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Literacy and Reading Instruction
Senate Bill 488 (Chap. 678, Stats. 2021) required the Commission on Teacher Credentialing (Commission) to update its literacy and reading standards and their corresponding Teaching Performance Expectations (TPEs) for the preparation of teaching candidates. Additionally, the bill required the Commission to review teacher preparation programs and certify that they are providing instruction in the updated standards and TPEs, as well as to develop a new literacy performance assessment to replace the current Reading Instruction Competence Assessment (RICA).
Background
Senate Bill (SB) 488 amended EC §44283 and §44283.2 and added EC §44259 (b)(4)(A) and (B) to require the Commission to complete a series of actions related to literacy instruction. These sections of statute specify that the study of effective means of teaching literacy and evidence-based means of teaching foundational reading skills are included as part of the minimum requirements for a Multiple Subject credential, Single Subject credential, and Education Specialist credentials and requires that the Commission’s standards and Teaching Performance Expectations (TPEs) align with the current State Board of Education adopted English Language Arts/English Language Development Framework and incorporate the California Dyslexia Guidelines. While SB 488 requires both full implementation of the new standards and TPEs, it also requires certification by the Commission that the content of EC §44259(b)(4)(A) and (B) is covered as part of the curriculum within the teacher preparation programs. Statute also requires the development of a literacy performance assessment in order to assess candidates for competence in literacy instruction.
At the time of passage of SB 488, the PK-3 Early Childhood Education (ECE) Specialist Instruction credential was not yet fully developed or implemented. However, given the focus of this credential on early learners, the Commission has adopted a literacy standard and associated TPEs that also align with SB 488 for PK-3 ECE Specialist credential programs and their candidates.
Key Features of the New Standards TPEs
- Responds to the provisions of Senate Bill 488 (Chap. 678, Stats. 2021)
- Includes the specific content of EC §44259 (b)(4)(A) and (B) and requires that teacher preparation programs for Multiple Subject, Single Subject in English, Education Specialist, and PK-3 ECE Specialist Instruction credential program include the study of effective means of teaching literacy, including “evidence-based means of teaching foundational reading skills in print concepts, phonological awareness, phonics and word recognition, and fluency to all pupils, including tiered supports for pupils with reading difficulties, English learners, and pupils with exceptional needs.”
- Statute also requires that the study be aligned with the current English Language Arts/English Language Development Framework adopted by the State Board of Education and incorporate the California Dyslexia Guidelines.
- Relevant Program Standards and Teaching Performance Expectations (TPEs) for preliminary Multiple Subject, Single Subject, Education Specialist, and PK-3 Early Childhood Specialist credentials in literacy were created.
- In alignment with the ELA/ELD Framework, the new Literacy Standards and TPEs include five crosscutting themes— Foundational Skills, Meaning Making, Language Development, Effective Expression, and Content Knowledge.
- Literacy Standards and TPEs also include the following components:
- Multi-Tiered System of Support and Best First Instruction
- Access and Equity (including the diversity of California’s students and students with disabilities)
- Instruction that Is Developmentally and Age Appropriate
- Instruction for Multilingual and English Learner Students
- Incorporation of the California Dyslexia Guidelines
- Assessment
New Literacy Standards and Teaching Performance Expectations (TPEs)
Preliminary Multiple Subject and Single Subject Literacy Standard and TPEs - adopted October 2022
(Effective July 1, 2024 for existing Commission approved preparation programs.)
Preliminary Education Specialist Mild to Moderate Support Needs (MMSN) and Extensive Support Needs (ESN) Literacy Standard and TPEs – adopted October 2022
(Effective July 1, 2024 for existing Commission approved preparation programs.)
Preliminary Education Specialist Credentials: Deaf and Hard-of-Hearing (DHH), Visual Impairments (VI), Early Childhood Special Education (ECSE) Literacy Standards and Teaching TPEs – adopted February 2023/Amended (DHH and VI) April 2023
(Effective July 1, 2024 for existing Commission approved preparation programs.)
Resource Guide on Preparing Teachers for Effective Literacy Instruction
Literacy Instruction Certification
All Preliminary Multiple Subject and Preliminary Education Specialist programs (Mild to Moderate Support Needs, Extensive Support Needs, Visual Impairments, Early Childhood Special Education, and Deaf and Hard of Hearing) were required to undergo a literacy certification process pursuant to SB 488. For more information on the literacy instruction process the programs have completed, see PSA 24-01 and the associated PSA 24-08.
Literacy Instruction Certification Webinars
Webinars addressing important aspects of the SB 488 Certification process are available. Nancy Brynelson, the Statewide Literacy Co-Director from the California Department of Education, recorded a two-part webinar examining the literacy standard and TPEs. Although these were recorded for purposes of Literacy Certification, they contain important information about the standards and TPE. The first webinar provides important information about the Foundational Skills for reading instruction. while the second focuses on meaning making, language development, effective expression, assessment, and intervention.
New Standards and TPEs
Important Dates
| 2021 | Passage of SB 488 (Chapter 648, Statutes of 2021) |
| 2023 - 2024 | Commission adopts new Effective Literacy Instruction Standards and Related TPEs |
| Fall 2023 - Fall 2025 | Technical Assistance for programs |
| 2023- June 2025 | Literacy Performance Assessment is developed, pilot and field tested, approved by the Commission, and passing standard established. |
| July 1, 2024 | Literacy program standards and TPEs become operational. |
| 2024-2025 | Commission begins certification process in accordance with SB 488 ensuring that all programs are aligned to the new literacy program standards and TPEs |
| July 1, 2025 | Literacy Performance Assessment becomes operational |
Program Sponsor Alerts (PSAs)
PSA 24-08 - August 7, 2024
SB 488 Literacy Instruction Certification - Additional Information and Clarification
PSA 24-01 - February 2, 2024
Teacher Preparation Program Literacy Instruction Certification Required by SB 488 (Chapter 678, Statutes of 2021)
PSA 23-07 – September 15, 2023
Implementation of Literacy Standards and TPEs
PSA 23-03 – June 30, 2023
Transition Plan for the Reading Instruction Competence Assessment
PSA 23-02 –
June 1, 2023
Adoption of Revised Literacy Standards and TPEs for the Preliminary Education Specialist: Deaf and Hard-of-Hearing, Visual Impairments, and Early Childhood Special Education Preparation Programs, Pursuant to Senate Bill 488
PSA 22-15 – November 30, 2022
Adoption of Revised Literacy Standards and TPEs for Preliminary MS, SS, Education Specialist (MMSN and ESN) and PK 3 Specialist Instruction Preparation Programs
Examination Information
Candidates are required to demonstrate effective literacy instruction prior to being recommended for the preliminary credential. The Reading Instruction Competence Assessment (RICA) is no longer available as of June 30, 2025. Candidates must take and pass a Commission-approved literacy performance assessment or the Foundations of Reading Examination. More information on these assessment can be found on California Educator Credentialing Examinations or by contacting one’s preparation program.
Resources
Senate Bill 488 required that the new literacy standards and TPEs be aligned to the California ELA/ELD Framework and incorporate the California Dyslexia Guidelines. The free professional learning opportunities are helpful in implementing the new literacy standards and performance expectations.
Senate Bill 488 (Chapter 678, Statutes of 2021)
California ELA/ELD Framework
California Dyslexia Guidelines
Resource Guide on Preparing Teachers for Effective Literacy Instruction
Resource List: Examining the Literacy Standard and TPEs for SB 488 Certification
Resource List: Certification Process for Literacy Instruction in Teacher Education Programs
UC/CSU Collaborative for Neurodiversity and Learning
- UC/CSU Collaborative for Neurodiversity and Learning offers a series of free e-learning modules that
represent the collaborative work of UC, CSU general, special, and bilingual researchers and teacher educators. The module content supports the literacy development of a wide range of learners, including those with dyslexia. Modules continue to
be added to this series.
- CA Dyslexia Guidelines Crosswalk on Intersection with Literacy TPEs
- The UC/CSU Collaborative on Neuroscience, Diversity, and Learning has shared a crosswalk identifying where each of the chapters of the California Dyslexia Guidelines intersect with the Literacy TPEs. This tool will be valuable to institutions that must demonstrate where the Dyslexia Guidelines are being incorporated within their programs for certification, program review, or initial program review (IPR).
- The Collaborative also provides Resources for Literacy Development that allow an individual to select a topic of interest in literacy and then explore a variety of available resources.
California Department of Education Webinars
- Recentering California’s ELA/ELD Framework Webinar Series
CDE held free virtual webinar series in 2023-2024 designed to recenter the ELA/ELD Framework, the blueprint for the implementation of the California State Standards for ELA and Literacy and the California ELD Standards. The ELA/ELD Framework advocates for a comprehensive and integrated model of literacy that offers evidence-based literacy instruction, including explicit instruction in phonics, phonemic awareness, and other decoding skills, as well as the development of vocabulary, comprehension, writing, speaking, and listening skills. This series is designed for all educators to learn more about California’s recommended literacy policies and practices, as well as why the ELA/ELD Framework is as relevant today as it was in 2014, how it is organized what it offers. This webinar series is available at the following website: Recentering California's ELA/ELD Framework Webinar Series.
California Dyslexia Initiative
The Sacramento County Office of Education was selected as the project lead on the California Dyslexia Initiative (CDI) and is working in partnership with the University of California San Francisco (UCSF) Dyslexia Center to build capacity and resources across California’s educational systems to address the needs of struggling readers and students with dyslexia. Educator resources are available, including videos, articles, webinars, and professional development modules to foster a deeper understanding of dyslexia and support students with learning difficulties.
Contact Information
- For questions specific to all Literacy Standard 7 and associated TPEs:
Contact: Literacy_Standards@ctc.ca.gov