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Focused Review on Early Literacy



Effective educational leaders and systems use data extensively to guide them in decision-making, setting and prioritizing goals, and monitoring progress. To support a robust early literacy initiative leaders and staff must align their understanding of reading assessment data at a system, school and class level. This aligned understanding supports a focused effort to achieve early literacy goals.   

Aimed at READ Act data interpretation for elementary school staff (e.g., school leaders, instructional coaches, K-3 teachers) and district level leaders focused on early literacy, a CDE representative will work with leadership to understand trends and instructional next steps as aligned to READ Act data. Support is focused on leadership and coach capacity to analyze the data and plan for grade level team meetings.  The CDE literacy consultant will model the use of the information at the school level with teachers and gradually release this work back to school leadership.  While the work is focused on K-3 teachers, intermediate grades could be included if that fits better within the school structure. 


CDE will cover the costs for the facilitator (including the facilitators travel).  Funding from this opportunity may be used for:

  • Staff stipends and/or substitute pay to create time for job-embedded learning opportunities and/or time for collaboration
  • Leadership/teacher development as a result of the data interpretation decisions


Eligibility:  Eligible applicants are LEAs that have schools that are:

  • Identified for support and improvement under ESSA (i.e., Comprehensive, Targeted, Additional Targeted), OR
  • Have a Priority Improvement or Turnaround plan type on the most recent School Performance Framework

Prioritization:  If we are unable to cover all requests due to staff time/location limitations, then a prioritization process will be used. Consideration will be given to:

  1. Significant Reading Deficiency data for the last two years (higher rates will be ranked as priority districts)
  2. Geographic Location to field staff delivering the course


For the 2018-19 school year, up to 12 sites will be funded. In Year 1, districts are eligible to apply for up to $10,000 (January– August 2019).  LEAs may build in a small amount of funding (up to $5,000) for initial implementation (August – December 30, 2019).  This support may be paired with supports for stakeholder engagement and improvement planning.  All exploration work must be coherent and aligned. 

Funds from this opportunity must be used to supplement and not supplant any federal, state, and local funds currently being used to provide activities. There will be no carryover of funds. Unobligated funds at the end of the fiscal year will be returned to the CDE.


Schools receiving funds under this grant opportunity are required to:

  • Update the UIP during the standard window to reflect the exploration work (i.e., external review, parent and community engagement, improvement planning). CDE will review the plan during the school’s standard window (e.g., January for schools on the accountability; April for remaining schools). 
  • Schools identified for support and improvement through ESSA (i.e., CS, TS, Additional TS schools) must use the exploration results to meet the comprehensive needs assessment requirements.  CS schools should document these expectations in the UIP; TS and Additional TS schools may use the UIP. 
  • Submit the Annual Financial Report (AFR) to CDE.


There are no additional assurances for this route beyond the general assurances covered on pages 52 of the EASI application.

Who Can I Contact for More Information?

Alex Frazier

Principal Literacy Consultant

P-3 Office