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Literacy Coaches and Reading Specialists 2022-27

Provides funds to develop literacy programs, employ and train literacy coaches and reading specialists, and develop and implement interventions for students needing targeted literacy support.

Assembly Bill 181, Section 137 (Chapter 52, Statutes of 2022) External link opens in new window or tab. and Senate Bill 114, Section 104 (Chapter 48, 2023) External link opens in new window or tab. authorizes the Literacy Coaches and Reading Specialists (LCRS) program. For 2022–23, the sum of $250 million was appropriated from the General Fund to the Superintendent of Public Instruction (SSPI) for the LCRS Grant Program. Of the total funding, the SSPI allocated $225 million to eligible school sites to develop school literacy programs, employ and train literacy coaches and reading and literacy specialists, and develop and implement interventions for students in need of targeted literacy support. Of the funds appropriated, $25 million is available for the LCRS Educator Training (LCRSET) grant. The SSPI, in collaboration with the Commission on Teacher Credentialing (Commission), and subject to the approval of the executive director of the State Board of Education (SBE), selected a county office of education (COE), through a competitive process, to develop and provide training for educators to become literacy coaches and reading and literacy specialists.

For the 2023–24 funding, Senate Bill 114, Section 104 (Chapter 48, 2023) External link opens in new window or tab., an additional sum of $250 million was appropriated from the General Fund to the SSPI to augment the LCRS program. Of the total funding, the SSPI allocated $248 million to eligible school sites for the same purposes as the first allocation. Additionally, of the funds appropriated, $2 million is available to the COE chosen to support sites receiving LCRS funds to provide additional training and to contract with an independent evaluator.

2022–23 Funding

Funds are allocated based on an eligible site's enrollment in kindergarten or any of grades one to three, inclusive, so that no local educational agency (LEA) shall receive less than $450,000 per eligible school site. Grant amounts will be determined using 2021–22 school enrollment data determined as of the California Longitudinal Pupil Achievement Data System (CALPADS) Fall 1 Certification.

Funds may be expended during the 2022–23, 2023–24, 2024–25, 2025–26, and 2026–27 fiscal years. An annual report will be required every year. An interim report will be due on or before June 30, 2024, and a final report will be due on or before June 30, 2027. Any funds not encumbered by June 30, 2027, must be returned to the California Department of Education (CDE).

2023–24 Funding

Funds are allocated based on an eligible site's enrollment in kindergarten or any of grades one to three, inclusive, so that no LEA shall receive less than $450,000 per eligible school site. Grant amounts will be determined using 2022–23 school enrollment data determined as of the CALPADS Fall 1 Certification.

Funds may be expended during the 2023–24, 2024–25, 2025–26, 2026–27, and 2027–28 fiscal years. An annual report will be required every year. An interim report will be due on or before June 30, 2025, and a final report will be due on or before June 30, 2028. Any funds not encumbered by June 30, 2028, must be returned to the CDE.

Allowable Uses of Funds

LCRS Funds may be used to:

  • Develop school literacy programs
  • Employ and train literacy coaches and reading and literacy specialists
  • Develop an implement interventions for students in need of targeted literacy support

Expenditures for school literacy programs may include:

  1. Developing a school literacy plan that includes goals and actions to improve literacy acquisition for pupils in preschool, if applicable, and kindergarten or any of grades 1 to 3, inclusive. The plan shall identify metrics to measure progress toward the goals and actions.
  2. Hiring at least one literacy coach or reading and literacy specialist per school to support educators and pupils in improving literacy instruction and pupil outcomes. To "employ" means that a local educational agency (LEA), to the extent feasible, will hire a new literacy coach, reading specialist, or both; train existing staff to become a literacy coach; or support existing staff in obtaining a reading specialist credential or authorization. Funds shall not be used to support the salaries of existing literacy coaches and reading specialists.
  3. Increasing access to evidence-based literacy instruction, through strategies, including, but not limited to, any of the following:
    • Providing bilingual reading specialists to support dual language acquisition and English language development programs.
    • Developing and implementing culturally responsive curriculum and instruction.
    • Providing professional development for educators and school leaders in literacy instruction and the use of data to identify and support struggling pupils.
    • Providing professional development for educators and school leaders regarding implementation of English Language Arts/English Language Development (ELA/ELD) Framework and the use of data to support effective instruction.
  4. Establishing an evidence-based family literacy initiative, which may include but is not limited to, the following:
    • Family literacy plans that identify literacy and biliteracy goals, benchmarks, and roles for all family members.
    • Family literacy home visiting programs, including, but not limited to, “promotora” family literacy outreach specialists. LEAs may establish literacy and biliteracy home visits to engage families in how to best support their pupils and every family member in reaching their literacy goals.
    • Extended-day, summer, or weekend family institutes related to literacy and biliteracy. LEAs are encouraged to work with in-house expanded learning programs to establish literacy and biliteracy support programs and literacy enrichment programs during after school, weekend, and summer hours.
    • Public library family literacy partnerships, including, but not limited to, digital tools to support whole family literacy.

Literacy Coaches and Reading Specialists Educator Training Competitive Grant

The CDE, in consultation with the Commission and subject to the approval of the executive director of the SBE, awarded the sum of $25 million for the LCRSET grant to a COE, or consortium of COEs, with demonstrated success in improving literacy, especially among underperforming pupil subgroups. Additionally, priority was given to those COEs that are partnering with institutions of higher education (IHEs) with demonstrated success in providing statewide professional development for expert literacy practice. The goals of this grant are to develop and provide training for educators to become literacy coaches and reading and literacy specialists, provide support for the LEAs that receive the 2022–23 and 2023–24 allocation, and to provide support in meeting the SSPI’s goal of all California students reading by third grade by 2026.

Additionally, of the 2023–24 funds appropriated, $2 million is available to the COE chosen to support sites receiving LCRS funds to provide additional training and to contract with an independent evaluator.

Professional learning opportunities under this grant may include, but are not limited to, all of the following:

  1. Developing and implementing school literacy plans, including identifying metrics to measure progress toward goals and actions.
  2. Developing the knowledge and skills necessary, including literacy knowledge and leadership skills, to become literacy coaches.
  3. Attaining the required specialist credential and/or added authorization to become a reading specialist; attain, if qualified, their bilingual authorization; and participate in professional learning aligned to the Commission’s literacy standards and Teaching Performance Expectations.
  4. Developing knowledge and skills in literacy instruction, including implementation of the ELA/ELD Framework, the development and implementation of culturally responsive curriculum and instruction, and the use of data to identify and support effective instruction and struggling students and diverse learners, including early learners, English Learner (EL) students, pupils with disabilities, and pupils with dyslexia.
  5. Developing knowledge and skills for appropriate identification and use of screening instruments, assessment strategies, and evidence-based literacy instruction, including biliteracy instruction, for diverse learners.
  6. Implementing intensive intervention strategies for pupils struggling with literacy, including tutoring and small group strategies, and strategies for target pupil groups based on data.
  7. Developing and implementing family literacy plans that identify literacy and biliteracy goals, benchmarks, activities, and roles for all family members, as well as promote the availability of the State Seal of Biliteracy

Eligibility and Funding

The application deadline for the LCRSET grantee has passed. For historical purposes, a Request for Applications (RFA) is still available on the LCRS RFA web page. Find more information on the LCRS Funding Profile.

Grant Timeline

The estimated timeline for the selection process is below. This timeline is subject to change.

Activity Date
RFA Release Week of April 3, 2023
Technical Assistance Webinar for Applicants April 10, 2023, 3 to 5 p.m.
Applications Due May 26, 2023, by 4 p.m.
Intent to Award Posted September 11, 2023
Appeals Due September 18, 2023
Final Awards Posted November 2023
Program Start Date November 2023

Reporting

LCRS Expenditure and Reporting System
This is the reporting system LEAs should use to report data for the LCRS program. Annual reports are due by September 30 each year.

LCRS Expenditure and Data Reporting Template (DOCX)
This is a template for expenditure and data reporting.

Literacy Coaches and Reading Specialists Reporting Technical Assistance Webinar
This webinar was held on August 23, 2023, and provided an overview of the reporting requirements and how to submit a report.

PowerPoint Slides (PPTX)

Recording External link opens in new window or tab. (Video, 34:13)

Frequently Asked Questions and Resources

Frequently Asked Questions (FAQ)
Frequently Asked Questions regarding LCRS.

2022–23 Literacy Coaches and Reading Specialists Technical Assistance Webinar
This webinar was held on December 5, 2022, and provided an overview of the legislation, allowed expenditures, and reporting requirements for the first allocation.

PowerPoint Slides (PPTX)

Recording External link opens in new window or tab. (Video; 1:03:19)

2023–24 Literacy Coaches and Reading Specialists Technical Assistance Webinar
This webinar was held on December 18, 2023, and provided an overview of the legislation, allowed expenditures, and reporting requirements for the second allocation.

PowerPoint Slides (PPTX)

Recording External link opens in new window or tab. (Video; 1:05:12)

Related Content

Assembly Bill 181, Section 137 (Chapter 52, Statutes of 2022) External link opens in new window or tab.

Assembly Bill 185, Section 57 (Chapter 571 Statutes of 2022) External link opens in new window or tab.

Senate Bill 114, Section 104 (Chapter 48, 2023) External link opens in new window or tab.

 

 

Questions:   Professional Learning Innovations Office | PLIO@cde.ca.gov
Last Reviewed: Friday, December 22, 2023
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