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SDLA Compliance Resource

Implement School Literacy Plans Under LCRS Grants

Connect each funded school’s literacy goals, staff, interventions, family supports and spending to the conditions of its own grant cohort.

  • Curriculum & Instruction
  • Human Resources
  • Fiscal & Budget
TimingDuring the existing grant period; cohort-specific reporting
Applies toFunded elementary schoolsites and recipient LEAs; match each site to its award cohort
Authority and scopeState program/funding conditions for the identified participants; county procedures are separate

In Plain Language: Connect each funded school’s literacy goals, staff, interventions, family supports and spending to the conditions of its own grant cohort.

Ownership and handoff

LEA literacy lead, schoolsite leader, HR and grant accountant maintain the plan, staffing/service evidence and outcome measures for CDE reports.

Program conditions for 2026–27 operations

  • Confirm the original funded-site roster: the 2022–23 cohort uses K–3 UPP at least 97% from 2021–22 Fall 1; the 2023–24 cohort at least 95% from 2022–23 and excludes sites funded under the earlier section; the 2025–26 cohort at least 94% from 2024–25 and excludes both earlier cohorts. These are award eligibility bases, not annual reapplication thresholds.
  • Each school literacy program includes a plan with goals, actions and progress metrics covering preschool where applicable and K–3. The 2025–26 provision expressly covers all pupils, including those needing targeted support, and allows its coach/specialist to serve beyond grade 3.
  • Maintain at least one literacy coach or reading/literacy specialist per funded schoolsite as specified by the applicable section. Plan evidence-based instruction and interventions, staff learning, ELA/ELD Framework alignment and appropriate multilingual supports.
  • Family literacy is an example strategy within increased access to evidence-based instruction; the examples are not separate compulsory programs. Possible approaches include home visits, family literacy/biliteracy goals, extended-day institutes and public-library partnerships. Document the strategies actually selected.
  • EC 53008.5(d)(2) expressly excludes using that cohort’s funds for salaries of existing literacy coaches/reading specialists. Do not automatically transplant that exact restriction to EC 53009, which has different language; validate the actual cohort’s award/cost rules before charging an existing position.
  • Under the September 2026 amendments, the statutes extend grant availability through June 30, 2031. The 2022–23 and 2025–26 cohorts have June 30, 2027 interim reports; the 2023–24 cohort has June 30, 2028. Keep annual CDE collections and cohort interim/final reporting separate. Verify any extension opt-out effect against the award.

Operational workflow

  1. Match CDS code, allocation, cohort and current award conditions.
  2. Write or update measurable site goals/actions; connect coach deployment and services to pupil needs.
  3. Identify allowable personnel/intervention costs and the exact funding source for each charge.
  4. Review implementation with site staff/families and reconcile evidence with fiscal records.
  5. Supply the applicable annual and cohort reports, including outcomes and plans to sustain services.

Evidence to retain

  • Site/cohort award roster
  • Literacy goals/actions/metrics and staffing records
  • Strategy selection and family participation evidence
  • Cohort-specific payroll/cost eligibility review
  • Assessment limitations, fiscal reconciliation and reports

Sources and authority

Annual Compliance Calendar · Authority and source versions

Reviewed October 21, 2026 for the 2026–27 calendar. Later grant milestones are allocation context, not a new fiscal-year calendar. Pending questions remain unverified. Preparation and monitoring steps do not create additional statewide submissions.