Screening for Risk of Reading Difficulties FAQs

The legislation requiring the screening of pupils for risk of reading difficulties includes findings and declarations that speak to the purpose of the screening for risk of reading difficulties. Specifically,

• Screening pupils for risk of reading difficulties, including dyslexia, is one of many tools that educators can use to gain information about how to support pupils’ learning.
• Early identification and intervention with evidence-based early literacy instructional strategies and materials improves literacy outcomes for pupils at risk of, and with, reading difficulties, including dyslexia.
• By screening all pupils for risk of reading difficulties early, California can help families and teachers achieve the best learning and life outcomes for all pupils and close academic achievement gaps. Education Code Section (EC) 53008(a)(1)(2)
  

An LEA must adopt the screening instrument(s) on or before June 30, 2025. EC 53008(d)

Yes. On or before June 30, 2025, the governing board or body of an LEA serving pupils in kindergarten or grades one or two must adopt, at a public meeting, one or more screening instruments from the list adopted by the Reading Difficulties Risk Screener Selection Panel. EC 53008(d)

An LEA is required to adopt one or more screening instruments from the list adopted by the Reading Difficulties Risk Screener Selection Panel. EC 53008(d)

The legislation neither requires nor precludes an LEA from going through a piloting process prior to adopting screening instrument(s) in accordance with EC 53008(d).

No. On or before June 30, 2025, the governing board of LEAs serving pupils in kindergarten or grades one or two must adopt one or more screening instruments from the list adopted by the Panel. EC 53008(d). An LEA must assess students “using the screening instrument or instrument(s) adopted by the governing board or body of the local educational agency.” EC 53008(e).

Pupils who do not speak sufficient English to be screened with an English-language instrument must be screened in their primary language if a screening instrument in their primary language is included on the list of screening instruments adopted by the Reading Difficulties Risk Screener Selection Panel. EC 53008(h)

An LEA must adopt one or more screening instruments that provide assessments for both English-speaking pupils and non-English speaking pupils, in languages reflecting the primary languages of the pupils in the LEA, to the extent assessments in those languages are available. EC 53008(d)

If a screening instrument is not adopted by the Reading Difficulties Risk Screener Selection Panel in at least one language in which a pupil is proficient, before the pupil can be screened, the pupil’s risk for reading difficulties shall be evaluated through an analysis of the pupil’s developmental history, educational history, and literacy progress, taking into account the pupil’s home background and evolving English language abilities, including speaking, listening, reading, spelling, and writing, consistent with the California Dyslexia Guidelines (page 33). Components of screening instruments that do not require English language proficiency may be used in this evaluation. EC 53008(h)

If a screening instrument in the pupil’s primary language is adopted by the Reading Difficulties Risk Screener Selection Panel, the LEA must assess the pupil using the appropriate screening instrument. EC 53008(h)

When a pupil acquires sufficient English language knowledge and fluency to be able to be assessed using a screening instrument adopted by the LEA, the LEA must assess the pupil using the appropriate screening instrument. EC 53008(h)

No. Results of a screening assessment must not be used for any high-stakes purpose, including the reclassification of those classified as English learners. EC 53008(m)

The statute does not define “sufficient English” or “language proficiency.” The definition of language proficiency, including “sufficient English,” may depend upon and be defined by each screening instrument adopted by the Panel. For specific guidance, LEAs should refer to materials provided with the screening instrument(s) adopted by their governing board. In addition, LEAs may refer to the Information Overview for each screening instrument posted on the California Literacy web page under the screening tab for “Information about establishing student language proficiency to administer screener.”

No. Education Code Section 53008(m) states that results of an assessment administered pursuant to this section shall not be used for any high-stakes purpose, including, but not limited to … reclassification of English learners.

An LEA serving pupils in any of kindergarten or grades one or two must assess each pupil in kindergarten and grades one and two, subject to enumerated exceptions discussed below. EC 53008(e), (f) and (i).

An LEA serving pupils in kindergarten or grades one or two must administer the screener beginning no later than the 2025-26 school year, and annually thereafter. EC 53008(e)

In determining when during the school year to administer each screening instrument, an LEA must consider whether pupils have received sufficient instruction in foundational reading skills to support a valid assessment. Note that this requirement does not restrict LEAs from providing additional pupil screenings or diagnostic evaluations, as appropriate. EC 53008(e)

Yes. Subject to the exceptions and exemptions set forth in EC 53008(e), (f), and (i), an LEA must screen all pupils in kindergarten and grades one and two at least once each school year. EC 53008(e), (f), and (i).

If a pupil enrolls for the first time in kindergarten or grades one or two after the screening instrument(s) have been administered to all pupils in the given grade in that school year, the LEA must assess the pupil using the screening instrument(s) adopted by the governing board or body of the LEA within 45 calendar days of enrollment, unless the pupil's parent or guardian opts out of the screening in writing, or unless the parent or guardian provides documentation or the LEA has documentation that the pupil has had a similar screening in their prior school for their current grade and the parent or guardian was made aware of the results. EC 53008(f)

The law neither requires nor precludes an LEA from screening a pupil in more than one language in which the child is proficient.

Yes, employees administering the screening instruments must be appropriately trained to administer the instrument. EC 53008(e). As part of the 2024 Budget, the Governor and the Legislature allocated funding to CDE to be distributed to LEAs for the purpose of training educators to administer the instruments. (SB 153, Sec. 117(c).)

Instruments for screening reading difficulties serve different purposes than interim or benchmark assessments. The Panel approved screening instruments are designed to identify students at risk for reading difficulties (EC 53008(o)(4)). Any results from assessing students using the screeners adopted by the Panel pursuant to 53008(c) may only be used to assess risks of reading difficulties. Those results may not be used for any high-stakes purposes. EC 53008(l), (m). In contrast, interim or benchmark assessments are used to measure student progress toward achieving grade-level standards (ELA/ELD Framework, 2014, p. 824).

For more information pertaining to screening instruments and interim and benchmark assessments, see Chapter 8 of the ELA/ELD Framework.

An LEA must provide parents or guardians of pupils eligible for screening with information about the screening, including the date(s) of the screening and instructions for how parents or guardians may opt out of the screening on behalf of their child, no later than 15 calendar days before the administration of the screening instrument(s). An LEA is encouraged to provide this information with other back-to-school materials at the beginning of the school year. EC 53008(j)

Yes. An LEA must make pupil results from screening assessments available to the pupil’s parent or guardian in a timely manner, but no more than 45 calendar days from the date the assessment was administered. The results must include information about how to interpret the results, as well as the next steps, including the supports and services set out in the question "If a pupil is identified as being at risk of having reading difficulties after being screened, what supports and services must an LEA provide that pupil?" (below), if applicable. EC 53008(k)

The notifications an LEA provides to parents or guardians regarding the screening must comply with translation requirements in EC 48985, subsection (a), which states in part:

(a) If 15 percent or more of the pupils enrolled in a public school that provides instruction in kindergarten or any of grades one to twelve, inclusive, speak a single primary language other than English, as determined from the census data submitted to the department pursuant to Section 52164 in the preceding year, all notices, reports, statements, or records sent to the parent or guardian of any such pupil by the public school or school district shall, in addition to being written in English, be written in the primary language, and may be responded to either in English or the primary language. EC 53008(n)

Yes. A parent or guardian of a pupil may opt out of the screening if they do so in writing. EC 53008(e), (f).

Yes, unless the parent or guardian opts out in writing, or the parent or guardian provides documentation or the LEA has documentation that the pupil has had a similar screening in their prior school for their current grade and the parent or guardian was made aware of the results. EC 53008(f)

An LEA must screen all pupils in accordance with EC 53008(e) & (f). See Questions 12 and 15. However, with the prior written consent of the pupil’s parent or guardian, a pupil may be exempted from being screened by the LEA if any of the following criteria are met:

• The pupil has a current identification or diagnosis of a reading difficulty, reading disorder, or other disability.
• The pupil is eligible for special education and related services pursuant to the IDEA or a plan pursuant to Section 504.
• The pupil is in the process of being assessed for eligibility for special education and related services pursuant to the Individuals with Disabilities Education Act (IDEA) or a plan pursuant to Section 504, and the pupil is being evaluated with diagnostic assessments that make the pupil’s assessment or evaluation using the screening instrument(s) redundant. EC 53008(i)
  

LEAs must provide parents or guardians with information regarding the screening, including how the parent or guardian may opt out of the screening on behalf of their child. Specifically, Education Code section 53008(j) states: "A local educational agency shall provide parents or guardians with information about the screening, including the date or dates of the screening and instructions for how parents or guardians can opt out of the screening on behalf of their child, no later than 15 calendar days before the administration of the screening instrument or instruments. A local educational agency is encouraged to provide information about screening pursuant to this section with other back-to-school materials at the beginning of the school year." EC 53008(j).

A parent’s or guardian’s decision to opt out of the screening on behalf of their child must be in writing. EC 53008(e), (f).

While an LEA must provide parents or guardians with instructions for how parents or guardians may opt out of the screening on behalf of their child (EC 53008(j)), the statute is silent about how LEAs can meet this requirement, including whether an LEA must create an opt out form for parents or guardians. The CDE suggests LEAs work with their legal counsel to determine how they can meet this requirement.

An LEA must screen all students in accordance with EC 53008(e) and (f). However, a parent or guardian of any kindergarten, grade one, or grade two student may opt out of the screening if they do so in writing. EC 53008(e), (f)

In addition, a pupil may be exempted from the screening by the LEA with the prior written consent of the parent or guardian, if any of the following criteria are met:

• The pupil has a current identification or diagnosis of a reading difficulty, reading disorder, or other disability.
• The pupil is eligible for special education and related services pursuant to the IDEA or a plan pursuant to Section 504.
• The pupil is in the process of being assessed for eligibility for special education and related services pursuant to the IDEA or a plan pursuant to Section 504, and the pupil is being evaluated with diagnostic assessments that make the pupil’s assessment or evaluation using the screening instrument(s) redundant. EC 53008(i)

The statute is silent on whether an LEA must document in a student’s IEP or 504 plan when a pupil is exempted from screening by the LEA pursuant to EC 53008(i). The CDE suggests LEAs consult with their legal counsel concerning this question. See the FAQs pertaining to “Exceptions” and “Use of Screening Results”.

Education Code section 53008(i) is silent on how an LEA should document a parent’s prior written consent to exempting their student from the screening. The CDE suggests LEAs consult with their legal counsel concerning this question.

Yes, unless the student is exempted from the screening by the LEA with the prior written consent of the parent or guardian. EC 53008(i).

Screening results must be used as a flag for potential risk of reading difficulties, not as a diagnosis of a disability. Results must be used as part of a broader process that:

• further evaluates pupil needs and progress;
• identifies supports for classroom instruction;
• engages targeted individual intervention as needed; and
• allows for further diagnosis if concerns do not resolve.

EC 53008(l)

As explained in the legislative findings, screening should be considered part of a school's comprehensive instructional strategy, and should be used by educators like other types of formative and summative assessments: to inform individualized instruction, measure a pupil's progress, identify pupil learning needs, and enable parents and educators to discuss pupil needs in a more informed way. EC 53008(a)(1)

Yes. Results from a screening instrument(s) cannot be used for any high-stakes purpose, including but not limited to, teacher or other school staff evaluation, accountability, pupil grade promotion or retention, identification for gifted or talented education, reclassification of English learners, or identification as an individual with a disability. EC 53008(m)

No. The screening for risk of reading difficulties is not considered an evaluation or diagnostic tool to establish eligibility for special education and related services pursuant to the IDEA, nor is the screening considered an evaluation to determine eligibility pursuant to Section 504. However, an LEA may use the screening instruments to recommend that a pupil receive further assessment and evaluation to establish eligibility for special education and related services pursuant to the IDEA, or to determine eligibility for a plan pursuant to Section 504. Screening instruments cannot be used to delay the Child Find process required under the IDEA. EC 53008(g)

Statute requires LEAs serving pupils in kindergarten or grades one or two to assess each pupil in kindergarten and grades one and two, subject to enumerated exceptions discussed in the FAQs. EC 53008(e), (f) and (i). Statute also requires that the LEA make available results from assessments administered pursuant to this section to the pupil's parent or guardian in a timely manner, but no more than 45 calendar days from the date the assessment was administered, including information about how to interpret the results, as well as the next steps pursuant to EC 53008(l), if applicable. EC 53008(k).

Statute does not require LEAs to report results to the CDE.

If a pupil is identified as being at risk of having reading difficulties after being screened using an approved screening instrument, the LEA must provide the pupil with supports and services, appropriate to the specific challenges identified by the screening instrument and other pertinent information about the pupil, which may include, among other supports and services, any of the following:

1. Evidence-based literacy instruction focused on the pupil's specific needs.
2. Progress monitoring.
3. Early intervention in the regular general education program.
4. One-on-one or small group tutoring.
5. Further evaluation or diagnostic assessment.

EC 53008(l)

EC 53008 required the SBE, by January 31, 2024, to appoint an independent panel of experts for the purpose of creating an approved list of evidence-based, culturally, linguistically, and developmentally appropriate screening instruments for pupils in kindergarten and grades 1 and 2 to assess pupils for risk of reading difficulties, including possible neurological disorders such as dyslexia.

Education Code Section 53008

The Panel—comprised of educators, administrators, specialists, academics, and researchers with broad experience in literacy and reading difficulties—was appointed by the SBE at its January 18, 2024 meeting. The Panel conducted a comprehensive and transparent review and approval process in accordance with the Bagley-Keene Open Meeting Act. This process—which included ten publicly noticed meetings open to the public for all persons to attend— took place over several months, and involved the SBE’s approval of the Panel’s review process, review elements and evaluation criteria, and rubric at the SBE’s May 8, 2024, meeting.

Over several of the aforementioned meetings, the Panel engaged in public deliberations that incorporated the review process, review elements and evaluation criteria, rubric, evaluation protocol, and the established basis for approval. Following those deliberations, the Panel voted to approve the following list of screening instruments and corresponding information overviews.

Please see Items 04 and Item 05 from the Panel’s December 16, 2024, Meeting Agenda.