In 2023, Gov. Gavin Newsom signed into law Senate Bill 114, implementing screening protocols to identify early reading difficulties. Diagnosed with dyslexia as a child, he has been an outspoken advocate for early diagnosis of dyslexia and the importance of early interventions.

It is important for underlying challenges with reading to be identified and addressed as early as possible. According to the Annie E. Casey Foundation, “students who don’t read proficiently by third grade are four times more likely to leave high school without a diploma than proficient readers.” In an effort to detect underlying issues that may hinder a student’s ability to read fluently, such as dyslexia, SB 114 requires all students in grades K-2 to be screened for reading difficulties. Screening of students will better enable local educational agencies to identify students at risk for reading difficulties early in their education, allowing for timely intervention and support.

Once students are identified as having reading difficulties, it is vital that LEAs utilize this information to proceed with additional evaluation, interventions and classroom supports. Working together, governing boards, staff and parents/guardians can set students up for future success in education and in life.

SB 114 requires school boards to have adopted one or more screening instruments by June 30, 2025, to assess all students in grades K-2 for risk of reading difficulties. The screening instrument(s) must be selected from the list of screening instruments approved by the State Board of Education (SBE) and are required to provide assessments for both English-speaking and non-English-speaking students. A list of approved instruments is available on the California Department of Education’s webpage, Reading Difficulties Risk Screener Selection Panel.

Annually, beginning with the 2025–26 school year, LEAs are required to assess each student in grades K-2 for risk of reading difficulties using the screening instrument(s) adopted by the board, unless a student’s parent/guardian opts out of the screening in writing. The LEA has flexibility to determine when during the school year to administer the screening assessment. However, in determining when to screen students, the LEA is required to consider whether students have received sufficient instruction in foundational reading skills to support a valid assessment.

Students who do not speak sufficient English to be screened with an English language instrument are required to be screened in their primary language if a screening instrument in their primary language is available. When a student acquires sufficient English language knowledge and fluency to be able to be assessed using the selected screening instrument, or if a screening instrument in their primary language becomes available, the LEA is then required to assess that student using the appropriate screening instrument.

If a student enrolls for the first time in the LEA in grades K-2 after the screening instrument(s) has been administered, the LEA is required to assess the student within 45 calendar days of enrollment. However, a student is not required to be screened if (1) the student’s parent/guardian opts out of the screening in writing, or (2) there is documentation that the student has had a similar screening in their prior school for their current grade and the parent/guardian was made aware of the results.

The screening instrument may be administered by the student’s teacher of record, or other school employees. SB 153 (2024) clarifies that employees who administer the screening instruments are required to be appropriately trained to administer the instrument.

At least 15 calendar days before administration of the screening instrument(s), the LEA is required to provide parents/guardians of eligible students with information about the screening, including the date(s) of the planned assessments, and instructions for how parents/guardians can opt out of their child’s screening.

A student may be exempted from the screening if the parent/guardian opts out in writing and the student either (1) has a current identification or diagnosis of a reading difficulty, reading disorder or other disability, (2) is eligible for special education and related services or has a 504 plan, or (3) is in the process of being assessed for eligibility for special education and related services or a 504 plan and the screening for risk of reading difficulties is redundant.

The SBE has developed additional literacy guidance to support implementation of English Language Arts/English Language Development (ELA/ELD). In May 2025, the SBE approved the revised California Comprehensive State Literacy Plan that aligns and integrates state literacy initiatives, content standards and state guidance to support educators. Additionally, the 2025 Literacy Roadmap includes practical framework implementation guidance by grade level.

SB 488 (2021) required the California Commission on Teacher Credentialing (CTC) to update its literacy and reading standards and the Teaching Performance Expectations, and in response, CTC launched the new Literacy Performance Assessment on July 1, 2025. SB 488 also requires teacher preparation programs to incorporate evidence-based means of teaching foundational literacy skills, tiered supports, ongoing diagnostic techniques and early intervention, alignment with the ELA/ELD Framework, and the incorporation of the California Dyslexia Guidelines.

Board Policy 6142.91 – Reading/Language Arts Instruction was recently updated as part of the June 2025 Policy Update Packet to reflect the requirement for boards to adopt a screening instrument and for annual screening of students in grades K-2 for reading difficulties. With the new school year beginning, now is a good time for LEAs to review their policies related to reading and ensure that their board has adopted an approved screening instrument and that there is a plan in place to begin screening students in grades K-2 for reading difficulties.