Introduction to Reading First

Special Education Teacher Professional Development (SETPD) Pilot Program

The California State Legislature appropriated Reading First carryover funds for a three-year Special Education Teacher Professional Development Pilot Program. Competitive sub-grants will be available to local educational agencies (LEAs) interested in professional development in reading for kindergarten through grade three (K-3) (priority one), and kindergarten through grade twelve (K-12) (priority two) special education teachers. The three-year grant shall be for training special education teachers in the use of State Board of Education (SBE) adopted reading/language arts instructional programs to teach reading to special education students in K-12.

SETPD Request for Applications for Fiscal Year 2007-08
SETPD Funding Award for Fiscal Year 2007-08

Reading First (RF) Evaluation Reports

These reports commissioned by the California Department of Education (CDE) in accordance with No Child Left Behind documents the achievement and implementation of three cohorts of schools that have received Reading First funding since 2003.

Supplemental Survey Report, March 2008 (PDF; Outside Source)

Year Five Evaluation Report (PDF; Outside Source)

Year Four Evaluation Report (PDF; Outside Source)
Year Three Evaluation Report (PDF: Outside Source)

Eligible Local Educational Agencies (LEAs) for RF funding

Cohort One
Cohort Two
Cohort Three
Cohort Four

Funding Results for Reading First

Cohort One, Sixth Year Funding (2007-08)
Cohort One, Fifth Year Funding and Amendments (2006-07)
Cohort One, Fourth Year Funding (2005-06)
Cohort Two, Fourth Year Funding and Amendments (2006-07)
Cohort Three, Fourth Year Funding and Amendments (2007-08)
Cohort Three, Third Year Funding (2006-07)
Cohort Three, Second Year Funding (2005-06)
Cohort Four, First Year Funding (2005-06)

Reading First Request for Application (RFA) (Cohort Four)

The due date for the Request for Application has passed. This page is for reference and administration of funding.

Significant Progress Regulations

Defining the Regulations for significant progress that districts must attain in order to continue to receive funding for fiscal year 2006-07.

Regional Technical Assistance Centers

Regional Technical Assistance Centers (RTACs) are part of California's Reading First regional infrastructure. They provide technical assistance to local educational agencies in the implementation of their local plans and in meeting the California Reading First Goals. RTACs provide training to personnel, select and supervise experts on content of the state-adopted programs, use of classroom and outcome assessment tools, and work with districts and sites to ensure full implementation of the state-adopted reading programs.

Listing of Regional Technical Assistance Centers and Directors

Fifth Year Funding Result for RTACs (2006-07)

Related Links

California's Reading First Plan
California's plan to improve reading in kindergarten through grade three classrooms.

U.S. Department of Education (Outside Source)
The No Child Left Behind Act establishes Reading First as the primary national initiative for improving reading in kindergarten through grade three classrooms.