Literacy and Reading Instruction 

Literacy Certification Reviewers Needed!
Individuals with knowledge, experience, and expertise in literacy instruction are needed to assist in reviewing program submissions for the Literacy Instruction Certification process (see below on this page). This is an excellent opportunity for faculty and individuals with literacy instruction expertise, including PK-12 practitioners. Commission-approved educator preparation programs that are engaged in implementation of the new literacy standards and teaching performance expectations may find it particularly helpful to have program personnel participate as reviewers. The Commission is expecting over 230 submissions. In order to complete the reviews and return feedback to institutions in a timely manner, numerous reviewers will be needed. Please complete this short form to indicate your interest and expertise.  

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 for the preparation of teaching candidates and their corresponding Teaching Performance Expectations (TPEs). 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. 

Although the PK-3 Early Childhood Education (PK-3 ECE) Specialist Instruction credential was not identified in SB 488, the Commission is applying all the same requirements to this credential and its preparation programs as are required for the Multiple Subject credential. 

Key Features of the New Standards and 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, and Education Specialist credentials 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:

1. Multi-Tiered System of Support and Best First Instruction
2. Access and Equity (including the diversity of California’s students and students with disabilities)
3. Instruction that Is Developmentally and Age Appropriate
4. Instruction for Multilingual and English Learner Students
5. Incorporation of the California Dyslexia Guidelines
6. Assessment
   

NEW Literacy Standards and Teaching Performance Expectations (TPEs)

Preliminary Multiple Subject and Single Subject Literacy Standard and TPEs - adopted October 2022
(Effective immediately for all new proposed programs and 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 immediately for all new proposed programs and 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 immediately for all new proposed programs and July 1, 2024 for existing Commission approved preparation programs.) 

Resource Guide on Preparing Teachers For Effective Literacy Instruction

This resource guide is intended to be used by teacher preparation programs as they are revising their programs to address the updated standards and teaching performance expectations (TPEs) required by Senate Bill 488 (Chap. 678, Stats. 2021).  The intent of SB 488 was to ensure that teachers prepared in California are able to implement effective literacy instruction for all California students, including multilingual and English learner students and students with disabilities, such as dyslexia. 

Literacy Instruction Certification

PSA 24-01: TEACHER PREPARATION PROGRAM LITERACY INSTRUCTION CERTIFICATION REQUIRED BY SB 488 (CHAPTER 678, STATUTES OF 2021)

This PSA includes six appendices. The first two are: 

1) Appendix A, which provides general information on the SB 488 certification process for literacy instruction
2) Appendix B, which consists of the submission requirements/instructions for all teaching credential areas. Programs are required to submit Appendix B as part of the certification process.

The following four appendices include templates, by credential program type, of the TPE matrices programs are required to submit as part of the certification process. The appendices are available individually below. 

3) Appendix C: A separate appendix should be submitted for each credential type but not pathway. See Appendix A for more information on credential pathways.

Preliminary Multiple Subject 
Preliminary Education Specialist: Mild to Moderate Support Needs (MMSN)
Preliminary Education Specialist: Extensive Support Needs (ESN)

4) Appendix D:

Education Specialist: Early Childhood Special Education (ECSE)

5) Appendix E:

Education Specialist: Visual Impairments (VI)

6) Appendix F:

Education Specialist: Deaf and Hard of Hearing (DHH)

SB 488 Literacy Certification Office Hours

Pursuant to Senate Bill 488 (Chap. 678, Stats 2021) the Commission is required to certify that all Preliminary Multiple Subject, Education Specialist, and PK-3 ECE Specialist Instruction credential programs are providing instruction aligned to the statutory requirements of Education Code Section 44259(b)(4)(A) and (B). Commission staff will be holding literacy certification technical assistance office hours at the days/times below.

Wednesday, May 8: 10:00-11:00 am Zoom link
Wednesday, May 22: 10:00–11:00 am Zoom link
Tuesday, June 11: 10:00-11:00 am Zoom link
Wednesday, June 26: 10:00–11:00 am Zoom link

Questions and Answers from the SB 488 Literacy Certification Office Hours