Literacy Coaches and Reading Specialists FAQs

Funding Calculations and Apportionment of Funds

Fiscal Year 2022-23

1. Who was eligible to receive Literacy Coaches and Reading Specialists funds in the 2022-23?

   Eligible school sites are defined as elementary school sites operated by a local educational agency (LEA), defined as an elementary or unified school district, county office of education (COE), or charter school, with an unduplicated pupil percentage of 97 percent or greater for pupils enrolled in kindergarten and grades one to three, inclusive, based on 2021–22 Fall 1 census day pupil data submitted through the California Longitudinal Pupil Achievement Data System (CALPADS).

   The unduplicated pupil percentage for a school site is calculated by the sum of the number of unduplicated pupils eligible for free and reduced-price meals, English language learners, and youth in foster care, divided by each school site’s total enrollment for kindergarten and grades one to three, inclusive

2. How was funding calculated in 2022-23?

   Allocation of funds to an eligible school site is based on an amount per pupil enrolled in kindergarten or any of grades one to three, inclusive, so that no LEA received less than $450,000 per eligible school site. Grant amounts were determined using 2021–22 school enrollment data determined as of the CALPADS Fall 1 Certification.
   
   Allocations for eligible LEAs are available at the Literacy Coaches and Reading Specialists (LCRS) Grant Program funding results web page.

3. When did local educational agencies receive the Literacy Coaches and Reading Specialists funds for 2022–23?

   The California Department of Education (CDE) released an apportionment of funds reflecting 100 percent of the allocation for each LEA, in January 2023.

4. What if a local educational agency did not want to receive funds in 2022–23?

   If an LEA did not wish to participate in the LCRS program, an Opt-Out Form must have been submitted to the CDE by September 30, 2022.
   

5. Where can I find more information on Literacy Coaches and Reading Specialists funds for 2022–23?

   Language governing the allocation and use of the LCRS funds can be found in Assembly Bill (AB) 185, Section 57 (Chapter 571, Statutes of 2022) . as amended by Senate Bill 114, Section 104 (Chapter 48, 2023) .
   
   Additional information is available on the LCRS web page.

6. What is the Standardized Account Code Structure (SACS) code for Literacy Coaches and Reading Specialists for 2022–23?

   SACS Resource Code 6211: Literacy Coaches and Reading Specialists.

7. How long do I have to spend the 2022–23 funds?

   Funds are available for encumbrance through June 30, 2027.

Fiscal Year 2023-24

1. Who is eligible to receive Literacy Coaches and Reading Specialists funds in 2023–24?

   Eligible school sites are defined as elementary school sites operated by a local educational agency (LEA), defined as an elementary or unified school district, county office of education (COE), or charter school, with unduplicated pupil percentage of 95 percent or greater for pupils enrolled in kindergarten and grades one to three, inclusive, based on the 2022–23 California Longitudinal Pupil Achievement Data System (CALPADS) Fall 1 census day pupil data. School sites that received funding in the 2022–23 fiscal year are not eligible to receive additional funding in 2023–24.
   
   The unduplicated pupil percentage for a school site is calculated by the sum of the number of unduplicated pupils eligible for free and reduced-price meals, English language learners, and youth in foster care, divided by each school site’s total enrollment for kindergarten and grades one to three, inclusive.

2. How is funding calculated for 2023–24?

   In 2023–24, the allocation of funds to an eligible school site is based on an amount per pupil enrolled in kindergarten or any of grades one to three, inclusive, so that no LEA will 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.
   
   Allocations for eligible LEAs are available on the respective fiscal year’s funding results webpage at Literacy Coaches and Reading Specialists (LCRS) Grant - Categorical Programs (CA Dept of Education).

3. When can local educational agencies expect to receive the Literacy Coaches and Reading Specialists funds for 2023–24?

   The California Department of Education (CDE) plans to release the apportionment of funds in late 2023.

4. What if a local educational agency does not want to receive funds for 2023-24?

   If an LEA did not wish to participate in the LCRS program, an Opt-Out Form must have been submitted to the CDE by September 30, 2023.

5. Where can I find more information on Literacy Coaches and Reading Specialists funds for 2023–24?

   Language governing the allocation and use of the LCRS funds can be found in Senate Bill 114, Section 115 (Chapter 48, Statutes of 2023) .
   
   Additional information is available on the LCRS web page.

6. What is the Standardized Account Code Structure (SACS) code for Literacy Coaches and Reading Specialists for 2023–24?

   SACS Resource Code 6211: Literacy Coaches and Reading Specialists.

7. How long do I have to spend the 2023–24 funds?

   Funds are available for encumbrance through June 30, 2028.

Use of Funds and Expenditure Reporting

1. What are the reporting requirements for local educational agencies receiving the Literacy Coaches and Reading Specialists funds?

   LEAs receiving LCRS funds are required to submit the following reports:

   • Annual reports due by September 30 each year. These reports will include, but are not limited to, how funds are being used to employ literacy coaches and reading and literacy specialists for its eligible schools, how funds are being used to develop and implement school literacy programs, and how expenditures are impacting pupils’ literacy achievement, including for pupil subgroups.
     
     
   • A final report is expected by spring 2027 and no later than June 30, 2027. This report will include, but will not be limited to: how funds were used to employ literacy coaches and reading and literacy specialists for its eligible schools; how funds were used to develop and implement school literacy programs; how expenditures impacted pupils’ literacy achievement, including for pupil subgroups; and how the LEA plans to continue to fund literacy coaches and reading and literacy specialists past the award period.

2. Is a template available for the reports local educational agencies are required to submit?

   The CDE will post a reporting template for the annual and final reports no later than December 31, 2022. LEAs will be required to report on the data requested in this template each year. Additional information on where and how to submit the report will be provided at a later time.

3. What are the allowable uses of the Literacy Coaches and Reading Specialists funds?

   Per AB 185, Section 57 , LCRS funds are to be used for developing school literacy programs, employing and training literacy coaches and reading and literacy specialists, and developing and implementing interventions for pupils in need of targeted literacy support.

4. Can funds be used to pay for the salaries of existing literacy coaches and/or reading specialists?

   No. Per Senate Bill 114, Section 104 (Chapter 48, 2023) , an LEA will, to the extent feasible, 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.

5. What is included in a school literacy program?

   Per AB 185 Section 57 , a school literacy program developed using LCRS funds includes the following:
   
   

   • 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.
     
     
   • 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.
     
     
   • Increasing access to evidence-based literacy instruction, through strategies, including, but not limited to, any of the following:
     1. Providing bilingual reading specialists to support dual language acquisition and English language development programs.
     2. Developing and implementing culturally responsive curriculum and instruction.
     3. Providing professional development for educators and school leaders in literacy instruction and the use of data to identify and support struggling pupils.
     4. Providing professional development for educators and school leaders regarding implementation of the English Language Arts/English Language Development Curriculum Framework and the use of data to support effective instruction.
        
        
   • Establishing an evidence-based family literacy initiative, which may include but is not limited to, the following:
     
     1. Family literacy plans that identify literacy and biliteracy goals, benchmarks, and roles for all family members.
     2. 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.
     3. 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.
        1. Public library family literacy partnerships, including, but not limited to, digital tools to support whole family literacy.

6. Can funds be used to purchase assessment or intervention programs?

   Yes, if it is an essential component of a school literacy program.

7. Can funds be used to pay for a substitute so staff may attend professional learning?

   Yes, LCRS funds may be used to pay for substitutes if reasonably necessary to implement the literacy related professional learning.

8. Can funds be used to pay for travel costs for professional learning?

   Yes, LCRS funds may be used to pay for travel costs for state-sponsored regional trainings and/or communities of practice if reasonably necessary to implement the professional learning. Note that funds cannot be used to buy meals for participants at a professional learning event hosted with LCRS funds.

9. Can funds be spent on educational paraprofessionals and/or classified staff related to the school literacy program developed using Literacy Coaches and Reading Specialists funds?

   Yes, funds can be spent on professional learning for teachers, administrators, paraprofessionals who work with pupils, and classified staff that interact with pupils.

10. Can local educational agencies receiving Literacy Coaches and Reading Specialists funds also participate in the California Commission on Teacher Credentialing’s Reading and Literacy Supplemental Authorization Incentive Grant Program?

    Yes, LEAs who receive LCRS funds may also be eligible for the California Commission on Teacher Credentialing’s (CTC) Reading and Literacy Supplemental Authorization Incentive Grant Program. Read more about this grant program on the CTC’s Reading and Literacy Supplemental Authorization Incentive Grant Program web page .

11. For eligible sites with grades outside of kindergarten through grade three, can funds be used to support those other grades?

    Yes. LCRS funds can be used to support all pupils, educators, and families at an eligible site. This includes developing a literacy plan.

12. Can a local educational agency use Literacy Coaches and Reading Specialists funds to purchase a license that will benefit the whole district?

    No, LCRS funds must be spent at eligible sites. For district-wide expenses, an LEA would have to use another funding source to support the portion of the service that would benefit non-eligible sites.

Support and Technical Assistance

1. What supports will be provided to local educational agencies that receive these funds?

   The California Department of Education (CDE) has posted the intent to award $27 million via a competitive grant to the Sacramento County Office of Education (SCOE) to support the Literacy Coaches and Reading Specialists (LCRS) program. SCOE, in conjunction with the CDE, will develop and provide training for educators to become literacy coaches and reading and literacy specialists, as well as provide professional learning, such as communities of practice, to support the other allowable activities of the grant.

   CDE program staff are also available to support LEAs. LCRS program staff can be reached by email at PLIO@cde.ca.gov.

2. What resources might be helpful as my district begins work on the Literacy Coaches and Reading Specialists program?

   The following literacy initiatives/grants can serve as useful resources for work on the LCRS program:

   • Early Literacy Support Block Grant
   • Reading Instruction and Intervention Grant
   • Comprehensive Literacy State Development Grant
   • Comprehensive State Literacy Plan (PDF)
   • Literacy Resources Repository
   • Educator Workforce Investment Grant (EWIG): English Learner Roadmap
   • EWIG: Special Education
   • California Dyslexia Initiative
     

   
   Additionally, the Quality Professional Learning Standards can help guide LEAs as they develop and implement professional learning with LCRS funds.

Contact Information

Program Questions:
Professional Learning Innovations Office
PLIO@cde.ca.gov

Fiscal Questions:
Categorical Allocations and Audit Resolution Office
CAAR@cde.ca.gov