resolution adopting the framework for the current adoption is approved, or at least 12 months before the date that the materials are to be approved for adoption.
(d) If basic instructional materials are rejected, the state board shall provide a specific, written explanation of the reasons why the submitted materials were not adopted, based on one or more of the criteria established under subdivision (c). In providing this explanation, the state board may use, in whole or in part, materials written by the Superintendent or any other advisers to the state board.
(e) The state board may adopt fewer than five basic instructional materials in each subject area for each grade level if either of the following occurs:
(1) Fewer than five basic instructional materials are submitted.
(2) The state board specifically finds that fewer than five basic instructional materials meet the criteria prescribed by paragraphs (1) to (5), inclusive, of subdivision (c), or the materials fail to meet the state board’s adopted curriculum framework. If the state board adopts fewer than five basic instructional materials in any subject for any grade level, the state board shall conduct a review of the degree to which the criteria and procedures used to evaluate the submitted materials for that adoption were consistent with the state board’s adopted curriculum framework.
(f) This section does not limit the authority of the state board to adopt materials that are not basic instructional materials.
(g) Consistent with the quality criteria for the state board’s adopted curriculum framework, the state board shall prescribe procedures to provide the most open and flexible materials submission system and ensure that the adopted materials in each subject, taken as a whole, provide for the educational needs of the diverse pupil populations in the public schools, provide collections of instructional materials that illustrate diverse points of view, represent cultural pluralism, and provide a broad spectrum of knowledge, information, and technology-based materials to meet the goals of the program and the needs of pupils.
(h) Upon making an adoption, the state board shall make available to listed publishers and manufacturers and all school interests a listing of instructional materials, including the most current unit cost of those materials as computed pursuant to existing law. Items placed upon lists shall remain thereon, and be available for procurement through the state’s systems of financing, from the date of the adoption of the item and until a date established by the state board. The date established by the state board for continuing items on that list shall be the date on which the state board adopts instructional materials based on a new or revised curriculum framework. Lists of adopted instructional materials shall be made available by subject and grade level to school districts and posted on the department’s internet website, and shall include information from the reports of findings from the review committees pursuant to paragraph (4) of subdivision (b). The lists shall terminate and shall no longer be effective on the date prescribed by the state board pursuant to this subdivision.
(i) The state board may approve multiple lists of instructional materials, without designating a grade or subject, and the state board may designate more than one grade or subject whenever it determines that a single subject designation or a single grade designation would not promote the maximum efficiency of pupil learning. Any materials so designated may be placed on single grade or single subject lists, or multigrade or interdisciplinary lists, or may be placed on separate lists including other materials with similar grade or subject designations.
(j) A composite listing in the format of an order form may be used to meet the requirements of this section.
(k) The lists maintained pursuant to this section shall not be deemed to control the use period by any school district.
(l) The state board shall give publishers the opportunity to modify instructional materials, in a manner provided for in regulations adopted by the state board, if the state board finds that the instructional materials do not comply with paragraph (5) of subdivision (c).
(m) This section does not prohibit the publisher of instructional materials from including whatever corporate name or logo on the instructional materials that is necessary to provide basic information about the publisher, to protect its copyright, or to identify third-party sources of content.
(n) The state board may adopt regulations that provide for other exceptions to this section, as determined by the state board.
(o) The Superintendent shall develop, and the state board shall adopt, guidelines to implement this section.
(p) For purposes of this chapter:
(1) “Literacy staff” means the designated literacy leads at the department with demonstrated experience in the science of reading and evidence-based literacy instruction.
(2) “Local educational agency” means a school district, county office of education, or charter school.
(q) This section does not prohibit the state board from periodically updating any list approved under this section.

SEC. 13.

 Section 60200.4 of the Education Code is amended to read:

60200.4.
 (a) The state board and each local educational agency shall ensure that the basic instructional materials that it adopts for mathematics and reading in any of grades 1 to 8, inclusive, are based on the fundamental skills required by these subjects, including, but not limited to, systematic, explicit phonics, spelling, and basic computational skills.
(b) It is the intent of the Legislature that the fundamental skills of all subject areas, including systematic, explicit phonics, spelling, and basic computational skills, be included in the adopted curriculum frameworks and that these skills and related tasks increase in depth and complexity from year to year. It is the intent of the Legislature that the instructional materials adopted by the state board and each local educational agency meet the provisions of this section.

SEC. 14.

 Section 60207.5 is added to the Education Code, to read:

60207.5.
 (a) On or before January 1, 2026, the state board shall, for purposes of Section 60200 and using the evaluation criteria pursuant to subdivision (c) of Section 60200, adopt basic and supplementary instructional materials, as defined in subdivisions (a) and (l), respectively, of Section 60010, for transitional kindergarten, kindergarten, and grades 1 to 8, inclusive, in English language arts, English language development, and reading.
(b) The state board shall ensure that all instructional materials adopted pursuant to this section are aligned to the most recently adopted academic content standards and curriculum frameworks, and adhere to the science of reading.
(c) (1) The department shall publish the complete list of instructional materials adopted pursuant to this section on its internet website and shall distribute the complete list to all local educational agencies pursuant to subdivision (h) of Section 60200.
(2) This section does not prohibit the state board from periodically updating the approved list.

SEC. 15.

 Section 60210 of the Education Code is amended to read:

60210.
 (a) Notwithstanding any other law, a local educational agency may use instructional materials that are aligned with the academic content standards adopted pursuant to Section 60605 or 60605.8, or former Section 60605.85, as that section read on June 30, 2014, including instructional materials that have not been adopted by the state board pursuant to Section 60200, except as provided pursuant to subdivision (c) for English language arts, English language development, and reading instructional materials.
(b) If a local educational agency chooses to use instructional materials that have not been adopted by the state board, the local educational agency shall ensure that a majority of the participants of any review process conducted by the local educational agency are classroom teachers who are assigned to the subject area or grade level of the materials.
(c) (1) Notwithstanding subdivision (a), and commencing upon the state board’s adoption of instructional materials pursuant to Section 60207.5, all basic and supplementary instructional materials in English language arts, English language development, and reading for transitional kindergarten, kindergarten, and any of grades 1 to 8, inclusive, adopted by each local educational agency shall adhere to the science of reading and satisfy the evaluation criteria pursuant to subdivision (c) of Section 60200.
(2) Any local educational agency that is currently using basic instructional materials in English language arts, English language development, or reading that are included on the state board’s updated list of adopted instructional materials does not need to take any action except to submit its list of instructional materials to the department pursuant to subdivision (d). action.
(3) Notwithstanding subdivision (b), and commencing upon the state board’s adoption of instructional materials pursuant to Section 60207.5, a local educational agency shall not adopt basic instructional materials in English language arts, English language development, or reading that have not been adopted by the state board unless the local educational agency is granted a waiver from the department pursuant to paragraph (5).
(4) Any local educational agency that previously adopted basic instructional materials in English language arts, English language development, or reading before the state board’s adoption of instructional materials pursuant to Section 60207.5, that are not included on the adopted list, shall apply for a waiver from the department pursuant to paragraph (5) within six months from the publication of the adopted list pursuant to subdivision (h) of Section 60200.
(5) (A) The waiver application shall include all of the following:
(i) The rationale for choosing instructional materials not on the state board’s approved list.
(ii) Documentation that the proposed instructional materials meet all the evaluation criteria pursuant to subdivision (c) of Section 60200.
(iii) A declaration that no state funds will be used to purchase instructional materials that include concepts or promote pedagogical practices not supported by the science of reading, as stated in paragraph (5) of subdivision (b) of Section 60011.
(B) The department shall act on the waiver request within 60 calendar days. If approved, no further action shall be required. If denied, the local educational agency shall have one calendar year from the date that the waiver request was denied to select and adopt basic instructional materials in English language arts, English language development, and reading, as applicable, from the state board’s adopted list pursuant to subdivision (h) of Section 60200. Any local educational agency whose waiver request is denied shall notify all parents and legal guardians, in writing, within 30 calendar days of receiving the waiver denial and shall send an additional notification, in writing, upon coming into compliance.
(C) (i) On or before June 30, 2025, the department shall establish the process that local educational agencies shall follow to request a waiver for selecting basic instructional materials not on the state board’s adopted list, consistent with subparagraphs (A) and (B). The department shall ensure that waiver reviewers are knowledgeable of the criteria pursuant to subdivision (c) of Section 60200 and have demonstrated expertise in the science of reading, inclusive of the unique needs and assets of English learners.
(ii) On or before December 31, 2027, each local educational agency shall provide to the department, and the department shall develop, maintain, and annually update update, a current list of basic and supplementary instructional materials in English language arts, English language development, and reading, adopted by each local educational agency that is publicly accessible on its internet website.
(D) (i) If a local educational agency chooses to use instructional materials that have not been adopted by the state board, the local educational agency shall ensure that a majority of the participants of any review process conducted by the local educational agency are classroom teachers who are assigned to the subject area or grade level of the instructional materials.
(ii) Commencing January 1, 2027, any school personnel, including any classroom teachers, that are selected to review English language arts, English language development, and reading instructional materials shall have completed an approved professional development and training program pursuant to subdivision (f) of Section 44756.
(E) The department shall ensure that any local educational agency whose waiver is denied comes into compliance within the timeline specified in subparagraph (B).
(d) Commencing August 31, 2027, and annually thereafter, the department shall report to the appropriate policy and fiscal committees of the Legislature, consistent with Section 9795 of the Government Code, the state board, and the Governor, each local educational agency that is using basic instructional materials in English language arts, English language development, and reading that are not from the state board board’s adopted list pursuant to subdivision (h) of Section 60200, or that have not been granted a waiver pursuant to paragraph (5) of subdivision (c). The department shall make the report publicly available on its internet website.

SEC. 16.

 Section 92668.5 is added to the Education Code, to read:

92668.5.
 (a) The collaborative formed pursuant to Section 92666 may be expanded to include any University of California campus or California State University campus willing to voluntarily participate in strengthening educational support and effective means of teaching literacy through faculty professional development and training programs that adhere to the science of reading.
(b) It is the intent of the Legislature to provide grant funding to both expand the collaborative and to do all of the following:
(1) Provide faculty professional development aligned with the science of reading to faculty members who teach literacy and reading instruction at accredited institutions with approved educator preparation programs.
(2) Provide stipends to faculty members who teach literacy in educator preparation programs and who successfully complete the professional development program under subdivision (a).
(3) Contract with outside vendors trained in the science of reading.
(4) Annually report to the Commission on Teacher Credentialing a list of educator preparation programs, and the number of faculty members tho who have satisfactorily completed professional development through the collaborative, that is made publicly available on the commission’s internet website.
(c) For purposes of this section, the following definitions apply:
(1) “Effective means of teaching literacy” has the same meaning as described in paragraph (4) of subdivision (b) of Section 44259.

(1)

(2) “Science of reading” has the same meaning as defined in subdivision (b) of Section 60011.

(2)“Effective means of teaching literacy” has the same meaning as described in paragraph (4) of subdivision (b) of Section 44259.

SEC. 17.

 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.